the strategic six
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The strategic Six. Six Core Strategies for Instructional Design. In-service Training by Matt Foster 2013. Resources. Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author . - PowerPoint PPT PresentationTRANSCRIPT
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THE STRATEGIC SIXSix Core Strategies for Instructional Design
In-service Training by Matt Foster 2013
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ResourcesCain, S., & Laird, M. (2011). The fundamental 5: The formula for
quality instruction. Author.Dean, C., Hubbell, E., Pitler, H., & Stone, B. (2013). Classroom
instruction that works: Research-based strategies for increasing student achievement (2nd ed.). Alexandria, VA: ASCD.
Lemov, D. (2012). Teach like a champion field guide. San Francisco, CA: Jossey-Bass.
Schmoker, M. (2011). Focus: Elevating the essentials to radically improve student learning. Alexandria, VA: ASCD.
Marzano, R. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: ASCD.
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WHAT ARE THE STRATEGIC SIX?• An instructional
design model• Focuses on
classroom instructional practices
• Uses six best practices of quality instruction
The Learning Space
Engagement in Meaningful
Conversation
Affirmations & Reinforcement
Reflections through
Focused Writing
I Can Statement
s
Responsive Interventions
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1) I CAN STATEMENTS
1. Daily learning objective
2. Daily closing task or product
I Can Statement
s
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1) I CAN STATEMENTS
1. Daily learning objective
4 Ms• Made First: Determines activities, not the
other way around• Most Important: Focuses on Critical Teaching
Concepts in the district curriculum map• Measureable: Student results at the end of
the class• Manageable: Can be taught in one lesson,
not days or weeks
Lemov, D. (2012). Teach like a champion field guide. San Francisco, CA: Jossey-Bass.
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1) I CAN STATEMENTS
2. Daily closing task or
product
Concrete language
Students’ proof of learning End of
lesson
1. Daily learning objective
Student-friendly
and focused
Simple statement of today’s learning
Addressed at
beginning of lesson
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1) I CAN STATEMENTS• Social Studies Example
• “I can understand how the geography of Texas affects the economy in Texas. At the end of the lesson I will write a paragraph to describe how population patterns create businesses.”
• Reading Example• “I can use my knowledge of themes. I will do this by:
Identifying themes from two stories, and Write a paragraph about how the themes apply to my life.”
• Math Example• “I can use two-digit multiplication.
Closing Task: I will solve problems by multiplying length times width to find the area.”
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The Learning Space
Engagement in Meaningful
Conversation
Affirmations & Reinforcement
Reflections through
Focused Writing
I Can Statement
s
Responsive Interventions
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2) THE LEARNING SPACE“Teaching or monitoring in close proximity to one student, or a small group of students, or the entire classroom full of students” (Cain & Laird, 2011, p. 45).
Discipline Issues
On-ta
sk
beha
vior
s
Rete
ntio
n of
Con
tent
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Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author.
2) THE LEARNING SPACE
Teacher’s desk
At the computer
Email; paperwork
Teacher Work Area Front,
side, or rear of roomApart from students
Lecturing
Lecture Position Proximity
to students
Ensure on-task behavior
Gather formative data
Power Zone 75% of
time here.
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2) THE LEARNING SPACE• Teacher Commitments:
Check email before school, conference period, or after school
Purposeful room arrangementMinimize clutter and storage for ease of movement
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The Learning Space
Engagement in Meaningful
Conversation
Affirmations & Reinforcement
Reflections through
Focused Writing
I Can Statement
s
Responsive Interventions
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Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author.
3) ENGAGEMENT IN MEANINGFUL CONVERSATIONS
• Frequent, brief, and purposeful• Small-group, peer-to-peer discussion• Seed question and prompts• Increase rigor and relevance• Increase engagement• Structure provided by planning, proximity, and regular intervals
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Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author.
3) ENGAGEMENT IN MEANINGFUL CONVERSATIONS
Frequency Group Size
Planned Questions
Learning Space Structure
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Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author.
3) ENGAGEMENT IN MEANINGFUL CONVERSATIONS
10-15m of
Instruction
1-2m of Student
Talk
10-15m of
Instruction
1-2m of Student
Talk
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3) ENGAGEMENT IN MEANINGFUL CONVERSATIONS
• Ways to Use Meaningful Conversations1. In your own words: Pairs/groups summarize or explain2. Take a stand: Pairs/groups discuss whether they agree or disagree3. Name the Steps: Pairs discuss how to do it4. Making connections: Pairs/groups compare and contrast• To their personal interests• To other subject areas• To previously learned content• To real-life applications• Between two sources (teacher example vs. student; textbook vs.
online; novel vs. movie)
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The Learning Space
Engagement in Meaningful
Conversation
Affirmations & Reinforcement
Reflections through
Focused Writing
I Can Statement
s
Responsive Interventions
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Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author.
4) AFFIRMATIONS & REINFORCEMENT
Two Aspects
Academic Behavioral
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4) AFFIRMATIONS & REINFORCEMENT
Two Aspect
s
Academic Behavioral
Affirm• Recognize success, effort, and
progress• Provides motivation and
commitment to learning
Reinforce• Acknowledge/praise work required for
achievement• Work includes: organization, timeliness,
studying, the discrete tasks that form a complete assignment, etc…
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Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author.
4) AFFIRMATIONS & REINFORCEMENT
Two Aspect
s
Academic Behavioral
Affirmations• For small groups and
individuals• Clarify specific positive
behaviors that warrant recognition
Reinforce• Positive social behaviors• Promote positive behaviors to
see more of them• Conditioning through attention
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4) AFFIRMATIONS & REINFORCEMENT
Enthusiastically affirm when expectations have been met.
Save praise for when expectations are exceeded.
Lemov, D. (2012). Teach like a champion field guide. San Francisco, CA: Jossey-Bass.
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4) AFFIRMATIONS & REINFORCEMENT
Non-examples• “You’re smart!”• “Good job!”
Examples• “You did it just like the
sample, Shayna. Good work.”
• “Johnny B! Bringing your tools to work today!”
Lemov, D. (2012). Teach like a champion field guide. San Francisco, CA: Jossey-Bass.
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The Learning Space
Engagement in Meaningful
Conversation
Affirmations & Reinforcement
Reflections through
Focused Writing
I Can Statement
s
Responsive Interventions
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5) FOCUSED WRITING
In all subject areas, students writing about their learning.
Making Connections
Relevance Rigor
Summarizing
Recalling Details Key Ideas
A Natural Closing
Task
Brief
Formative 1-10 minutes
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WRITE CRITICALLYWays to Use Critical Writing
1. During segments of note-taking, have students “put it in their own words”
2. Summarizing how to do a skill or steps to solve a problem
3. Summarizing information read or discussed
4. Identifying similarities and differences between ideas/concepts or between two processes.
5. Making connections• To students’ personal
interests• To other subject areas• To previously learned
content• To real-life applications
6. Increase rigor• Have students explain in
writing how information is organized• Ask students to generate
hypotheses using new information
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The Learning Space
Engagement in Meaningful
Conversation
Affirmations & Reinforcement
Reflections through
Focused Writing
I Can Statement
s
Responsive Interventions
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6) RESPONSIVE INTERVENTIONSMeeting Student Needs
Check for understandin
g
Ongoing/ During
instructionClosing Tasks
Make adjustments
Give feedback
Re-learning & re-teaching
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The Learning Space
Engagement in Meaningful
Conversation
Affirmations & Reinforcement
Reflections through
Focused Writing
I Can Statement
s
Responsive Interventions
Daily lesson plans are designed to include tasks anchored on these six strategies.