They are practices that we learn as teachers and then either apply ourselves, or teach students to apply.
We believe that everything we do in the classroom should be supported by research and best practice. So, for each of these practices we indicate effect size. Effect size is a measure of the strength or magnitude of the effect of an influence on student achievement. An effect size of .40 or more has a strong positive impact on student learning.
Don’t just take our word for it, learn more about learning influences and effect size from Professor John Hattie.
Teacher-student, student-student, and teacher-teacher. The teacher has strategies in place to start these relationships before the school year begins, and continue to grow them throughout the year.
EFFECT SIZE:
Teacher Credibility 1.09
Strong Classroom Cohesion .53
Teacher-Student Relationships .47
Happiness .53
It should be purposeful, comfortable, and provide space that works for each child’s needs.
EFFECT SIZE:
Belonging .40
Teacher-Student Relationships .47
Happiness .53
This allows students to clearly understand what is expected and can focus on learning. (Spoiler alert, it's called the 10 Steps to Teaching and Learning Independence)
EFFECT SIZE:
Explicit Teaching Strategies .57
Self-Regulation Strategies .54
Direct Instruction .59
Success Criteria .88
Including student engagement in self-selected good-fit books, time for free writing, and word study. We build reading and writing stamina through practice.
EFFECT SIZE:
Transfer Strategies .86
Exposure to Reading .43
Deliberate Practice .79
Effort Management .77
Persistence, Engagement .53
Choice in how they transfer learning, where they sit, what they read, and what they write about increase engagement and help create self-motivated independent learners.
EFFECT SIZE:
Self-Directed Learning .67
Enjoyment .56
Self-Efficacy .65
They are able to articulate their purpose for learning and their next steps.
EFFECT SIZE:
Differentiation .46
Strategy to Integrate with Prior Knowledge .93
Self-Reported Grades 1.33
Prior Ability and Achievement .82
Re-reading .53
Problem-Solving Teaching .67
Deep Motivation and Approach .57
Lessons are structured to be responsive to the learner.
EFFECT SIZE:
Spaced v. Mass Practice .65
Teacher Clarity .84
Teachers keep records of those meetings, along with student progress towards their goal, and next steps.
EFFECT SIZE:
Strategy Monitoring .58
Feedback: Reinforcement and Cues .92
Help Seeking .72
Response to Intervention 1.09
Formative Evaluation .40
EFFECT SIZE:
Small Group .47
Response to Intervention 1.09
EFFECT SIZE
Teacher Estimates of Achievement 1.46
Collective Teacher Efficacy 1.36
Teacher Credibility 1.09
Learn more about learning influences and effect size.
We explicitly teach students to be independent with their reading and writing transfer so that we can meet with students one-on-one and in small groups and provide each individual student what they need most in the moment.
We start with building solid relationships before the school year even begins, and we continue employing intentional relationship building strategies throughout the year.
We are deliberate and purposeful in planning our classroom environments. We avoid over the top visual noise, and center the design around student creation, charts we build with students, and student learning.
We establish rock solid routines using explicit instruction, and then we revisit expectations when necessary (or when behavior challenges start to bubble up.) We take the time to save time.
We build independent reading and writing stamina and while students are transferring their learning, we confer one-on-one and meet with small groups based on the strategy they need, not reading level.
As we confer with students we assess and set individual goals that we talk with them about. They declare their goal and strategy on the CAFE menu as a visual reminder, to support them. We record the information in a conferring notebook, and let them know when we will talk with them again.
Our whole group lessons are brief and focused on one or two teaching points.
When you put these practices in place, you will have a system that provides consistency in management, teaching, planning, assessing, and relationship building so that you can make the biggest impact on your students.
As lifelong learners, we are continually working and researching to create best practice for teachers and their students. When we discover that there are ways to improve, we improve. Prepared Classroom is that improvement. It is the next generation of Daily 5 and CAFE.
Daily 5 has always been about classroom management, how we teach students to be independent, and authentically transferring learning. CAFE has always been about the teacher. What they are teaching, how they are teaching, and how they are meeting the needs of each individual learner. So, as students build stamina in their literacy transfer, the teacher begins to build the habit of conferring and the skills needed for assessing and goal setting.
We know that when teachers apply Daily 5 and CAFE together, there is magic in the classroom, and students thrive. Prepared Classroom does this.
How do you learn best? Select the one based on your learning style.
A combination of online courses, one day of live online training, and follow up implementation support for an entire year.
The on-demand approach to learning the system. Complete the nine online courses on your own time, place, and schedule.
For educators that need a refresher on a part of the system or want to learn the system over time by taking the nine courses individually.
At Teach Daily, we provide effective teaching methods and resources so any teacher can learn how to build the skills and confidence to recognize and meet the needs of all their students—daily.
© 2023 Teach Daily
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