[ppt]implementation of the fundamental five - grand … · web viewframe the lesson frame the...
TRANSCRIPT
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IMPLEMENTATION OF THE FUNDAMENTAL FIVE
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OBJECTIVE
To become familiar with the components of the Fundamental 5 and to discover
the advantages of implementing strategies designed to reinforce learning.
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PRODUCT
Create a note taking guide where you will collect and synthesize strategies that can be used to enhance learning and incorporate Fundamental 5 components in the classroom.
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WHAT ARE THE FUNDAMENTAL FIVE?
Frame the
lesson
Teach in the
Power Zone
Praise and
Encouragement
Critical Writing
Small Group
Purposeful Talk
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FRAME THE LESSON
Objective
Product
Frame the
Lesson
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OBJECTIVE
Robert Mager, in his book Preparing Instructional Objectives, describes an objective as "a collection of words and/or pictures and diagrams intended to let others know what you intend for your students to achieve" (pg. 3).
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TIPS FOR DAILY OBJECTIVE
Place in the classroom where students can see
the written objective and product
Discuss the objective at the beginning of the
lesson
Make sure it is reasonable to complete
the objective in one daily lesson or class
The objective must be specific enough to clarify
the goal
The objective needs to be “kid friendly”
language
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A PRODUCT IS:
Completed by every student
Done the last 5 minutes of class or
the end of the lesson
A final check for understanding
Proof for the teacher that learning has
occurred
Likely to increase the opportunity for a student to retain important learning
Looked at daily by the teacher to guide future instruction
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A PRODUCT IS NOT
Usually verbal except as appropriate in the lower grades
Usually done in a group
Designed to be a grade daily
Test or quiz
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EXAMPLES OF PRODUCTS
Classify •I will classify the words of given sentences into categories of parts of speech.
Describe •I will describe the procedures of a formal debate.
Interpret•I will interpret passages of literature.
Language Arts
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EXAMPLES OF PRODUCTSScience
Classify: •Given several examples of each, I will classify materials according to their physical properties as gas, liquid, or solid.
Estimate: •I will estimate the amount of heat given off by one liter of air compressed to one-half its original volume.
Predict: •From a description of the climate and soils of an area, I will predict the plant ecology of the area.
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EXAMPLES OF PRODUCTS
Distinguish •Given pairs of numbers, one number of each pair a prime number, I will identify the prime number in each pair.
Locate: •I will locate a particular desk in his classroom by stating the row it is in and the ordinal position from the front of the room. "John's desk is the fourth one from the front, in the second row, from the east wall.”
Mathematics
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PRODUCTS
Website that gives examples of student products based on Bloom’s Taxonomy
http://www.adprima.com/examples.htm
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TIPS FOR THE DAILY PRODUCT
The product can easily be completed individually by every student in 5 minutes
or less at the end of the lesson
The product produces evidence
of learning
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BLOOM’S TAXONOMY WHEEL
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BLOOM’S TAXONOMY WHEEL
http://cstep.csumb.edu/Obj_tutorial/bloomwheel.html
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PRODUCT ACTIVITY
P= R= review important concepts O= D= U= C= T=
Create an acrostic using the letters of PRODUCT to communicate what you know about the subject. Fill out as many as you can by yourself and then share with a partner
by doing a Chair Touch.
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CHAIR TOUCH
Teacher asks a question or poses a problem for discussion.
Teacher calls out a number of chairs to touch. Group wanders around room silently touching
chairs as they count. As soon as the last chair is touched, the
participants stop where they are and form a pair with nearest person.
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POWER ZONE
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POWER ZONE
It’s more important to use the classroom space for
learning rather than teaching!
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WHAT IS THE POWER ZONE?
“There is a distinct correlation between the teacher's body position in the classroom and student success.” Pozzer-Ardenghi, L., & Roth, W.-M. (manuscript submitted for publication). Action and Interaction in the Classroom: Teacher's Movement and Associated Pedagogical and Discursive Practices.
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WHY TEACH IN THE POWER ZONE?
Monitor Under-
standing
Address problem behavior
immediately
Answer questions
Manage
transitions
Communi-cate
with all students
Maximize student learning
Show genuine
interest in students
Personal connectio
n with
studentPromote Equitable learning
for all
students
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TEACH IN THE POWER ZONE
Picture your classroom. Draw what a classroom set up might look like when it is specifically designed for teaching in the POWER ZONE.
