Introduction to the Boise Instructional Model. Logistics Table Roles – Green Sheet Table Roles – Green Sheet Group Norms – Blue Sheet Group Norms – Blue

IntroductionIntroductionto the to the

Boise Instructional Boise Instructional ModelModel

LogisticsLogistics

Table Roles – Table Roles – Green SheetGreen Sheet

Group Norms – Group Norms – Blue SheetBlue Sheet

FacilitiesFacilities

Food ServiceFood Service

BadgesBadges

Cell PhonesCell Phones

Objectives for TodayObjectives for Today

Content Objectives:Content Objectives: Examine the Examine the 8 features of the BIM8 features of the BIM Identify the Identify the linkslinks between the 8 features and the between the 8 features and the

research frameworkresearch framework

Language Objectives:Language Objectives: DiscussDiscuss the BIM during a variety of activities the BIM during a variety of activities Correlate the 8 features within the research Correlate the 8 features within the research

framework by framework by writing writing each on the form where each on the form where applicableapplicable

Why a New BIM?Why a New BIM?

We graduate each We graduate each student prepared student prepared

for college, career, for college, career, and citizenship.and citizenship.

Our Vision for the Our Vision for the Future:Future:

Curriculum Audit Curriculum Audit Recommendations/ObservatRecommendations/Observat

ionsions Determine the district's delivery model of Determine the district's delivery model of

instructional preferred practices.instructional preferred practices. Communicate expectations for the delivery Communicate expectations for the delivery

of the curriculum to all district personnel.of the curriculum to all district personnel. Commit resources to developing, Commit resources to developing,

implementing, and evaluating a district implementing, and evaluating a district wide professional development plan that wide professional development plan that provides for management and linkage of all provides for management and linkage of all professional development activities professional development activities including individual staff member including individual staff member selections, campus activities, and district selections, campus activities, and district wide initiatives.wide initiatives.

241 different intervention programs241 different intervention programs 90% of objectives were not clear90% of objectives were not clear

Random Acts of Random Acts of ImprovementImprovement

Aim of theDistrict

District Plan?

Aligned Acts of Aligned Acts of ImprovementImprovement

Aim of theDistrict

District Strategic Plan 2015

Strategic PlanStrategic Plan Strategy 1.3- Continually improve the quality of instructionStrategy 1.3- Continually improve the quality of instruction

1.3.1 – Implement 1.3.1 – Implement PLCsPLCs focused on teaching and learning focused on teaching and learning

1.3.2 – Formalize a 1.3.2 – Formalize a common instructional frameworkcommon instructional framework reflecting best reflecting best practicespractices

1.3.3 – Improve the teaching of higher order thinking, reasoning and 1.3.3 – Improve the teaching of higher order thinking, reasoning and problem-solving skillsproblem-solving skills

1.3.4 – Provide appropriate technologies and 1.3.4 – Provide appropriate technologies and instructional strategiesinstructional strategies to to engage and motivate studentsengage and motivate students

2.2.2- Implement tiered intervention strategies in order to provide 2.2.2- Implement tiered intervention strategies in order to provide appropriate services to all students- provide professional appropriate services to all students- provide professional development for development for Tier ITier I

3.2- Implement a comprehensive, coordinated 3.2- Implement a comprehensive, coordinated District-wide District-wide

professional developmentprofessional development program aligned to strategic priorities program aligned to strategic priorities

3.2.3 Tiered intervention strategies 3.2.3 Tiered intervention strategies 3.2.6 Boise Instructional Model3.2.6 Boise Instructional Model

Activity: BIM Activity: BIM FeaturesFeatures

Brainstorm the 1984 BIM features at Brainstorm the 1984 BIM features at your table.your table.

What components do you remember?What components do you remember?

Which components do you regularly see Which components do you regularly see in your school?in your school?

