The strategic Six

1. The strategic Six Six Core Strategies for Instructional Design In-service Training by Matt Foster 2013

2. Resources Cain, 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.

3. What are the Strategic Six? • An instructional design model • Focuses on classroom instructional practices • Uses six best practices of quality instruction Responsive Interventions

4. 1) I Can Statements

5. 1) I Can Statements 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.

6. 1) I Can Statements

7. 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.”

8. Responsive Interventions

9. 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). On-task behaviors Discipline Issues Retention of Content

10. 2) the Learning Space 75% of time here. Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author.

11. 2) the Learning Space • Teacher Commitments: • Check email before school, conference period, or after school • Purposeful room arrangement • Minimize clutter and storage for ease of movement

12. Responsive Interventions

13. 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 Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author.

14. 3) Engagement in Meaningful Conversations Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author.

15. 3) Engagement in Meaningful Conversations Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author.

16. 3) Engagement in Meaningful Conversations • Ways to Use Meaningful Conversations • In your own words: Pairs/groups summarize or explain • Take a stand: Pairs/groups discuss whether they agree or disagree • Name the Steps: Pairs discuss how to do it • 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)

17. Responsive Interventions

18. 4) Affirmations & Reinforcement Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author.

19. 4) Affirmations & Reinforcement • Reinforce • Acknowledge/praise work required for achievement • Work includes: organization, timeliness, studying, the discrete tasks that form a complete assignment, etc… • Affirm • Recognize success, effort, and progress • Provides motivation and commitment to learning

20. 4) Affirmations & Reinforcement • 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 Cain, S., & Laird, M. (2011). The fundamental 5: The formula for quality instruction. Author.

21. 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.

22. 4) Affirmations & Reinforcement • Examples • “You did it just like the sample, Shayna. Good work.” • “Johnny B! Bringing your tools to work today!” • Non-examples • “You’re smart!” • “Good job!” Lemov, D. (2012). Teach like a champion field guide. San Francisco, CA: Jossey-Bass.

23. Responsive Interventions

24. 5) Focused Writing

25. Write Critically Ways to Use Critical Writing • During segments of note-taking, have students “put it in their own words” • Summarizing how to do a skill or steps to solve a problem • Summarizing information read or discussed • Identifying similarities and differences between ideas/concepts or between two processes. • Making connections • To students’ personal interests • To other subject areas • To previously learned content • To real-life applications • Increase rigor • Have students explain in writing how information is organized • Ask students to generate hypotheses using new information

26. Responsive Interventions

27. 6) Responsive Interventions

28. Daily lesson plans are designed to include tasks anchored on these six strategies. Responsive Interventions