Introduction to the Boise Instructional Model

1. Introductionto the Boise Instructional Model Educating Today for a Better Tomorrow

2. Table Roles – Green Sheet Group Norms – Blue Sheet Facilities Food Service Badges Cell Phones Logistics

3. Objectives for Today • Content Objectives: • Examine the 8 features of the BIM • Identify the links between the 8 features and the research framework • Language Objectives: • Discuss the BIM during a variety of activities • Correlate the 8 features within the research framework by writing each on the form where applicable

4. Why a New BIM?

5. We graduate each student prepared for college, career, and citizenship. Our Vision for the Future:

6. Curriculum Audit Recommendations/Observations • Determine the district's delivery model of instructional preferred practices. • Communicate expectations for the delivery of the curriculum to all district personnel. • Commit resources to developing, implementing, and evaluating a district wide professional development plan that provides for management and linkage of all professional development activities including individual staff member selections, campus activities, and district wide initiatives. • 241 different intervention programs • 90% of objectives were not clear

7. Random Acts of Improvement Aim of the District District Plan?

8. Aligned Acts of Improvement Aim of the District District Strategic Plan 2015

9. Strategic Plan • Strategy 1.3- Continually improve the quality of instruction • 1.3.1 – Implement PLCs focused on teaching and learning • 1.3.2 – Formalize a common instructional framework reflecting best practices • 1.3.3 – Improve the teaching of higher order thinking, reasoning and problem-solving skills • 1.3.4 – Provide appropriate technologies and instructional strategies to engage and motivate students • 2.2.2- Implement tiered intervention strategies in order to provide appropriate services to all students- provide professional development for Tier I • 3.2- Implement a comprehensive, coordinated District-wide professional development program aligned to strategic priorities • 3.2.3 Tiered intervention strategies • 3.2.6 Boise Instructional Model

10. Activity: BIM Features • Brainstorm the 1984 BIM features at your table. • What components do you remember? • Which components do you regularly see in your school? • How do the components impact PLC conversations? Chart Paper

11. 1984 BIM • Former Boise Instructional Model (BIM) included some of the features determined critical by research: • Lesson preparation • Practice and Application • Lesson Delivery • Review and Assessment • Research framework demonstrated gaps in the Boise Instructional Model (BIM)

12. 2010 BIM Discuss • What is the same? • What is now included? • Brainstorm classroom examples for each feature. BIM: Linking It All Together

13. 2010 BIM • Key features that were previously unarticulated: • Building Background • Comprehensible Input • Strategies • Interaction • Linking to research-based instructional strategies

15. A Focus on Instruction

16. ESPN 1st Team All-American Top ten finalist Manning Award 1st Team ALL WAC 2009 WAC Offensive Player of the Year School Record 39 Touchdowns and only 3 interceptions 14-0- perfect season Reflection - Player Now what? Does he still practice?Work on improving?

17. BSU had a perfect 14-0 season and won the Fiesta Bowl Do the coaches still analyze data and work together on improvement? Are they satisfied with team status? Describe your role as a building or classroom “coach” regardless of achievement level. Reflection - Leader

18. Teachers Make A Difference AN EFFECTIVE TEACHER CAN HAVE AN ENORMOUS POSITIVE IMPACT ON STUDENT ACHIEVEMENT—EVEN IN A LOW PERFORMING SCHOOL. “The key to student achievement is the talent and energy of veteran teachers.” Richard Elmore

19. Teachers Make A Difference ON HIGH STAKES TESTS • 5th grade students with three weak teachers in a row scored at the 29% tile • 5th grade students with three strong teachers in a row scored at the 83% tile William Sanders

20. Exploring the Features

21. Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice / Application Lesson Delivery Assessment/ Closure 2010 BIM Features

22. Lesson Preparation

23. 2 look learning Has the objective been clearly communicated to the learners? _____Yes _____No _____Transition _____Noninstructional Activity Provides PLCs with data to examine instruction based on 8 research-based features. • Lesson Preparation Is the objective aligned to grade-level standards? _____Yes _____No

24. Lesson Preparation:Backward Design • Stage 1: Identify desired outcomes and results. • Stage 2: Determine what constitutes acceptable evidence of competency in the outcomes and results (assessment). • Stage 3: Plan instructional strategies and learning experiences that bring students to these competency levels.

25. Build relationships, know motivation and learning styles Medina (2008). Brain Rules. Clearly Communicated objectives Antonetti, Garver & Garver (2007). A New Focus for Classroom Walkthrough: Look2Learning. Whole class preparation and clear criteria Tomilnson (2001). Classroom Instruction that Works. 41 percentile gain with goals or objectives Wise & Okey (1983). A meta-analysis of the effects of various science teaching strategies on achievement. Journal of Research in Science Teaching. Clear Objectives and goals Swanson (1980). AVID: Advancement Via Individual Determination. Lesson Preparation

26. What is the difference between content objectives and language objectives?

27. Objectives Content Objective Language Objective “ …educators have begun to realize that the mastery of academic subjects is the mastery of their specialized patterns of language use, and that language is the dominant medium through which these subjects are taught and students’ mastery of them tested.” (Lempke, 1988) The “WHAT” we’re going to learn today District/State content standards The “HOW” we’re going to learn our content today English language arts standards

28. Math Objective Content Objective • Add & subtract whole numbers & decimals Language Objective • Writeequations • Discussprocess for solving • Collaboratein small and large groups

29. Science Objectives Content Objective Identify the six simple machines and how each works (wedge, screw, inclined plane, pulley, lever, wheel & axle). Language Objectives View pictures of simple machines and listen to descriptions Read and discuss the main function of a simple machine Grade 3 Performance Objective 4.01 - There are six simple machines.