How do the components impact PLC How do the components impact PLC conversations?conversations? Chart Paper

1984 BIM1984 BIM

Former Boise Instructional Model (BIM) Former Boise Instructional Model (BIM) includedincluded some of the features determined some of the features determined critical by research:critical by research:

Lesson preparationLesson preparation Practice and ApplicationPractice and Application Lesson DeliveryLesson Delivery Review and AssessmentReview and Assessment

Research framework demonstrated gaps Research framework demonstrated gaps in the Boise Instructional Model (BIM)in the Boise Instructional Model (BIM)

2010 BIM2010 BIM

Discuss Discuss

What is the same?What is the same?

What is now included?What is now included?

Brainstorm classroom examples for Brainstorm classroom examples for each feature.each feature.

BIM: Linking It All Together

2010 BIM2010 BIM

Key features that were previously Key features that were previously unarticulatedunarticulated::

Building BackgroundBuilding Background Comprehensible InputComprehensible Input StrategiesStrategies InteractionInteraction

Linking to research-based instructional Linking to research-based instructional strategiesstrategies

A Focus on A Focus on InstructionInstruction

Reflection - PlayerReflection - Player ESPN 1ESPN 1stst Team All-American Team All-American

Top ten finalist Manning Top ten finalist Manning AwardAward

11stst Team ALL WAC Team ALL WAC

2009 WAC Offensive Player 2009 WAC Offensive Player of the Yearof the Year

School Record 39 School Record 39 Touchdowns and only 3 Touchdowns and only 3 interceptionsinterceptions

14-0- perfect season14-0- perfect season

Now what? Does he still practice? Work on improving?

Reflection - LeaderReflection - Leader BSU had a perfect 14-0 BSU had a perfect 14-0

season and won the Fiesta season and won the Fiesta BowlBowl

Do the coaches still Do the coaches still analyze data and work analyze data and work together on improvement?together on improvement?

Are they satisfied with Are they satisfied with team status?team status?

Describe your role as a Describe your role as a building or classroom building or classroom “coach” regardless of “coach” regardless of achievement level.achievement level.

Teachers Make A Teachers Make A DifferenceDifference

AN EFFECTIVE TEACHER CAN HAVE AN ENORMOUS POSITIVE

IMPACT ON STUDENT ACHIEVEMENT—EVEN IN A LOW PERFORMING SCHOOL.

“The key to student achievement is the talent and energy of veteran teachers.”

Richard Elmore

Teachers Make A Teachers Make A DifferenceDifference

ON HIGH STAKES TESTS

•5th grade students with three weak teachers in a row scored at the 29% tile

•5th grade students with three strong teachers in a row scored at the 83% tile

William Sanders

Exploring the Exploring the FeaturesFeatures

2010 BIM Features2010 BIM Features Lesson PreparationLesson Preparation

Building Building BackgroundBackground

Comprehensible Comprehensible Input Input

StrategiesStrategies

InteractionInteraction

Practice / Practice / ApplicationApplication

Lesson DeliveryLesson Delivery

Assessment/ Assessment/ ClosureClosure

Lesson Lesson PreparationPreparation

Lesson Preparation

Provides PLCs with data to examine instruction based on 8 research-based features.

Has the objective been clearly communicated to the learners?_____Yes _____No_____Transition_____Noninstructional Activity

Is the objective aligned to grade-level standards?_____Yes _____No

Lesson Preparation:Lesson Preparation:Backward DesignBackward Design

Stage 1:Stage 1: Identify desired outcomes and Identify desired outcomes and results.results.

Stage 2:Stage 2: Determine what constitutes Determine what constitutes acceptable evidence of competency in acceptable evidence of competency in the outcomes and results (assessment).the outcomes and results (assessment).

Stage 3:Stage 3: Plan instructional strategies Plan instructional strategies and learning experiences that bring and learning experiences that bring students to these competency levels.students to these competency levels.

Lesson PreparationLesson Preparation Build relationships, Build relationships,

know motivation and know motivation and learning styleslearning styles Medina (2008). Medina (2008). Brain Brain

Rules.Rules.

