Secondary Module

1. Secondary Module Three Phase Lesson Design 2010-2011 Cambridge High School

2. “You Haven’t Taught Until They’ve Learned” John Wooden • What is it we expect students to learn? • How will we know when they have learned it? • How will we respond when they don’t learn? • How will we respond when they already learned it? DuFour

3. Outcomes/Objectives • Identify the elements of Three Phase Lesson Design through discussion using organizational tools • Demonstrate how to write clear objectives using the 3 part format and observing classrooms • Make connections to district initiatives in discussion

4. Agenda • Gradual Release of Responsibility • Three Phase Lesson Design • Elements • Focus Lesson, Practice, Closure • Mastery Objectives • Observations • Skillful Teacher Connections

5. Board Theory of Action

6. Creating a culture for student success in Fresno Unified School District through an Aligned Instructional System Taught Curriculum Learned Curriculum Written Curriculum Assessed Curriculum • Essential Elements of the • Aligned Instructional System • Standards Based for students, staff, and educational leaders • Purposeful Assessments of learning and for learning • Intense and Specific Planning based on assessments for learning • Effective Targeted Instruction based on assessments and planning, powerful instruction should be used, maximizing teacher expertise and creativity

7. Fresno Unified School District’s Aligned Instructional System Planning Instruction and Designing Learning Experiences for ALL Students Taught and Assessed Curriculum: Engaging and Supporting ALL Students in Learning Planning Instruction and Designing Learning Experiences for ALL Students Assessing Students for learning Focus Lesson Framing the Learning Model, demonstrate, and think aloud with students Cognitive Engagement Closure Practice Phase Structured Practice Guided Practice Collaborative practice Independent practice Check for understanding Closure Revisit Objectives Student Metacognition Check for Understanding Preview tomorrow’s work California Standards for the Teaching Profession Taught Curriculum Learned Curriculum Written Curriculum Assessed Curriculum

8. Make a Connection to Planning Good planning skills for daily lessons stand behind good teaching. The Skillful Teacher Saphier, Haley-Speca, Gower Planning is a signature of thinking. Behaviors are a by-product of the level of planning. Caroline Tripp

9. The Interdependent Relationship Between Curriculum and Instruction Teaching Interdependent Instruction Curriculum • Content Standards • Content Specific • Unit Design • Collaboration by content • Assessment • Lesson Design • Pedagogy • Daily Objectives • Interdisciplinary Collaboration • Checking for Understanding

10. A Guaranteed Curriculum One of the most significant factors that impact student achievement is that teachers commit to implementing a guaranteed and viable curriculum to ensure no matter who teaches a class, the curriculum will address certain essential content. For learning to be effective, clear targets in terms of information and skills must be established. (Marzano, 2003)

11. Effective Planning as the Control Tower

12. TEACHER RESPONSIBILITY “I do” Focus Lesson “ We do ” Structured or Guided Instruction “ You do together” CollaborativeWork “ You do alone” Independent Work STUDENT RESPONSIBILITY Gradual Release of Responsibility(Pearson and Fielding, 1991)

13. Benefits of the Three Phase Lesson Design • Simple terminology is student friendly and translates well across disciplines. • Provides a structural framework. • Allows for more intentional, sticky teaching. • INTENTIONAL, PURPOSEFUL, EXPLICIT

14. 50 Minute Period Three Phase Lesson Design for Gradual Release 20-35 Minutes 5-10 Minutes 10-20 Minutes Revisit Objective Instructional Arrangements for Student Practice: Structured Practice Guided Practice, Collaborative Practice, Independent Practice Framing the Learning (includes objectives) Check For Understanding Model, Demonstrate, Think Aloud, Explain, Direct Instruction Student Metacognition Cognitive Engagement (& CFU) Check for Understanding Closure Preview Work to Come

15. Zooming in on the Focus Lesson: Phase 1 • Writing Mastery Objectives from Standards and Framing the Learning • Direct Instruction • Cognitive Engagement (includes checking for understanding) • Closure Framing the Learning (includes objectives) Model, Demonstrate, Think Aloud , Explain, Direct Instruction Cognitive Engagement Closure

16. What Focus Lessons Are Not • Not a time to ask students questions. • Not a time to tell information that students can access in another way. • Not a time for students or teachers to read aloud to the rest of the class.

