Introduction to the Boise Instructional Model

Logistics

 Table Roles – Green Sheet  Facilities  Food Service  Group Norms – Blue Sheet  Badges  Cell Phones

Objectives for Today

 Content Objectives:   Examine the 8 features of the BIM Identify the links framework between the 8 features and the research  Language Objectives:   Discuss the BIM during a variety of activities Correlate the 8 features within the research framework by writing each on the form where applicable

Why a New BIM?

Our Vision for the Future:

We graduate each student prepared for college, career, and citizenship.

Curriculum Audit Recommendations/Observations

     Determine the district's delivery model of instructional preferred practices.

Communicate expectations for the delivery of the curriculum to all district personnel.

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

241 different intervention programs 90% of objectives were not clear

Random Acts of Improvement

Aim of the District District Plan?

Aligned Acts of Improvement

Aim of the District District Strategic Plan 2015



Strategic Plan

Strategy 1.3- Continually improve the quality of instruction  1.3.1 – Implement PLCs focused on teaching and learning  1.3.2 – Formalize a common instructional framework reflecting best practices  1.3.3 – Improve the teaching of higher order thinking, reasoning and problem-solving skills  1.3.4 – Provide appropriate technologies and instructional strategies to engage and motivate students  2.2.2- Implement tiered intervention strategies in order to provide appropriate services to all students- provide professional development for Tier I  3.2- Implement a comprehensive, coordinated District-wide professional development program aligned to strategic priorities   3.2.3 Tiered intervention strategies 3.2.6 Boise Instructional Model

Activity: BIM Features

 Brainstorm the 1984 BIM features at your table.

 What components do you remember?

 Which components do you regularly see in your school?

 How do the components impact PLC conversations?

Chart Paper

1984 BIM

 Former Boise Instructional Model (BIM) included some of the features determined critical by research:     Lesson preparation Practice and Application Lesson Delivery Review and Assessment  Research framework demonstrated gaps in the Boise Instructional Model (BIM)

2010 BIM

Discuss  What is the same?

 What is now included?

 Brainstorm classroom examples for each feature.

BIM: Linking It All Together

2010 BIM

 Key features that were previously unarticulated:  Building Background  Comprehensible Input  Strategies  Interaction  Linking to research-based instructional strategies

A Focus on Instruction

Reflection - Player

 ESPN 1 st Team All-American  Top ten finalist Manning Award  1 st Team ALL WAC    2009 WAC Offensive Player of the Year School Record 39 Touchdowns and only 3 interceptions 14-0- perfect season Now what? Does he still practice? Work on improving?

Reflection - Leader

 BSU had a perfect 14-0 season and won the Fiesta Bowl  Do the coaches still analyze data and work together on improvement?

 Are they satisfied with team status?

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

Teachers Make A Difference

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 Difference

ON HIGH STAKES TESTS

•5 th grade students with three weak teachers in a row scored at the 29% tile •5 th grade students with three strong teachers in a row scored at the 83% tile William Sanders

Exploring the Features

2010 BIM Features

 Lesson Preparation  Interaction  Building Background  Comprehensible Input  Strategies  Practice / Application  Lesson Delivery  Assessment/ Closure

Lesson Preparation

Has the objective been clearly communicated to the learners?

_____Yes _____No _____Transition _____Noninstructional Activity

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

 Lesson Preparation

Is the objective aligned to grade-level standards?

_____Yes _____No

Lesson Preparation: Backward Design

 Stage 1: Identify desired outcomes and results.

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

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

Lesson Preparation

 Build relationships, know motivation and learning styles  Medina (2008). Brain Rules.  Clearly Communicated objectives  Antonetti, Garver & Garver (2007). A New Focus for

Classroom Walkthrough: Look2Learning.

 Whole class preparation and clear criteria  Tomilnson (2001). Classroom

Instruction that Works.

 41 percentile gain with goals or objectives  Wise & Okey (1983). A meta analysis of the effects of various science teaching strategies on achievement.

Journal of Research in Science Teaching.

 Clear Objectives and goals  Swanson (1980). AVID:

Advancement Via Individual Determination.

What is the difference between content objectives and language objectives?

Objectives

Content Objective Language Objective

 The

“WHAT”

to learn today we’re going  The

“HOW”

we’re going to learn our content today  District/State content standards  English language arts 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 Objective

Content Objective

 Add & subtract whole numbers & decimals

Language Objective



Write

equations  

Discuss

process for solving

Collaborate

in small and large groups

Science Objectives

Grade 3 Performance Objective 4.01 - There are six simple machines. Content Objective  Identify the six simple machines and how each works (wedge, screw, inclined plane, pulley, lever, wheel & axle). Language Objectives  View pictures of simple machines and listen to descriptions  Read and discuss the main function of a simple machine

Activity

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

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

 You Do Select a science or algebra I content objective and write a language objective.

Content & Language Objectives: Making Connections District Curriculum Samples

Guiding Questions

You are working with a colleague. What questions would you ask to coach them in developing and reflecting on this feature?

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

Write at least 2 more questions on your handout.

Guiding Questions

Building Background

Where are the students in the lesson?

Introduction

_____Anticipatory Set

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

 Building Background

Building Background

 Background Knowledge is Essential for Academic Success  Low SES Students Enter School with Less Academic Background Knowledge Than High SES Students  It is Important to Build Academic Background Knowledge.

 Vocabulary Instruction is Imperative in Academic Success  Knowledge Manifests Itself Through Vocabulary Marzano, (2004). Building Background Knowledge for Academic Achievement

The Blimbat

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

What percentage of word recognition??

Susan M. Amartt, Ph.D. and Deborah Glaser, Ed.D, Fluency Measures and Teaching Struggling Readers to Read.

