Introduction to Boise Instructional Model by n5Qh71MG

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									       Introduction
           to the
Boise Instructional Model
                     Logistics
   Table Roles – Green      Facilities
    Sheet
                             Food Service
   Group Norms – Blue
    Sheet                    Badges

                             Cell Phones
              Objectives for Today
   Content Objectives:
       Examine the 8 features of the BIM
       Identify the links between the 8 features and the research
        framework


   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 1st Team All-American
   Top ten finalist Manning Award
   1st 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
•5th grade students with three weak
 teachers in a row scored at the 29% tile
•5th 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       Practice / Application

   Comprehensible Input      Lesson Delivery

   Strategies                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            41 percentile gain with goals
    motivation and learning               or objectives
    styles                                   Wise & Okey (1983). A meta-
       Medina (2008). Brain Rules.           analysis of the effects of
                                              various science teaching
   Clearly Communicated                      strategies on achievement.
                                              Journal of Research in Science
    objectives                                Teaching.
       Antonetti, Garver & Garver
        (2007). A New Focus for
        Classroom Walkthrough:           Clear Objectives and goals
        Look2Learning.                       Swanson (1980). AVID:
                                              Advancement Via Individual
   Whole class preparation and               Determination.
    clear criteria
       Tomilnson (2001). Classroom
        Instruction that Works.
 What is the difference between
content objectives and language
                     objectives?
                           Objectives
Content Objective                           Language Objective

   The “WHAT” we’re going                     The “HOW” we’re going
    to learn today                              to learn our content today

   District/State content                     English language arts
    standards                                   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.

                                         Language Objectives
  Content Objective
                                          View pictures of simple
   Identify the six simple
                                           machines and listen to
    machines and how each
                                           descriptions
    works (wedge, screw,
    inclined plane, pulley, lever,
    wheel & axle).                          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
                                Provides PLCs with data to
                                examine instruction based on 8
Where are the students in the
                                research-based components.
lesson?
Introduction
_____Anticipatory Set



                                    Building Background
              Building Background

   Background Knowledge is                      Low SES Students Enter
    Essential for Academic                        School with Less Academic
    Success                                       Background Knowledge
                                                  Than High SES Students
   It is Important to Build
    Academic Background                          Vocabulary Instruction is
    Knowledge.                                    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
                  list 10 words associated with
     Individually,
      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   Provides PLCs with data to
                ____Learning with Others
                ____Sense of Audience               examine instruction based on 8
                ____Choice                          research-based components.
                ____Novelty/Variety
                ____Authenticity
Concept Development
___Listening
____Reading
____Worksheet
____Writing
____Discussion
____Hands-On/ Manipulatives                             Comprehensible Input
____Similarities and Differences
____Summarizing/Note-Taking
____Reinforcing Effort/Providing Recognition
____Nonlinguistic Representations
____Generating and Testing Hypotheses
        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
                                               Provides PLCs with data to
                                               examine instruction based on 8
Concept Development                            research-based components.
___Listening
____Reading
____Worksheet
____Writing
____Discussion
____Hands-On/ Manipulatives
____Similarities and Differences
____Summarizing/Note-Taking
____Reinforcing Effort/Providing Recognition
____Nonlinguistic Representations
____Generating and Testing Hypotheses             Strategies
Marzano’s High Yield Strategies
   45% gain - Similarities &          27% gain - Cooperative
    Differences                         Learning

   34% gain - Summarizing &           23% gain - Setting Objectives &
    Notetaking*                         Providing Feedback

   29% gain – Reinforcing Effort      23% gain - Generating &
    & Providing Recognition             Testing Hypotheses

   28% gain - Homework &              22% gain - Cues, Questions &
    Practice*                           Advance Organizers

   27% gain - Nonlinguistic
    Representations
                                        * 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      Provides PLCs with data to
____Emotional/Intellectual Safety
____Learning with Others            examine instruction based on 8
____Sense of Audience               research-based components.
____Choice
____Novelty/Variety
____Authenticity

                                        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
                                               Provides PLCs with data to
                                               examine instruction based on 8
                                               research-based components.
             Is the classroom environment
             aligned with instruction?
             Interaction with visual models
             ____Yes ____No
             Interaction with learning tools
             ____Yes ____No



Concept Attainment
____Guided Practice
____Closure                                        Practice/Application
____Independent Practice
           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
                                               Provides PLCs with data to
                                               examine instruction based on 8
Concept Development                            research-based components.
___Listening
____Reading
____Worksheet
____Writing
____Discussion
____Hands-On/ Manipulatives
____Similarities and Differences
____Summarizing/Note-Taking
____Reinforcing Effort/Providing Recognition
____Nonlinguistic Representations
____Generating and Testing Hypotheses
                                                   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?




                          Failure Model
        Failed Lesson               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 links between the 8 features and the research
        framework
   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

								
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