framework for intentional and targeted (fit) teaching
TRANSCRIPT
1. Planning with Purpose
2. Cultivating the Learning
Climate
3. Instructing with Intention
4. Assessing with a System
5. Impacting Student Learning
CO: Build your understanding of
Intentional and Targeted
Teaching to propel student
learning.
LO: Discuss key ideas using
targeted vocabulary.
SO: Share your thinking with
others and work to achieve
understanding.
Our Work Today
Intentional and Targeted Teaching: A Framework for Growth and Leadership
TEACHINGDEVELOPINGNOT YET
APPARENTLEADING
Lear
nin
g P
rogr
ess
ion
s • Transfer
• Links
• Lesson-specific
• Content
• LanguageEv
iden
ce o
f Le
arn
ing • Success
criteria
• Evidence collection
Me
anin
gfu
l Le
arn
ing • Aligned
• Differentiated
What is the purpose
of the lesson?
How do the tasks
align with the
purpose?
How does the teacher know who
mastered the purpose and who did not?
What can be accomplished toward the grade-level standard TODAY (in other words, it’s not the entire standard).
What is a content objective?
What is a language
objective?
• The language demandsof the task.
• The way students
demonstrate their
thinking through spoken or
written language.
Three Types of Language Objectives
Vocabulary: specialized, technical
Structure: the way the vocabulary is used
in sentences to express ideas
Function: the intended use of those ideas
These language objectives build upon
one another over a series of lessons.
CP: Identify the phases of the moon.
LP #1: Name the phases of the moon. (vocabulary)
LP #2: Use sequence words (first, next, last) to describe the phases of the moon. (structure)
LP #3: Explain how the moon, earth, and sun move through the phases. (function)
The same content purpose can have
many different language purposes
Students will understand the 4 main
components of fitness as applied to soccer.
• Use technical vocabulary
(muscular strength, muscular
endurance, flexibility and
cardiovascular endurance) in their
collaborative conversations.
• Use compare and contrast signal
words to summarize the
components.
• Describe how each component is
utilized in soccer.
CP: Determine reasonableness of a
solution to a mathematical problem.
LP1: Use mathematical terms
to explain why an answer is
reasonable. [vocabulary]
LP2: Use the language frame “The answer
______ is/is not reasonable because
_______.” [structure]
LP 3: Identify why your answer is
reasonable to your group. [function]
What is a social
objective?
• Defines how students
work together.
• Builds soft skills including
personal responsibility to the group and task,
ownership of the work, and
communication skills.
Tracking the speakerExplaining each other’s
ideas
Setting deadlines Yielding and gaining the floor
Examples of social objectives
Where do I find social objectives?
• TRUSTWORTHINESS
• RESPECT
• RESPONSIBILITY
• FAIRNESS
• CARING
• CITIZENSHIP
www.charactercounts.org
Speaking & Listening
Standard #1
Is instruction and intervention
purpose-driven?
Do all students experience curriculum that is
aligned with grade-appropriate content and
performance standards?
Do teachers and students share
agreements about success is determined
and measured?
Welcome
• Positive regard
• Physical environment
• Community building
Growth Producing
• Agency and identity
• Academic risk taking
• Repairs harm
Efficient Operations
• Rules, routines, procedures
• Recordkeeping
Agency is belief in one’s capacity to
act upon the world.
People with a limited sense of agency may be immobilized, angry, blame others, and
even lash out.
Identity is how we define ourselves.
People learn from their lives through the stories they tell to and about themselves.
If a child can’t read, we teach him to read.
If a child can’t do math problems, we teach him how to
do math problems.
If a child doesn’t know how to , we him.
Leadership Challenges of Restorative Practices
Traditional Discipline Restorative Practices
School and rules violated People and relationships violated
Justice focuses on establishing guilt Justice identifies needs and obligations
Accountability = punishmentAccountability = understanding impact,
repairing harm
Justice directed at offender, while
victim is ignored
Offender, victim and school all have direct
roles in justice process
Rules and intent outweigh whether
outcome is positive/negative
Offender is responsible for harmful
behavior, repairing harm and working
toward positive outcome
No opportunity for remorse or amendsOpportunity given for amends and
expression of remorse
Continuum of Restorative Practices
Foundation of
RespectFoundation
of Respect
Restorative Conferences
Victim-Offender
Dialogue
Circle Processes
Class Meetings
Small, Impromptu
Conferences
Restorative Inquiry and
Restorative Reflection
Restorative Questions for
Challenging Behavior
• What happened?
• What were you thinking at the time?
• What have you thought about since?
• Who has been affected by what you have done?
In what way?
• What do you think you need to do to make
things right?
