Friday, February 10, 2017

The Fundamental 5: The Formula for Quality Instruction: A Personal Reflection Part 1

Throughout history education has changed from a multi-level classroom to grade/age leveled, a tradition of desks in rows, lecture classroom to a more flexible setting. Many teachers have ventured into the realm of flexible seating and student-centered environments, however, many are still stuck in the bubble of quiet, compliance teaching, the "sage" of the stage approach.  Sean Cain and Mike Laird in their book The Fundamental 5: The Formula for Quality Instruction explain that most progressive educational standards are developed from a synergy of sorts a "perfect storm" of need, ideals, and research. After an instructional leap forward in the early and mid-2000's the idea of not overtly doing something wrong means you are doing something right to daily doing something that will significantly improve learning. To be a good teacher you must search for a way to better your lessons and accept accountability if they are not pushing and challenging students to grow. Measurable data is one aspect but making sure engaging and purposeful activities are afoot is another. As the scouts say "Always be prepared."

Cain and Laird have identified a plan that if utilized efficiently and consistently will help improve teacher instruction. After much research, collected during No Child Left Behind (NCLB) it was determined that yes, socio-economic status, neighborhood support, parental involvement and even school culture all play a role in student success. These factors are often impossible to change entirely. But the factor that can be changed is teacher instruction. When teachers take the time to reflect on their teaching, collaborate with colleagues and remain open to new ideas then learning improves. This of course is a no brainer. Most teachers are like "duh." But how can a campus get every teacher invested in this. Many teachers will be resistant to change especially a new program or guide for instruction. My school is beginning with a book study and slow implementation of The Fundamental 5. Already after only three days there is positive, growth mindset teachers reading away, open to new possibilities as well as naysayers,"I will read it but forget it, I refuse to incorporate new strategies, mine are working just fine." The sad thing, these are the teachers who need an upheaval to get them out of the stagnate bubble they are in.

So what are The fundamental 5? Framing the lesson, Work in the power zone, Frequent, small group, purposeful talk about the learning, recognize and reinforce, and write critically. These, the authors explain are not instructions or a checklist but rather a course of action that needs to be followed consistently like a diet because if one aspect is neglected the results you are seeking may not come to fruition. Often teachers feel that the failure of a lesson is because of laziness of the students. but most often it is because the lesson is flawed. It did not encompass all the learning styles of the classroom population and the structure and presentation of the information may have been confusing. The important thing is reflection. If a teacher asks "How can I make this more accessible to students? or Why am I presenting this lesson this particular way?" and they can honestly reflect, more often then not the lesson will improve and student growth will increase. It is a combination of The 5 Fundamentals that bridge the gap between teaching to the test and traditional teaching techniques and flexible, student-centered styles of instruction. Part 2 of my book study will discuss Framing the Lesson and how to integrate these strategies into your daily routine.

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