The Circus

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

Activity



List / Group/ Label

 Individually, list 10 words associated with Idaho on separate index cards  With your table, group like words together  Label each group of words by writing a sentence representing that group Index Cards

Guiding Questions

You are working with a colleague. What questions would you ask to coach them in developing and reflecting on this feature?

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

Write at least 2 more questions on your handout.

Comprehensible Input

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

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

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

 Comprehensible Input

Comprehensible Input

 “Merely knowing content, but not understanding leaves learners unable to make use of what they have learned. Simply knowing that bridges do not fall down does not make that knowledge useful. Learning a few mathematical equations cannot by itself lead me to comprehension of physics. But knowing and understanding meaning of such equations will” (Stiggins, 2008, p. 53).  It’s critical that as we move through the curriculum, we take students in small steps that minimize student frustration and allows for continuous progress (Waxman & Walberg, 1991).

Activity

 Develop study questions based on Antigone.

 Brainstorm at your table  What would you need to make this activity more comprehensible?

 Share out two ideas

Guiding Questions

You are working with a colleague. What questions would you ask to coach them in developing and reflecting on this feature?

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

Write at least 2 more questions on your handout.

Guiding Questions BIM Linking It All Together

Strategies

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

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

 Strategies

Marzano’s High Yield Strategies

 45% gain - Similarities & Differences  34% gain - Summarizing & Notetaking*  29% gain – Reinforcing Effort & Providing Recognition  28% gain - Homework & Practice*  27% gain - Nonlinguistic Representations  27% gain - Cooperative Learning  23% gain - Setting Objectives & Providing Feedback  23% gain - Generating & Testing Hypotheses  22% gain - Cues, Questions & Advance Organizers * In meaningful, novel format

Activity

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

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

Cornell Note Paper Costa’s Level of Questioning

Activity Cont.

 On the left side of the

Cornell Note Paper

please write three questions that correspond with some part of your notes on the right side.

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

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

Guiding Questions

You are working with a colleague. What questions would you ask to coach them in developing and reflecting on this feature?

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

Write at least 2 more questions. Use the Research-based Instructional Strategies 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

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

Ask group interaction w/ text and materials  Interaction

Interaction

 67 studies of the achievement effects of cooperative learning 61% found significantly greater achievement in cooperative than in traditionally taught control groups. (Kagan, 1995)  Positive effects were found in all major subjects, all grade levels, in urban, rural, and suburban schools, and for high, average, and low achievers (Slavin, 1991).

 Marzano found a 27% gain by using cooperative learning  Developed positive interdependence, accountability, interpersonal and small group skills and group processing

Interaction

 Stay & Stray Café  Instructions  Number off 1 to 4 and break into new groups  Summarize the engaging quality on chart paper  New groups add question, comment, example, or iconic representation Stay & Stray Envelope

Guiding Questions

You are working with a teacher. What questions would you ask to coach them in developing and reflecting on this feature?

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

Write at least 2 more questions on your handout.

Practice / Application

Is the classroom environment aligned with instruction?

Interaction with visual models ____Yes ____No Interaction with learning tools ____Yes ____No

Concept Attainment ____Guided Practice ____Closure ____Independent Practice

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



Practice/Application

Practice / Application

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

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

Activity

Rank the engaging qualities in order, from most impactful to least.

Discuss and be ready to share out your rationale.

Rank & Order of Impact Envelope

Guiding Questions

You are working with a colleague. What questions would you ask to coach them in developing and reflecting on this feature?

Write at least 2 questions on your handout.

Qualities of Engaging Student Work

Lesson Delivery

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

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



Lesson Delivery

Lesson Delivery

 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 the engaging qualities is personal response, based on 12,000 classroom walk-throughs over 3 years  Antonetti, Garver & Garver (2007).  Students whose parents are from lower economic status jobs but who are highly engaged in reading achieve better reading and writing scores than students whose parents who have middle to high income jobs  Kirsch, I., de Jong., LaFontaine, D., McQueen. J., Mendelovits., & Monseur, C. (2002).  Attention to academic vocabulary within the content area is critical for student success. Classrooms that directly teach academic language as part of the lesson focus, increase scores by as much as 30 percentile points  Flynt, E., & Brozo, W.G. (2008); Dunn, Bonner, and Huskee (2007); Flanigan, K., & Greenwood, S.C. (2007).

Activity

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

Walking a Lesson Plan Form Compound Words Lesson Plan

Guiding Questions

You are working with a teacher. What questions would you ask to coach them in developing and reflecting on this feature?

Write at least 2 questions on your handout.

Assessment & Closure

Has the objective been clearly communicated to the learners?

_____ Yes _____No _____Transition _____Noninstructional Activity

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

 Review/Assessment

Concept Attainment

____

Guided Practice ____Closure ____Independent Practice

Assessment ____

Of Learning ____For Learning

Assessment and Closure

 Student achievement improves dramatically when assessment FOR learning practices become a matter of routine in classrooms. (Stiggins, 2005).

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

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

Activity

 Failure model  If a lesson was guaranteed to flop, what would it look like?

Failed Lesson

Failure Model

Successful Lesson

Guiding Questions

You are working with a colleague. What questions would you ask to coach them in developing and reflecting on this feature?

Write at least 2 questions on your handout.

Final Reflection: Activity

 Recall your best lesson ever that you either taught, participated in, or observed  Using the lesson plan template, identify the 8 features within that lesson/unit  Share with your table Lesson Plan Template

BIM Session Closure

  Did we:   Examine the 8 features of the BIM Identify the framework links between the 8 features and the research By:   Discussing the BIM during a variety of activities Correlate the 8 features within the research framework by writing each on the form where applicable  Ticket out the door:  As you collaborate how will you integrate the 2010 BIM into your teaching?

2010 BIM

Educating Today for a Better Tomorrow