1 of 43

THE FUNDAMENTAL 5: THE FORMULA FOR QUALITY INSTRUCTION�

2 of 43

NORMS

Tame Your Technology

Keep Conversation

Professional and Respectful

Actively Participate

​

3 of 43

 

�

​

The Fundamental 5: The Formula for Quality Instruction.

​

​

Written by Sean Cain and Mike Laird

4 of 43

THE FUNDAMENTAL 5�

The five critical practices found at the core of highly effective instruction.

​

Framing

the

Lesson

Work in the “Power Zone”

Frequent, Small Group, Purposeful Talk

Recognize & Reinforce

Write Critically

5 of 43

Today’s Objective

  • We will examine the components of Fundamental 5.

​

  • I will write 2 things I’ve learned about Fundamental 5 implementation.

​

6 of 43

FRAMING THE LESSON

7 of 43

8 of 43

How to write the objective- “We will…”

  1. Look at the TEKS in your lesson plan for the day.
  2. Imagine that a student asks me, “What are we going to learn today?”
  3. Write down my answer as a “We will…” statement using TEKS verbiage.
  4. Confirm that my objective is specific to today and accessible to the language and understanding of my students.

9 of 43

Try it!

​

As a table group, pick a student expectation from your handout. Then write a “We will” statement for that TEKS.

10 of 43

How to Write the Close- “I will…”

  1. Look at the objective for the day.
  2. It should provide proof to the student and the teacher that the objective(s) was met.
  3. It will be presented as an “I will…” statement using student friendly verbiage.
  4. It is written as show, share, tell, or write and should take no more than 5 minutes.

11 of 43

Try it!

​

Using the objective you wrote before, now write an “I will” statement.

12 of 43

WORKING IN THE “POWER ZONE”

13 of 43

WHAT IS THE POWER ZONE?

Teaching or interacting with

one student, a small group of

students, or the entire

classroom of students.

​

​

​

​

​

​

​

14 of 43

WHY TEACH IN THE POWER ZONE?

15 of 43

16 of 43

Implementing the Power Zone in your Classroom

  • Set up the room to facilitate moving.
    • remove excess furniture and equipment
    • untether yourself from presentation and teaching technology
  • Be conscious of proximity to students.
  • Circulate through the room regularly.
  • Talk to students at their desk.
  • 75% of instructional time should be spent in the Power Zone.

​

17 of 43

�RECOGNIZE AND�REINFORCE�

18 of 43

19 of 43

RECOGNIZE AND REINFORCE

  • Recognition-the personal and specific acknowledgement of academic growth or success

​

​

  • Reinforcement-the personal and specific acknowledgment of the work and/or effort to achieve academic growth or success

20 of 43

Positive Talk vs. Recognize and Reinforce

  • Get into the Power Zone.

​

  • Address specifics instead of generalities.

​

  • When I engage in positive talk, like “Good Job!,” finish the comment by pointing out what caught my eye.

​

21 of 43

RECOGNIZE AND REINFORCE

This can be the hardest practice to implement because:

It may not feel natural so…

“Fake it ‘til you make it.”

22 of 43

“COMPLIMENTS AND ENCOURAGEMENT GO ALONG WAY TOWARDS MAKING CHILDREN FEEL GOOD. DESCRIPTIVE PRAISE, WHERE YOU TELL THE CHILD EXACTLY WHAT IT IS THAT YOU LIKE, WORKS BEST OF ALL.”��RAISING CHILDREN NETWORK (AUSTRALIA) LIMITED

23 of 43

​

​

​

FREQUENT �SMALL GROUP PURPOSEFUL TALK

24 of 43

25 of 43

FREQUENT SMALL GROUP �PURPOSEFUL TALK

​

  • Frequent - after 10-15 minutes of teacher talk.
  • Small group - 2 to 4 students. Get everyone engaged.
  • Purposeful Talk -Teacher provides a seed question designed to increase understanding.
  • Purpose - to enhance student engagement and advance the lesson
  • Plan-students know to whom they should speak and what they should discuss

​

​

​

26 of 43

The Power of Frequent

  • Provides students with a chance to process and catch up

​

  • Resets student attention spans

​

  • Allows the teacher to maintain higher levels of engagement throughout the ENTIRE lesson.

​

  • Feels choppy at first, but FREQUENT is powerful for the learner.

27 of 43

The Power of Purposeful Talk

  • Building understanding and make connections
  • Using vocabulary in context
  • Increases retention
  • Manage instructional rigor throughout the lesson
  • Provides a process for differentiation
  • Gives immediate feedback to the teacher

​

​

28 of 43

SEED QUESTIONS REQUIRE DELIBERATE:

  • Planning
  • Execution
  • Reflection

WHY?

Because without advanced preparation, questions that teacher develop on the fly are either closed questions, low rigor, or both.

​

29 of 43

For the next two minutes discuss different ways to organize your students for small group purposeful talk.

30 of 43

CRITICAL WRITING

31 of 43

WHAT IS CRITICAL WRITING?

  • Purposeful and intentional writing
  • 5-10 minutes
  • The writing solidifies the learning for students
  • Content writing based on objectives (TEKS)
  • Increases rigor
  • Increases relevance

​

Let’s see how that works…

32 of 43

WRITING CRITICALLY

  • It can be:
    • A simple list,
    • A short comparison paragraph,
    • A quick summary,
    • A mind map,
    • Purposeful note taking (i.e. Cornell notes),
    • A written exit ticket, or
    • A formal essay or term paper.

​

​

33 of 43

�CRITICAL WRITING EXAMPLES

34 of 43

35 of 43

36 of 43

37 of 43

CRITICAL WRITING ACTIVITY

Write 2 things that you will remember about Fundamental 5?

38 of 43

PowerWalks

39 of 43

40 of 43

41 of 43

Mapping

42 of 43

43 of 43