Clearly Communicated Clearly Communicated objectivesobjectives Antonetti, Garver & Antonetti, Garver &

Garver (2007). Garver (2007). A New A New Focus for Classroom Focus for Classroom Walkthrough: Walkthrough: Look2Learning.Look2Learning.

Whole class preparation Whole class preparation and clear criteriaand clear criteria Tomilnson (2001). Tomilnson (2001).

Classroom Instruction Classroom Instruction that Works.that Works.

41 percentile gain with 41 percentile gain with goals or objectivesgoals or objectives Wise & Okey (1983). A Wise & Okey (1983). A

meta-analysis of the meta-analysis of the effects of various science effects of various science teaching strategies on teaching strategies on achievement. achievement. Journal of Journal of Research in Science Research in Science Teaching.Teaching.

Clear Objectives and Clear Objectives and goalsgoals Swanson (1980). Swanson (1980). AVID: AVID:

Advancement Via Advancement Via Individual Determination.Individual Determination.

What is the difference What is the difference between content between content

objectives and language objectives and language objectives?objectives?

ObjectivesObjectives

Content ObjectiveContent Objective Language ObjectiveLanguage Objective

The The ““WHATWHAT”” we’re we’re going to learn todaygoing to learn today

District/State District/State content standardscontent standards

The The ““HOWHOW”” we’re we’re going to learn our going to learn our content todaycontent today

English language English language arts standardsarts standards

“ …educators have begun to realize that the mastery of academic subjects is the mastery of their specialized patterns of language use, and that language is the dominant medium through which

these subjects are taught and students’ mastery of them tested.”

(Lempke, 1988)

Math ObjectiveMath Objective

Content Objective Add & subtract whole numbers & decimals

Language Objective Write equations Discuss process for solving Collaborate in small and large groups

Science ObjectivesScience Objectives

Content ObjectiveContent Objective Identify the Identify the six simple six simple

machinesmachines and how and how each works (wedge, each works (wedge, screw, inclined plane, screw, inclined plane, pulley, lever, wheel & pulley, lever, wheel & axle). axle).

Language ObjectivesLanguage Objectives ViewView pictures of simple pictures of simple

machines and machines and listenlisten to to descriptionsdescriptions

ReadRead and and discussdiscuss the the main function of a main function of a simple machinesimple machine

Grade 3 Performance Objective 4.01 - There are six simple

machines.

ActivityActivity I DoI Do

Science Content Objective: Using an example of their Science Content Objective: Using an example of their choice, explain why pitch changes when variables are choice, explain why pitch changes when variables are altered.altered.

We DoWe DoScience Content Objective: Give an example or model of Science Content Objective: Give an example or model of how the wave changes when traveling through solids, how the wave changes when traveling through solids, liquids, gases, & space.liquids, gases, & space.

You DoYou DoSelect a science or algebra I content objective and Select a science or algebra I content objective and write a language objective.write a language objective.

Content & Language Objectives: Making Connections District Curriculum Samples

Guiding QuestionsGuiding Questions

You are working with a colleague. You are working with a colleague. What questions would you ask to What questions would you ask to

coach them in developing and coach them in developing and reflecting on this feature?reflecting on this feature?

Example: Are your content and Example: Are your content and language objectives clear to your language objectives clear to your students?students?

Write at least 2 more questions on Write at least 2 more questions on your handout.your handout.

Guiding Questions

Building Building BackgroundBackground

Building Background

Provides PLCs with data to examine instruction based on 8 research-based components.Where are the students in the

lesson?Introduction_____Anticipatory Set

Building BackgroundBuilding Background

Background Background Knowledge is Essential Knowledge is Essential for Academic Successfor Academic Success

It is Important to Build It is Important to Build Academic Background Academic Background Knowledge.Knowledge.

