FIT TEACHING

Doug Fisher

www.fisherandfrey.com

The Framework for Intentional and Targeted Teaching

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

A clear learning

targetestablishes

criteria for

success

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?

The established purpose contains

content, language, and social

objectives.

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

Welcome

Growth Producing

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.

Developing and Maintaining Relationships

Service Cycle Up

Close: Restorative

Practices

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”

In some classrooms …TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

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

TTYPA Think-Pair-Square

Carousel Novel Ideas Only

Opinion Stations

Group Work

Examples

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?

Feed

forwardWhere to next?

Misconception analysis

Error analysis

Error coding

Feeding forward

involves…

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

Impacting

Student

Learning

www.fisherandfrey.com