The Big Four: A Framework for Improving …

1 PresentsThe Big four : A Framework for Improving Instruction That Leads to School CompletionVirtual SeminarTuesday, February 13, 200712:00 Noon 1:30 Eastern 11:00 12:30 Central 10:00 11:30 Mountain9:00 10:30 PacificFeaturing:Jim Knight 122421 The Big Four: A Framework for Improving InstructionJim KnightUniversity of Kansas Center for Research on QuestionszWhat is the Big four ? zHow can we use it to focus our attentionon aspects of teaching? The Big four : A Framework for Improving Instruction That Leads to School Completion Downloaded from 2I have come to the frightening conclusion that I am the decisive element in the is my personal approach that creates the climate.

2 It s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child s life miserableor joyous. I can be a tool of tortureor an instrument of inspiration. I can humiliateor humor, hurtor heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanizedor dehumanized. --Haim Ginott The Big four : A Framework for Improving Instruction That Leads to School Completion Downloaded from 3 What is KU-CRL?Founded in 1978 Mission: Dramatically improve the performance of at-risk students in grades 4-12 through research-based interventionsz$70+ million dollars of contracted R&D has led to the development of Learning Strategies to empower independent student learning Content Enhancement to help teachers promote greater understanding, remembering, and use of critical content zInternational Professional Development Network has led to over 1,500 educational leadersz275,000 teachers in 3,500 school districts have participated in CRL professional development BehaviorTargeting high-impact variables related to classroom management The Big four : A Framework for Improving Instruction That Leads to School Completion Downloaded from 4 Does the teacher manage the class effectively?

3 ZHas the teacher clearly thought-out and taught expectations?zIs the ratio of interaction better than 3 to 1 for attention to positive behavior?zIs time on task better than 90%?zDoes the teacher provide sufficient opportunities to respond?Five Variables(Randy Sprick)STRUCTUREall school settings for success. TEACH students how to behave responsibly in those behavior (supervise!)INTERACT positively with behavior (a) calmly, (b) consistently, and (c) immediately in the setting in which the infraction occurred. The Big four : A Framework for Improving Instruction That Leads to School Completion Downloaded from 5 StructurezBeginning and ending routineszLayout of the classroomzTransitions & activitieszOverall order of the roomTeacher ExpectationszConversationzHelpzActivityz MovementzParticipation The Big four : A Framework for Improving Instruction That Leads to School Completion Downloaded from 6 ObservezPraise-worthy behaviorszEngagementzStudents dispositionszRule & expectation violationszRespectful or destructive interactionsInteract PositivelyThe behavior you rewardis the behavior you get The Big four : A Framework for Improving Instruction That Leads to School Completion Downloaded from 7We recommend at least3 to 1In one study of special education teachers (n >100)1 to 6 The Big four .

4 A Framework for Improving Instruction That Leads to School Completion Downloaded from 8 Correct EffectivelyzCalmzSmoothzImmediatezPlanne d in advanceClassroom Management Feedback FormTime on TaskOpportunities toRespond (OTR)Ratio of InteractionsDisruptionsDaily Reality ScaleTeacher: _____Conference date: ____/____/____Goal area(s):_____Intervention(s): _____ The Big four : A Framework for Improving Instruction That Leads to School Completion Downloaded from 9 ContentGiving proper emphasis to the most important content The Big four : A Framework for Improving Instruction That Leads to School Completion Downloaded from 10 Does the teacher emphasize the most important content?zDoes the teacher understand what is and is not on the standards for the course?zDoes the teacher have a year- long plan?zCan the teacher identify the ten essential questions their course is designed to teach?zCan the teacher identify the ten essential concepts their course is designed to teach?

5 ZCan the teacher give you a simple, correct, easy to understand answer to each question and definition for each concept?Content KnowledgeIf a teacher needs to identify core knowledge, develop unit questions, align their lessons with standards and map what will be taughtWe use a unit organizer The Big four : A Framework for Improving Instruction That Leads to School Completion Downloaded from 11 NAMEDATEUnit Organizer Five BIGGER PICTURELAST CHAPTERCURRENT UNITNEXT CHAPTERis SCHEDULECHAPTER MAPCURRENT CHAPTER132458solving and graphingnumeric and algebraic equations and inequalities Ch. 2 Equations and Inequalitiesmathvocabularyevaluate and/orwrite algebraic expressionswrite and/orsolve1-step and2-step equations( )graph, write, andsolveinequalitiesbyappropriatelyusing SELF-TEST QUESTIONSASSESSEDINDICATORS 671. Compare and contrast an algebraic expression to an What is a variable?3. How do you make an equation true?