Restorative Questions to Help Those
Harmed By Another’s Action
• What did you think when you realized what had
happened?
• What impact has this incident had on you and
others?
• What has been the hardest thing for you?
• What do you think needs to happen to make
things right?
• Clear learning intentions
• Relevant Learning intentions
• Accurate representation
Focused Instruction
• Noticing
• Scaffolding
• Prompting, Cueing, and Questioning
Guided Instruction
Collaborative Learning
• Routines• Task complexity• Language support
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focused Instruction
Guided
Instruction
“I do it”
“We do it”
“You do it
together”Collaborative
Independent “You do it
alone”
In some classrooms …TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focused Instruction“I do it”
Independent
“You do it
alone”
And in some classrooms …TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focused Instruction
Guided
Instruction
“I do it”
“We do it”
Independent“You do it
alone”
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson
Guided
Instruction
“I do it”
“We do it”
“You do it
together”Collaborative
Independent “You do it
alone”
A Structure for Instruction that Works
(c) Frey & Fisher, 2013
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Guided
Instruction
“I do it”
“We do it”
“You do it
together”Collaborative
Independent “You do it
alone”
A Structure for Instruction that Works
Focused Instruction
Which Is It?
Group Work
• Clarifying beliefs,
values, or ideas
• Goal is sharing
• No accountability or
group accountability
Productive
Group Work
• Consolidating
understanding using
argumentation
• Goal is problem solving
• Individual
accountability
• Interaction
• Academic language practice and development
• Positive interdependence
Productive Group Work Examples
• Conversation Roundtable
• Numbered Heads Together
• Literature Circles
• Reciprocal Teaching
• Jigsaw
• Walking Review
• Collaborative Poster
Support Learners
Monitor Learning
Inform Learning
• Comprehensible
• Goal-setting
• Checks for understanding
• Error analysis
• Types of feedback
• Usefulness
• Needs-based instruction
Fisher & Frey, 2009
Feed up: establishing purpose
Check for understanding:daily monitoring of learning
Feed back: providing students with information about their success and needs
Feed forward: using student performance for “next steps”instruction and feeding this into an instructional model
• Verbal language
• Non-verbal
language
• Written language
• Questioning
• Projects and
performance
• Tests
Ways to Check for Understanding
1.Identify what the problem is asking.
2.Locate relevant and irrelevant information.
3.Estimate the answer.
4.Define the procedure.
5.Follow the sequence of the procedure.
6.Describe problem-solving steps.
7.Identify answer and if that answer is reasonable.
Retelling in Math
Original price of a
microphone: $129.99. The tax
is 7%. What is the total price
you have to pay for this?
Wendy says…
“So, the problem is asking me how much I have to pay for this mic. The information I know is the price and how much tax they make you pay. I think it has to be more than $129, like maybe $150, because the tax is on top of the price. I have to add the tax to the price. But I have to find out how much the tax is. I think you multiply. So I did $129.99 times 7, but that is $909 and that is too much for the microphone. The answer isn’t reasonable. But I don’t know why it didn’t work.”
“So, the problem is asking me how much I have to pay for this mic. The information I know is the price and how much tax they make you pay. I think it has to be more than $129, like maybe $150, because the tax is on top of the price. I have to add the tax to the price. But I have to find out how much the tax is. I think you multiply. So I did $129.99 times 7, but that is $909 and that is too much for the microphone. The answer isn’t reasonable. But I don’t know why it didn’t work.”
What does Wendy know?
What doesn’t she know?
What do you do next?
Date: 10/12 T opic: Who Am I draft essay, focus on mechanic s
Error Period 1 Period 2 Period 3 Period 4 Period 5
Mid-sentence capitalization
JC AA
Colons and semicolons
JC, JT,
AG, DL,
TV
EC,
MV,
WK
AA,
SK,
MG,
EM,
BA, TS
HH, DP,
MR, CH
Ending punctuation
JC, AG,
SL
WK,
MW
AA, BA MR
Subject-verb
JC, JT,
DL,
MM,
SL, ST,
ND
RT, VE,
VD, CC
AA,
MG,
SC,
PM, LG
DP, DE
Tense - consistency
DS SJ, JM AA,
TR, PC
DE
Spelling
JC, MM WK,
RT, AG,
SJ
AA,
MG,
BA,
GL, PT,
DO,
DE, LR
SR, DC,
MF
Supporting evidence JC, JT,
MM
EC, SJ AA,
MG,
BA,
GL, PT,
DO,
DE, LR,
SK,
EM,
TS, LG,
PM,
DP, RT,
HA, KJ,
DE,
RC,
DW,
DL, KS,
IP, SN,
MW,
DE, MR,
DC, AT