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POWER ZONE ACTIVITY
Classroom
Management
•Address unwanted behavior immediately•Manage transitions•Increase proximityBuild
Relationships
•Connect with students personally•Show genuine interest•Build rapport faster
Improves
Teaching
•Monitor and adjust personal instruction•Answer Questions•Provide immediate feedback•Differentiate when needed•Provide clarification
Power
Zone
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NUMBERED HEADS TOGETHER Have students form teams of 4.
Have students within each team count off from 1-4.
The teacher asks a question.
Students put their heads together and collaboratively generate an answer.
Members of the team make sure each member can answer the question.
The teacher calls a number at random. All students assigned that number stand or raise their hands; one of these students is selected to answer the question.
Students stay standing until their answer is presented by another group.
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PRAISE AND ENCOURAGEMENT
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WHAT IS PRAISE AND ENCOURAGEMENT
“Compliments and encouragement go a long way towards making children feel good. Descriptive praise, where you tell the child exactly what it is that you like, works best of all. On top of that, praising children when they’re behaving well is likely to make them want to keep behaving well.” Raising Children Network (Australia) Limited
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PRAISE AND ENCOURAGEMENT
Select and define a behavior to increase. Choose reinforcers. Deliver positive reinforcement. Monitor student performance Quick assessment of student learning
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SENSORY REINFORCERS
Listen to music on a Walkman
Choose a poster
View a kaleidoscope
Blowing BubblesSit in a rocking chair
Play a CD in a boom box
Select a perfume
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NATURAL REINFORCERS
Playing a game
Erasing the blackboard
Watching a movie
Being a team
captain
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MATERIAL REINFORCERS
CD’s
Pencils
Plastic AntsBookmarks
Erasers
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GENERALIZED REINFORCERS
Raffle tickets
Tokens
Points
Credits
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SOCIAL REINFORCERS
A smile A thumbs up A high five Proximity
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EFFECTIVE PRAISE
Immediately Frequently Enthusiastically Eye contact Describe behavior
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CLOCK BUDDIES ACTIVITY
Make an appointment with a different person for 12 o’clock, 3 o’clock, 6 o’clock and 9 o’clock. Be sure you both record the appointments on your clocks. Only make the appointment if there is an open slot at that hour on both of your clocks.
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OBJECTIVE
To become familiar with the components of the Fundamental 5 and to discover
the advantages of implementing strategies designed to reinforce learning.
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PRODUCT
Create a note taking guide where you will collect and synthesize strategies that can be used to enhance learning and incorporate Fundamental 5 components in the classroom.
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CLOCK BUDDY ACTIVITY
What did you implement in your classroom based on your new learning regarding Objective and Product, the Powerzone and Praise and Encouragment?
Share with your 12 o’clock buddy
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REVIEW
Note taking guide
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SORTING ACTIVITY
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Effective Praise Ineffective Praise1. Is delivered contingently upon studentperformance of desirable behaviors orgenuine accomplishment
1. Is delivered randomly and indiscriminately without specific attention to genuine accomplishment
2. Specifies the praiseworthy aspects of the student's accomplishments
2. Is general or global, not specifying the success.
3. Is expressed sincerely, showing spontaneity, variety and other non-verbal signs of credibility.
3. Is expressed blandly without feeling or animation, and relying on stock, perfunctory phrases.
4. Is given for genuine effort, progress, or accomplishment which are judged according to standards appropriate to individuals.
4. Is given based on comparisons with others and without regard to the effort expended or significance of the accomplishment of an individual.
5. Provides information to students about their competence or the value of their accomplishments.
5. Provides no meaningful information to the students about their accomplishments.
6. Helps students to better appreciate their thinking, problem-solving and performance.
6. Orients students toward comparing themselves with others.
7. Attributes student success to effort and ability, implying that similar successes can be expected in the future.
7. Attributes student success to ability alone or to external factors such as luck or easy task.
8. Encourages students to appreciate their accomplishments for the effort they expend and their personal gratification.
8. Encourages students to succeed for external reasons -- to please the teacher, win a competition or reward, etc.
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SMALL GROUP PURPOSEFUL TALK
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SMALL GROUP PURPOSEFUL TALK
“In the area of intellectual development, young adolescents prefer active over passive learning activities. They prefer interaction with peers during learning activities.” This We Believe: Developmentally Responsive Middle Schools, NMSA
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WHAT IS SMALL PURPOSEFUL TALK
Frequent Small Group Content Discussion based on objective (SE’s) Planned Discussion
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SMALL GROUP PURPOSEFUL TALK
Suggestions Partner talk
Turn and talk Shoulder partner Face partner Think pair and share
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SHOULDER PARTNER TALK
Talk to your shoulder partner about when, in the planning process, teachers should create small group purposeful talk questions and or topics?