6 4. How do you graph, write, and solve inequalities?5. Explain the concept of an What are the properties of an inequality?7. What are the properties of an equality?mathematicalpropertiesbyusingUs ing Algebraic Concepts2-1/p. 75, must doCh. 11 - Displaying and Analyzing ,Factors,andFractionsp. 76, optional2-2p. 82, must do 2-32-42-52-7p. 106, must do2-82-92-10 Target Date 11/12 , , , , , , , , tobylearning tobylearning toNAMEDATEThe Unit OrganizerNOTESE xpanded Chapter MapCh. 2 Equations and Inequalitiesis algebraic equation algebraic expression arithmetic expression equation evaluate inequality inverse operations numerical equation solution of an equation solution of an inequality variableby appropriately usingevaluate and/orwrite algebraic expressionsadding,subtracting,multiplyin g,anddividing graph, write,and/or solve1-step and2-step equations(2-5/2-7)graph, write, and/orsolveinequalitiesby learning toadding,subtracting,multiplying, anddividingadding, subtracting,multiplying, anddividingmathematicalpropertiesPropert ies of Equalities Addition Property of Equality Multiplication Property of Equalityby usingsolving and graphingnumeric and algebraic equations and inequalities Properties of Inequalities Addition Property of Inequality Multiplication Property of Inequalitybylearningtobylearningtobybyby includingincluding The Big four .

7 A Framework for Improving Instruction That Leads to School Completion Downloaded from 12 Content KnowledgeIf a teacher needs to identify core, foundational concepts, We use a concept routineContent KnowledgeIf a teacher needs to identify and teach content and text structures,we use the order routine The Big four : A Framework for Improving Instruction That Leads to School Completion Downloaded from 13 Example Sequential Organizer as a TimelineExample Sequential Organizer as a Cycle The Big four : A Framework for Improving Instruction That Leads to School Completion Downloaded from 14 Example Compare-and-Contrast OrganizerExample Compare-and-Contrast Organizer The Big four : A Framework for Improving Instruction That Leads to School Completion Downloaded from 15 Example Descriptive OrganizerExample Problem-Solution Organizer The Big four : A Framework for Improving Instruction That Leads to School Completion Downloaded from 16 Other content enhancements includezCourse and Lesson OrganizerszConcept Comparison & Concept AnchoringzQuestion Exploration GuidezVocabulary RoutinezSurvey RoutinezFraming Routine The Big four : A Framework for Improving Instruction That Leads to School Completion Downloaded from 17 InstructionTargeting high-leverage instructional practices for increasing student learningDoes the teacher use effective teaching practices?

8 ZDoes the teacher understand how to model thinking?zDoes the teacher ask effective questions at a variety of cognitive levels?zDoes the teacher give constructive feedback effectively?zDoes the teacher organize instruction well (beginnings and endings)?zDoes the teacher scaffold instruction effectively? The Big four : A Framework for Improving Instruction That Leads to School Completion Downloaded from 18If a teachers wants to improve how they model thinking, we might coachI do it, We do it, You do itHigh-level questions The Big four : A Framework for Improving Instruction That Leads to School Completion Downloaded from 19 Bloom s TaxonomyzKnowledgezComprehensionzApplica tionzAnalysiszSynthesiszEvaluationQuesti on Chart QUESTION LEVEL The Big four : A Framework for Improving Instruction That Leads to School Completion Downloaded from 20 Other instructional procedures includezAdvance/post organizerszConstructive feedbackzQuality assignmentszPartnership Learning ActivitieszCooperative LearningzThinking DeviceszQuestion RecipeszExperiential LearningzReflection Learning zStories The Big four .

9 A Framework for Improving Instruction That Leads to School Completion Downloaded from 21 Formative AssessmentEnsuring that the teacher knows how well every student is doing, and that all students know how well they are doingDoes the teacher use formative assessment effectively?Does the teacher understand the teaching targets?Has the teacher created propositions for teaching targets?Does the teacher use formal and informal measures to see if students are hitting the targets?Does the teacher involve students in formal assessments?Does the teacher know how well all students are performing? The Big four : A Framework for Improving Instruction That Leads to School Completion Downloaded from 22 What is the structure of engagement?zChallenge & SkillszGoals & FeedbackIf a teacher wants to improve formative assessment, we might discuss using white boards in the classroom The Big four : A Framework for Improving Instruction That Leads to School Completion Downloaded from 23 Other aspects of formative assessmentzIdentify targets--create course & unit questionszAnswer the questions--create propositionszDevelop high-quality assessmentszInvolves studentszDevelop procedures for monitoring progressOur QuestionszWhat is the Big four ?

10 ZHow can we use it to focus our attentionon aspects of teaching? The Big four : A Framework for Improving Instruction That Leads to School Completion Downloaded from 24 The Big four : A Framework for Improving Instruction That Leads to School Completion Downloaded from