EDIT MAIN
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Framing the Lesson
• Beginning and end of a lesson
• Powerful instructional resource
• Part one - Daily learning objective
  • Addresses a single day of instruction
  • Student-friendly language
  • In the form of "We will..."
  • Clearly visible
  • Simple and direct
  • Clear focus
• Part two - Closing question, product or task
  • Demonstrates learning
  • Student friendly language
  • Proof of learning
  • In the form of "I will..."
• Increases rigor
Frequent, Small Group, Purposeful Talk About the Learning

After every 10-15 minutes of teacher driven
instruction, or
• After the completion of a major instructional concept

  • Teacher stops talking
  • Groups of 2-4 students discuss a seed question
  • Structured
  • Focused microdiscussion lasting 30 seconds-minutes
Teacher remains in the Power Zone throughout
FSGPT
• Impacts student retention

Work in the Power Zone

Teaching or monitoring in close proximity to students
• On-task behaviors increase
• Discipline issues decrease
• Student retention increases
• Allows teacher to respond to minute changes in
student performance and/or behavior
• Allows teacher to conduct frequent and ongoing
assessment
• Allows teacher to managing transitions
• Personal connection/communication with students

Recognize and Reinforce

• Academic recognition
  • Giving recognition at all levels of academic success
  • Motivates the pursuit of academic success
• Social and Behavioral recognition
  • Personalization - recognizing a group or individual student
  • Specificity - recognizing a specific behavior or action
Write Critically 

  • Purposeful and intentional writing
  • Writing for the purpose of clarifying, organizing, defending, refuting, analyzing, dissecting, connecting, and/or expanding on ideas or concepts
  • Process not an end product
  • Examples: shortlist, summary, mind map, purposeful note-taking, exit ticket, formal essay, etc/
  • Intent to distill abstract thoughts into concrete understandings