Knowledge Manifests Knowledge Manifests Itself Through Itself Through VocabularyVocabulary

Low SES Students Low SES Students Enter School with Enter School with Less Academic Less Academic Background Background Knowledge Than High Knowledge Than High SES StudentsSES Students

Vocabulary Vocabulary Instruction is Instruction is Imperative in Imperative in Academic SuccessAcademic SuccessMarzano, (2004). Marzano, (2004). Building Background Knowledge for Academic Building Background Knowledge for Academic

AchievementAchievement

The BlimbatThe Blimbat

Once when I was a yoder, my tomly and I Once when I was a yoder, my tomly and I were mayle in line to buy mott for the were mayle in line to buy mott for the Blimbat. Finally, there was only one plam Blimbat. Finally, there was only one plam between us and the mott munt. The plam between us and the mott munt. The plam made a big ampler on me. There were made a big ampler on me. There were eight utzs all probably ord the age of 12. eight utzs all probably ord the age of 12. You could tell tures did not have a lot of You could tell tures did not have a lot of willen. Their pard weer not yonker, but willen. Their pard weer not yonker, but tures were clean. The utzs were well-tures were clean. The utzs were well-matter, all of them mayle in line, two-by-matter, all of them mayle in line, two-by-two zors their potent holding zibits. Tures two zors their potent holding zibits. Tures were telly temering about the plums, fonts, were telly temering about the plums, fonts, and other yoks tures would wint that and other yoks tures would wint that noster.noster.

What percentage of word recognition??What percentage of word recognition??Susan M. Amartt, Ph.D. and Deborah Glaser, Ed.D, Fluency Measures and Susan M. Amartt, Ph.D. and Deborah Glaser, Ed.D, Fluency Measures and Teaching Struggling Readers to ReadTeaching Struggling Readers to Read..

The CircusThe Circus

Once when I was a teenager, my tomly and I Once when I was a teenager, my tomly and I were standing in line to buy mott for the were standing in line to buy mott for the circus. Finally, there was only one plam circus. Finally, there was only one plam between us and the mott counter. The between us and the mott counter. The plam made a big impression on me. There plam made a big impression on me. There were eight utzs all probably under the age were eight utzs all probably under the age of 12. You cold tell they did not have a lot of 12. You cold tell they did not have a lot of money. Their clothes were not of money. Their clothes were not expensive, but they were clean. The utzs expensive, but they were clean. The utzs were well-behaved, all of them standing in were well-behaved, all of them standing in line, two-by-two behind their parents line, two-by-two behind their parents holding hands. They were excitedly holding hands. They were excitedly jabbering about the clowns, fonts, and jabbering about the clowns, fonts, and other acts they would see that night.other acts they would see that night.

ActivityActivity

List / Group/ LabelList / Group/ Label

Individually, Individually, listlist 10 words associated 10 words associated with Idaho on separate index cardswith Idaho on separate index cards

With your table, With your table, groupgroup like words like words togethertogether

LabelLabel each group of words by writing each group of words by writing a sentence representing that groupa sentence representing that group

Index Cards




ExampleExample: What is the essential : What is the essential vocabulary for this lesson/unit?vocabulary for this lesson/unit?

Write at least 2 more questions on your Write at least 2 more questions on your handout.handout.

Comprehensible Comprehensible InputInput

Comprehensible Input

Provides PLCs with data to examine instruction based on 8 research-based components.

Concept Development___Listening____Reading____Worksheet____Writing____Discussion____Hands-On/ Manipulatives____Similarities and Differences____Summarizing/Note-Taking____Reinforcing Effort/Providing Recognition____Nonlinguistic Representations____Generating and Testing Hypotheses

Does the work assigned to students incorporate engaging qualities?____Personal Response____Clear/Modeled Expectations____Emotional/Intellectual Safety____Learning with Others____Sense of Audience____Choice____Novelty/Variety____Authenticity

Comprehensible Comprehensible InputInput

““Merely knowing content, but not understanding leaves Merely knowing content, but not understanding leaves learners unable to make use of what they have learned. learners unable to make use of what they have learned. Simply knowing that bridges do not fall down does not Simply knowing that bridges do not fall down does not make that knowledge useful. Learning a few make that knowledge useful. Learning a few mathematical equations cannot by itself lead me to mathematical equations cannot by itself lead me to comprehension of physics. But knowing and comprehension of physics. But knowing and understanding meaning of such equations will” understanding meaning of such equations will”

(Stiggins, 2008, (Stiggins, 2008, p. 53). p. 53).