On what should these questions and or topics be based?
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THE BASIC STEPS OF THINK-PAIR-SHARE ARE
Question: Ask an open-ended question and tell students that they will think-pair-share the answer.
Think: Give students 1-2 minutes to think quietly about their response to the question. Walk around the room to reinforce this quiet, on-task response.
Pair: Ask students to share thoughts with their partners and ask questions if they don't understand what their partner is saying. Circulate around the room, listening to student conversations.
Share: Ask for student volunteers to share as you begin this process. Later, you should call on non-volunteers to increase student accountability in this cooperative learning strategy. Reinforce the expectation of active listening by requiring students to acknowledge the thoughts of classmates by saying: I agree with [name's] answer..., I don't agree with [name's] answer..., I started the problem like [name] but then I...
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CLOCK BUDDY ACTIVITY
Think Pair and Share After looking at the Cone of Learning, would you do
anything different in your classroom? What would you do differently? Why? Share with your 6 o’clock appointment
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BENEFITS OF SMALL GROUP PURPOSEFUL TALK
Some students are reluctant to write at first and benefit from practice sharing thoughts with a partner and hearing that partner put thoughts into words.
Reluctant students get to "practice" in a small setting with a partner before speaking to the whole class.
These students can also choose to share their thoughts, their partner's thoughts, or a combination of the two.
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SMALL GROUP PURPOSEFUL TALK ACTIVITIES
Think - Pair – Share Reciprocal Teaching Chair Touch Freeze Tag Clock Buddies
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CRITICAL WRITING
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WHAT IS CRITICAL WRITING?
Purposeful and intentional writing Plan the writing prompts or stems during the
planning process Content writing based on objectives (SE’s) Should occur in content area The writing solidifies the learning for students
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PRIOR KNOWLEDGE SURVEY
A questionnaire that determines prior knowledge about a subject or concept.
This helps teacher find a starting point.
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CONCEPT MAPS
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THINKING MAPS
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MINUTE PAPER
Students write short written responses to one or two questions provided by the teacher regarding the learning.
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MINUTE PAPER ACTIVITY
How do you determine what your critical writing prompts you are going to use?
When should you do this?
You have 1 minute to answer the questions.
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CLOCK BUDDY ACTIVITY
Share your 1 minute paper with your 3 o’clock buddy.
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MUDDIEST POINT
Students write down the most confusing or least clear part of what they just heard or saw.
Teacher collects responses which provides immediate feedback on student understanding of presented material
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PRO AND CON GRID
•Students search for at least two sides to the issue in question•Works well in:•Social Studies•Language Arts
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REFLECTIVE JOURNALS
Have you wondered about ________...? Let me tell you about_______... Have you ever wondered why...? I like to ________ for many reasons. I know how to _________. First... I think _____ was ________ for many reasons. I just learned facts about... Let me tell you about... It's fun to ________. First you... Many changes happen to __________ …
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ACTIVITY: “DON’T BREAK THE BANK”
An administrator has asked you to explain the educational benefits of critical writing. Compose a response to their inquiry.× Each word you write will cost .10¢ × You must spend between $2.70 and $3.00.
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CLOCK BUDDY ACTIVITY
Share your Break the Bank writing with your 6 o’clock buddy.
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REVIEW OBJECTIVE
To become familiar with the components of the Fundamental 5 and to discover
the advantages of implementing strategies designed to reinforce learning.
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REVIEW PRODUCT
Create a note taking guide where you will collect and synthesize strategies that can be used to enhance learning and incorporate Fundamental 5 components in the classroom.
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CRITICAL WRITING ACTIVITY
List the strategies that you will implement in your classroom.
Which strategy do you think will be the hardest to implement? Why?
Which strategy do you think will be the easiest to implement? Why?
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CLOCK BUDDY ACTIVITY
Share your Critical Writing Activity with your 9 o’clock buddy.
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