17. Focus Lesson: What’s the Purpose? • Teacher focuses the students’ attention to introduce or review a concept, skill, or strategy they are to learn. How to get the information to the students.Demonstrate Model Share your thinking with students For every 10 minutes of talking give students 2 minutes of processing. Better Learning Through Structured Teaching Fisher and Frey, 2008 Focus Lesson

18. Focus Lesson

19. Providing Processing Time … Skillful Teacher INFORMATION INPUT PROCESSING TIME 10 2 minutes minutes • Modeling • Video • Reading • Observe/Lab • Think Aloud • Teaching Charts • Think-Pair-Share • Graphic Organizer • Note Taking • Summarizing • White Board tool • Discussions • Illustrations

20. Framing the Learning: Mastery or Content/Language Objectives Excerpt from Chapter 16:     "A clear objective articulated by a teacher in terms of student mastery is the indispensable anchor of good daily lesson planning. It serves as the control tower, always in touch and guiding the glide path of the lesson. The quality of one’s thinking about objectives in relation to significant content directly accounts for the effectiveness of student learning experiences.  In this section, we show how that is so and provide guidelines for crafting good objectives." Saphier, J., Haley-Speca, M.A., & Gower, R. 2008. Framing the Learning (includes objectives) Model, Demonstrate, Think Aloud , Explain, Direct Instruction Cognitive Engagement Closure

21. Framing the Learning: Mastery or Content/Language Objectives

22. Thinking Behind Objectives THINKING SKILLS OBJECTIVES What thinking skills do I want students to be able to use? MASTERY OBJECTIVES What do I want students to know or be able to do when the lesson is over? How will I know if they know it or can do it? INVOLVEMENT How can I get students really engaged? ACTIVITIES What activities could students do to gain understanding or to develop these skills? COVERAGE What knowledge, skill, or concept am I teaching? COVERAGE What knowledge, skill, or concept am I teaching? Key Questions in Planning J.D. Saphier

23. Writing a Mastery Objective Start with the learner as the subject: Add the observable action (based on standards) Describe how students will explain or show that they understand Example: Students will be able to explain in their own words the importance of Judicial Review through collaborative grouping and discussions All the above based on the appropriate standard

24. Which Objectives Do I Use? Content & Language Objectives Mastery Objectives Content Objective: Students will be able to justify steps taken to solve linear equations and inequalities. Language Objective: Students will be able to discuss and record the steps of solving equations and inequalities with an elbow partner. Subject Areas ALL Mastery Objective: Students will be able to justify steps taken to solve linear equations and equalities using mathematical reasoning during partner work. SDAIE Rooms

25. Zooming in on the Practice Focusing Practice on Lesson Intent and Objectives • Structured: I do and then We do together, Modeling, Think-Aloud • Guided: We Do together, You do alone and I coach you • Collaborative: You do together in group, I coach • Independent: You do alone Structured Guided Collaborative Independent

26. Skillful Teacher TST, p. 233 Say-Do Principle of Learning • How we take in new information… • What we do immediately with the information … • Effect on retention Read it 10% Hear it 20% See it 30% Hear & See 50% Say it: Talk or Write 70% 90% Say & Do: Talk/Write & Apply

27. Zooming in on the Closure Focusing Closure on Lesson Intent and Objectives • I review objective with student input • You tell me if you know and understand the day’s learning • I preview tomorrow’s learning Revisit Objective Check For Understanding Student Metacognition Preview work to come

28. Skillful Teacher Strategies • Thinking Behind Objectives (CSTP 4) • Say-Do Principle of Learning (CSTP 1) • 10-2 Principle (CSTP 1) • Summarizing (CSTP 5) • 3-2-1 • Ticket to Leave

29. KEY CONCEPTS • Areas of Performance • Repertoire • Matching Overarching Objectives Curriculum Design CURRICULUM PLANNING Objectives Learning Experiences Assessment Personal Relationship Building Class Climate MOTIVATION Expectations INSTRUCTIONAL STRATEGIES Principles of Learning Models of Teaching Clarity Space Time Routines MANAGEMENT Attention Momentum Discipline FOUNDATION OF ESSENTIAL BELIEFS Planning

30. FUSD Resources • Go to Fresnounified.org • Click on Departments • Click on Language Arts 7-12 • click on Documents • Click on FUSD Reading Language Arts • Click on English Learner Services • Click on Instructional Resources • History Social Science • Click on SIOP

31. Closure/Summarization I’m Square on this information. This information is still circling in my mind. This information points me in the right direction.