It’s critical that as we move through the curriculum, we It’s critical that as we move through the curriculum, we take students in small steps that minimize student take students in small steps that minimize student frustration and allows for continuous progress frustration and allows for continuous progress

(Waxman & Walberg, (Waxman & Walberg, 1991).1991).

ActivityActivity

Develop study questions based on Develop study questions based on Antigone.Antigone.

Brainstorm at your tableBrainstorm at your table

What would you need to make this What would you need to make this activity more comprehensible?activity more comprehensible?

Share out two ideasShare out two ideas




ExampleExample: How are you “chunking” : How are you “chunking” new content to make it accessible new content to make it accessible for your students?for your students?


Guiding QuestionsBIM Linking It All Together

StrategiesStrategies

Strategies

Provides PLCs with data to examine instruction based on 8 research-based components.Concept Development

___Listening____Reading____Worksheet____Writing____Discussion____Hands-On/ Manipulatives____Similarities and Differences____Summarizing/Note-Taking____Reinforcing Effort/Providing Recognition____Nonlinguistic Representations____Generating and Testing Hypotheses

Marzano’s High Yield Marzano’s High Yield StrategiesStrategies 45% gain - Similarities & 45% gain - Similarities &

DifferencesDifferences

34% gain - Summarizing 34% gain - Summarizing & Notetaking*& Notetaking*

29% gain – Reinforcing 29% gain – Reinforcing Effort & Providing Effort & Providing RecognitionRecognition

28% gain - Homework & 28% gain - Homework & Practice*Practice*

27% gain - Nonlinguistic 27% gain - Nonlinguistic RepresentationsRepresentations

27% gain - Cooperative 27% gain - Cooperative LearningLearning

23% gain - Setting 23% gain - Setting Objectives & Providing Objectives & Providing FeedbackFeedback

23% gain - Generating 23% gain - Generating & Testing Hypotheses& Testing Hypotheses

22% gain - Cues, 22% gain - Cues, Questions & Advance Questions & Advance OrganizersOrganizers

* In meaningful, novel format

ActivityActivity

Choose one person at each table to take Choose one person at each table to take one item from a purse, pocket, one item from a purse, pocket, briefcase, etc.briefcase, etc.

Place the item in the middle of the tablePlace the item in the middle of the table

You will have two minutes to write You will have two minutes to write down everything you know about the down everything you know about the item on the right side of your Cornell item on the right side of your Cornell note paper.note paper.

Cornell Note Paper Costa’s Level of Questioning

Activity Cont.Activity Cont.

On the left side of the On the left side of the Cornell Note PaperCornell Note Paper please write please write threethree questions that questions that correspond with some part of your notes correspond with some part of your notes on the right side.on the right side.

Each question should come from one of Each question should come from one of each of Costa’s levels.each of Costa’s levels.

At the bottom, please write a two sentence At the bottom, please write a two sentence summary of your notes.summary of your notes.


ExampleExample: What different note-taking : What different note-taking devices could be used to enhance learning devices could be used to enhance learning for this lesson?for this lesson?

Write at least 2 more questions. Use the Write at least 2 more questions. Use the Research-based Instructional Strategies Research-based Instructional Strategies handout to guide your questions.handout to guide your questions.

Research-based Instructional Strategies




Interaction


Does the work assigned to students incorporate engaging qualities?____Personal Response____Clear/Modeled Expectations____Emotional/Intellectual Safety____Learning with Others____Sense of Audience____Choice____Novelty/Variety____Authenticity

Ask group interaction w/ text and materials

InteractionInteraction 67 studies of the achievement effects of 67 studies of the achievement effects of

cooperative learning 61% found significantly cooperative learning 61% found significantly greater achievement in cooperative than in greater achievement in cooperative than in traditionally taught control groups. (Kagan, traditionally taught control groups. (Kagan, 1995)1995)

Positive effects were found in all major subjects, Positive effects were found in all major subjects, all grade levels, in urban, rural, and suburban all grade levels, in urban, rural, and suburban schools, and for high, average, and low schools, and for high, average, and low achievers (Slavin, 1991).achievers (Slavin, 1991).

