THE STRATEGIC SIXSix 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.

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.

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 Statements

Responsive Interventions

1) I CAN STATEMENTS

1. Daily learning objective

2. Daily closing task or product

I Can Statement

s

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.

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

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.”

The Learning Space

Engagement in Meaningful

Conversation

Affirmations & Reinforcement

Reflections through

Focused Writing

I Can Statements

Responsive Interventions

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).

Discip

line

Issues

On-t

ask

b

eh

avio

rs

Rete

nti

on

of

Con

ten

t

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 room

Apart from students

Lecturing

Lecture Position Proximity

to students

Ensure on-task behavior

Gather formative data

Power Zone 75% of

time

here.

2) THE LEARNING SPACE

• Teacher Commitments:Check email before school, conference period, or after

schoolPurposeful room arrangementMinimize clutter and storage for ease of movement

The Learning Space

Engagement in Meaningful

Conversation

Affirmations & Reinforcement

Reflections through

Focused Writing

I Can Statements

Responsive Interventions

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

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

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

3) ENGAGEMENT IN MEANINGFUL CONVERSATIONS

10-15m of Instructio

n

1-2m of Student

Talk

10-15m of Instructio

n

1-2m of Student

Talk

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)

The Learning Space

Engagement in Meaningful

Conversation

Affirmations & Reinforcement

Reflections through

Focused Writing

I Can Statements

Responsive Interventions

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

4) AFFIRMATIONS & REINFORCEMENT

Two Aspects

Academic Behavioral

4) AFFIRMATIONS & REINFORCEMENT

Two Aspects

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…

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

4) AFFIRMATIONS & REINFORCEMENT

Two Aspects

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

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.

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.

The Learning Space

Engagement in Meaningful

Conversation

Affirmations & Reinforcement

Reflections through

Focused Writing

I Can Statements

Responsive Interventions

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

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

The Learning Space

Engagement in Meaningful

Conversation

Affirmations & Reinforcement

Reflections through

Focused Writing

I Can Statements

Responsive Interventions

6) RESPONSIVE INTERVENTIONS

Meeting Student Needs

Check for understandin

g

Ongoing/ During

instructionClosing Tasks

Make adjustments

Give feedback Re-learning & re-teaching

The Learning Space

Engagement in Meaningful

Conversation

Affirmations & Reinforcement

Reflections through

Focused Writing

I Can Statements

Responsive Interventions

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