1. Focusing on Purpose and Meaningful Work Douglas Fisher www.fisherandfrey.com

2. 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

3. In some classrooms … TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Focus Lesson “ I do it ” Independent “ You do it alone ”

4. In some classrooms … TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Independent “ You do it alone ”

5. And in some classrooms … TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Focus Lesson Guided Instruction “ I do it ” “ We do it ” Independent “ You do it alone ”

7. 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

8. Quality Indicators for Linking Purpose to Outcomes

9. The established purpose focuses on student learning, rather than an activity, assignment, or task.

10. The established purpose contains both content and language components.

12. Students understand the relevance of the established purpose.

13. …making connections between the subject and its application outside of the classroom walls. Relevance requires…

14. What is a language purpose? An analysis of the language demands of the task An understanding of the way students demonstrate their thinking through spoken or written language

15. Three Types of Language Purposes Vocabulary: (specialized, technical) Structure: (the way the vocabulary is used in sentences to express ideas) Function: (the intended use of those ideas) These language purposes build upon one another over a series of lessons.

16. Vocabulary Specialized –Words whose meaning changes depending on the context (problem, simplify, value) –Multiple meaning words (run, place) These can be “brick” or “mortar” words Technical –Words that represent one concept only (denominator, photosynthesis) These are the “bricks” of language

17. Language Structure Grammar/syntax: rules for language use (e.g., plurals, noun/verb agreement) Signal words: guideposts to support understanding of listener/reader (e.g., If/then, first, last, compared to) Frames and templates: scaffolds for apprentice language users (“On the one hand, ________. But on the other hand, _______.”)

18. Language Function Halliday identified 7 language functions (Instrumental, regulatory, interactional, personal, imaginative, heuristic, representational) –These are translated into classroom interactions (express an opinion, summarize, persuade, question, entertain, inform, sequence, disagree, debate, evaluate, justify)

19. The “big a-ha” The same content objective can have many different language purposes! CO: 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)

20. Relevance requires… …opportunities to learn about oneself as a learner.

21. Relevance requires… … learning for learning’s sake.

25. Students can explain the established purpose in their own words.

26. Physical properties: Characteristics or properties that can be observed without changing the identify of the substance are called physical properties. Shape Electricity conductivity Color Magnetism Volume Mass Buoyancy Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria.

27. How would you want your students to respond to the question: What are you learning from this lesson?

29. The teacher designs meaningful experiences and outcomes aligned with the established purpose.

32. Quality Indicator #1 Complexity of Task: The task is a novel application of a grade-level appropriate concept and is designed so that the outcome is not guaranteed (a chance for productive failure exists).

33. Quality Indicator #2 Joint attention to tasks or materials Students are interacting with one another to build each other’s knowledge. Outward indicators include body language and movement associated with meaningful conversations, and shared visual gaze on materials.

34. Quality Indicator #3 Argumentation not arguing: Student use accountable talk to persuade, provide evidence, ask questions of one another, and disagree without being disagreeable.

35. Quality Indicator #4 Language support: Written, verbal, teacher, and peer supports are available to boost academic language usage.

36. Quality Indicator #5 Grouping: Small groups of 2-5 students are purposefully constructed to maximize individual strengths without magnifying areas of needs ( heterogeneous grouping ).

37. Quality Indicator #6 Teacher role: What is the teacher doing while productive group work is occurring ?

38. The teacher has a plan for determining when the established purpose has been met.

44. Purpose = Expectations

45. Taking it Back Discuss with your elbow partner how you will infuse this discussion on PURPOSE with your current work.