30. I Do Science Content Objective: Using an example of their choice, explain why pitch changes when variables are altered. We Do Science Content Objective: Give an example or model of how the wave changes when traveling through solids, liquids, gases, & space. You Do Select a science or algebra I content objective and write a language objective. Content & Language Objectives: Making Connections District Curriculum Samples Activity

31. Guiding Questions Guiding QuestionsYou are working with a colleague. What questions would you ask to coach them in developing and reflecting on this feature? Example: Are your content and language objectives clear to your students? Write at least 2 more questions on your handout.

32. Building Background

33. 2 look learning Provides PLCs with data to examine instruction based on 8 research-based components. Where are the students in the lesson? Introduction _____Anticipatory Set • Building Background

34. Background Knowledge is Essential for Academic Success It is Important to Build Academic Background Knowledge. Knowledge Manifests Itself Through Vocabulary Low SES Students Enter School with Less Academic Background Knowledge Than High SES Students Vocabulary Instruction is Imperative in Academic Success Building Background Marzano, (2004). Building Background Knowledge for Academic Achievement

35. The Blimbat Once when I was a yoder, my tomly and I were mayle in line to buy mott for the Blimbat. Finally, there was only one plam between us and the mott munt. The plam made a big ampler on me. There were eight utzs all probably ord the age of 12. You could tell tures did not have a lot of willen. Their pard weer not yonker, but tures were clean. The utzs were well-matter, all of them mayle in line, two-by-two zors their potent holding zibits. Tures were telly temering about the plums, fonts, and other yoks tures would wint that noster. What percentage of word recognition?? Susan M. Amartt, Ph.D. and Deborah Glaser, Ed.D, Fluency Measures and Teaching Struggling Readers to Read.

36. The Circus Once when I was a teenager, my tomly and I were standing in line to buy mott for the circus. Finally, there was only one plam between us and the mott counter. The plam made a big impression on me. There were eight utzs all probably under the age of 12. You cold tell they did not have a lot of money. Their clothes were not expensive, but they were clean. The utzs were well-behaved, all of them standing in line, two-by-two behind their parents holding hands. They were excitedly jabbering about the clowns, fonts, and other acts they would see that night.

37. List / Group/ Label Individually, list 10 words associated with Idaho on separate index cards With your table, group like words together Label each group of words by writing a sentence representing that group Activity Index Cards

38. Guiding QuestionsYou are working with a colleague. What questions would you ask to coach them in developing and reflecting on this feature? Example: What is the essential vocabulary for this lesson/unit? Write at least 2 more questions on your handout.

39. Comprehensible Input

40. 2 look learning Does the work assigned to students incorporate engaging qualities? ____Personal Response ____Clear/Modeled Expectations ____Emotional/Intellectual Safety ____Learning with Others ____Sense of Audience ____Choice ____Novelty/Variety ____Authenticity Provides PLCs with data to examine instruction based on 8 research-based components. Concept Development ___Listening ____Reading ____Worksheet ____Writing ____Discussion ____Hands-On/ Manipulatives ____Similarities and Differences ____Summarizing/Note-Taking ____Reinforcing Effort/Providing Recognition ____Nonlinguistic Representations ____Generating and Testing Hypotheses • Comprehensible Input

41. Comprehensible Input • “Merely knowing content, but not understanding leaves learners unable to make use of what they have learned. Simply knowing that bridges do not fall down does not make that knowledge useful. Learning a few mathematical equations cannot by itself lead me to comprehension of physics. But knowing and understanding meaning of such equations will” (Stiggins, 2008, p. 53). • It’s critical that as we move through the curriculum, we take students in small steps that minimize student frustration and allows for continuous progress (Waxman & Walberg, 1991).

42. Activity • Develop study questions based on Antigone. • Brainstorm at your table • What would you need to make this activity more comprehensible? • Share out two ideas

43. Guiding Questions BIM Linking It All Together Guiding QuestionsYou are working with a colleague. What questions would you ask to coach them in developing and reflecting on this feature? Example: How are you “chunking” new content to make it accessible for your students? Write at least 2 more questions on your handout.

44. Strategies

45. 2 look learning Provides PLCs with data to examine instruction based on 8 research-based components. Concept Development ___Listening ____Reading ____Worksheet ____Writing ____Discussion ____Hands-On/ Manipulatives ____Similarities and Differences ____Summarizing/Note-Taking ____Reinforcing Effort/Providing Recognition ____Nonlinguistic Representations ____Generating and Testing Hypotheses • Strategies

46. 45% gain - Similarities & Differences 34% gain - Summarizing & Notetaking* 29% gain – Reinforcing Effort & Providing Recognition 28% gain - Homework & Practice* 27% gain - Nonlinguistic Representations 27% gain - Cooperative Learning 23% gain - Setting Objectives & Providing Feedback 23% gain - Generating & Testing Hypotheses 22% gain - Cues, Questions & Advance Organizers Marzano’s High Yield Strategies * In meaningful, novel format

47. Cornell Note Paper Costa’s Level of Questioning Activity • Choose one person at each table to take one item from a purse, pocket, briefcase, etc. • Place the item in the middle of the table • You will have two minutes to write down everything you know about the item on the right side of your Cornell note paper.

48. Activity Cont. • On the left side of the Cornell Note Paper please write three questions that correspond with some part of your notes on the right side. • Each question should come from one of each of Costa’s levels. • At the bottom, please write a two sentence summary of your notes.

49. Research-based Instructional Strategies You are working with a colleague. What questions would you ask to coach them in developing and reflecting on this feature? Guiding Questions Example: What different note-taking devices could be used to enhance learning for this lesson? Write at least 2 more questions. Use the Research-based Instructional Strategies handout to guide your questions.

50. Interaction