Marzano found a 27% gain by using cooperative Marzano found a 27% gain by using cooperative learninglearning Developed positive interdependence, accountability, Developed positive interdependence, accountability,

interpersonal and small group skills and group interpersonal and small group skills and group processing processing


Stay & Stray CaféStay & Stray Café

InstructionsInstructions

Number off 1 to 4 and break into new Number off 1 to 4 and break into new groupsgroups

Summarize the engaging quality on Summarize the engaging quality on chart paperchart paper

New groups add question, comment, New groups add question, comment, example, or iconic representationexample, or iconic representation

Stay & Stray Envelope

Guiding QuestionsGuiding QuestionsYou are working with a teacher. What You are working with a teacher. What

questions would you ask to coach questions would you ask to coach them in developing and reflecting on them in developing and reflecting on

this feature?this feature?

ExampleExample: Is the student getting : Is the student getting enough interaction with the content enough interaction with the content to be successful?to be successful?


Practice / Practice / ApplicationApplication

Practice/Application


Concept Attainment____Guided Practice____Closure____Independent Practice

Is the classroom environment aligned with instruction?Interaction with visual models____Yes ____NoInteraction with learning tools____Yes ____No

Practice / ApplicationPractice / Application Techniques used to teach new material in Techniques used to teach new material in

smaller units of information with guided smaller units of information with guided student practice and continuous teacher student practice and continuous teacher feedback result in students performing feedback result in students performing significantly better on unit and maintenance significantly better on unit and maintenance class measures. (Hudson, 1996).class measures. (Hudson, 1996).

Learning a complex skill demands extensive Learning a complex skill demands extensive practice during which time one learns the practice during which time one learns the skill to a level at which it can be executed skill to a level at which it can be executed with little conscious thought. (Marzano, with little conscious thought. (Marzano, 2001)2001)

ActivityActivity

Rank the engaging qualities in order, Rank the engaging qualities in order, from mostfrom most

impactful to least.impactful to least.

Discuss and be ready to share out Discuss and be ready to share out your rationale.your rationale.

Rank & Order of Impact Envelope




Write at least 2 questions on your Write at least 2 questions on your handout.handout.

Qualities of Engaging Student Work

Lesson DeliveryLesson Delivery

Lesson Delivery

Provides PLCs with data to examine instruction based on 8 research-based components.Concept Development

___Listening____Reading____Worksheet____Writing____Discussion____Hands-On/ Manipulatives____Similarities and Differences____Summarizing/Note-Taking____Reinforcing Effort/Providing Recognition____Nonlinguistic Representations____Generating and Testing Hypotheses

Lesson DeliveryLesson Delivery 3 or more engaging qualities, students are 87% more likely to not 3 or more engaging qualities, students are 87% more likely to not

just be on task but deeply engaged in learning…especially if one of just be on task but deeply engaged in learning…especially if one of the engaging qualities is personal response, based on 12,000 the engaging qualities is personal response, based on 12,000 classroom walk-throughs over 3 yearsclassroom walk-throughs over 3 years Antonetti, Garver & Garver (2007). Antonetti, Garver & Garver (2007).

Students whose parents are from lower economic status jobs but Students whose parents are from lower economic status jobs but who are highly engaged in reading achieve better reading and who are highly engaged in reading achieve better reading and writing scores than students whose parents who have middle to writing scores than students whose parents who have middle to high income jobshigh income jobs Kirsch, I., de Jong., LaFontaine, D., McQueen. J., Mendelovits., Kirsch, I., de Jong., LaFontaine, D., McQueen. J., Mendelovits.,

& Monseur, C. (2002). & Monseur, C. (2002).

Attention to academic vocabulary within the content area is Attention to academic vocabulary within the content area is critical for student success. Classrooms that directly teach critical for student success. Classrooms that directly teach academic language as part of the lesson focus, increase scores by academic language as part of the lesson focus, increase scores by as much as 30 percentile pointsas much as 30 percentile points Flynt, E., & Brozo, W.G. (2008); Dunn, Bonner, and Huskee Flynt, E., & Brozo, W.G. (2008); Dunn, Bonner, and Huskee

(2007); Flanigan, K., & Greenwood, S.C. (2007). (2007); Flanigan, K., & Greenwood, S.C. (2007).

ActivityActivity

Use the “Walking a Lesson Plan” Use the “Walking a Lesson Plan” form to analyze the “Compound form to analyze the “Compound Words” lesson and discuss.Words” lesson and discuss.

Walking a Lesson Plan Form Compound Words Lesson Plan


You are working with a teacher. What You are working with a teacher. What questions would you ask to coach questions would you ask to coach

them in developing and reflecting on them in developing and reflecting on this feature?this feature?


Assessment & Assessment & ClosureClosure

Review/Assessment


Has the objective been clearly communicated to the learners?_____Yes _____No_____Transition_____Noninstructional Activity

Concept Attainment____Guided Practice____Closure____Independent Practice

Assessment____Of Learning____For Learning

Assessment and ClosureAssessment and Closure Student achievement improves dramatically when Student achievement improves dramatically when

assessment assessment FORFOR learning practices become a matter of learning practices become a matter of routine in classrooms. (Stiggins, 2005).routine in classrooms. (Stiggins, 2005).

In his research of classroom-made assessments for In his research of classroom-made assessments for mastery learning, Benjamin Bloom (1984) found that mastery learning, Benjamin Bloom (1984) found that classroom assessments which support learning led to classroom assessments which support learning led to one to two standard deviation gains in student test one to two standard deviation gains in student test performance.performance.

Those actions or statements by a teacher that are Those actions or statements by a teacher that are designed to bring a lesson presentation to an designed to bring a lesson presentation to an appropriate conclusion. Used to help students bring appropriate conclusion. Used to help students bring things together in their own minds, to make sense out things together in their own minds, to make sense out of what has just been taught. "Any questions? No. OK, of what has just been taught. "Any questions? No. OK, let's move on" is not closure (Hunter, 1976).let's move on" is not closure (Hunter, 1976).

ActivityActivity

Failure modelFailure model If a lesson was guaranteed to flop, what If a lesson was guaranteed to flop, what

would it look like?would it look like?

Failure ModelFailure Model

Failed LessonFailed Lesson Successful LessonSuccessful Lesson





Final Reflection: Final Reflection: Activity Activity

Recall your best lesson ever that you Recall your best lesson ever that you either taught, participated in, or either taught, participated in, or observedobserved

Using the lesson plan template, Using the lesson plan template, identify the 8 features within that identify the 8 features within that lesson/unitlesson/unit

Share with your tableShare with your table Lesson Plan Template

BIM Session ClosureBIM Session Closure Did we:Did we:

Examine the Examine the 8 features of the BIM8 features of the BIM Identify the Identify the linkslinks between the 8 features and between the 8 features and

the research frameworkthe research framework By:By:

DiscussingDiscussing the BIM during a variety of the BIM during a variety of activitiesactivities

Correlate the 8 features within the research Correlate the 8 features within the research framework by framework by writing writing each on the form where each on the form where applicableapplicable

Ticket out the door:Ticket out the door: As you collaborate how will you integrate the As you collaborate how will you integrate the

2010 BIM into your teaching?2010 BIM into your teaching?

2010 BIM2010 BIM

Educating Today for a Better Educating Today for a Better TomorrowTomorrow

Documents

Introduction to the Boise Instructional Model. Logistics Table Roles – Green Sheet Table Roles – Green Sheet Group Norms – Blue Sheet Group Norms – Blue