Planning Powerful Instruction, Grades 2-5

A classroom teacher for fifteen years, ?Jeffrey D. Wilhelm? is currently Professor of English Education at Boise State University. He works in local schools as part of a Virtual Professional Development Site Network sponsored by the Boise State Writing Project, and regularly teaches middle and high school students. Jeff is the founding director of the Maine Writing Project and the Boise State Writing Project. Christopher Butts has worked in education since 2003. He spent the first ten years at the elementary level as a paraprofessional with English Learners and a classroom teacher for third and fourth graders. During that his grade level team created a community garden. He also taught at a migrant summer school and English classes for parents in the evenings. As a Teacher Consultant with the Boise State Writing Project Chris co-designed and co-facilitated online courses about informational and argument texts. He also provided local Idaho districts training around the Common Core Standards. Starting in 2013, Chris worked with Teacher Consultants from the National Writing Project and the Idaho State Department of Education to establish the Idaho Coaching Network, an organization that provides training in literacy instruction and teacher leadership. Since 2016-17, he has been a Title I Coach at the alternative school for the Boise School District, Frank Church High School, where he enjoys co-teaching various levels of math and English Adam Fachler is a strategist, coach, and consultant for Pre-K-12 teachers and educational leaders throughout New York. Formerly a middle school teacher, staff developer, and intern principal, he left the classroom in 2014 to co-found the School in the Square, a public charter school in Washington Heights. In addition to creating the EMPOWER framework, Adam is also a leading expert in Thinking Maps (R)-a visual language for learning-and leads acclaimed regional certification workshops in the methodology. In all his work, Adam strives to provide educators with the engaging professional development that they deserve. Adam lives with his wife Liz in Brooklyn, NY.

Acknowledgments About the Authors Introduction PART 1: TRANSFORMATIVE PLANNING AND INSTRUCTION Chapter 1. What's at Stake? Teaching Toward Expertise With a Sense of Urgency Chapter 2. Making the Shift From Informational to Transformational Teaching Chapter 3. Introducing the EMPOWER Canvas PART 2: ENVISIONING AND MAPPING Chapter 4. Envisioning the Destination Through Principled Planning Protocols Chapter 5. Mapping the Path to Mastery Through Task Deconstruction PART 3: PRIMING AND ORIENTING Chapter 6. Priming Learners Through a Caring Community and Collaborative Classroom Culture: A Prerequisite for Inquiry as Cognitive Apprenticeship (ICA) Chapter 7. Priming and Orienting Learners Through Essential Questions Chapter 8. Priming and Orienting Learners Through Frontloading PART 4: WALKING THROUGH, EXTENDING, AND EXPLORING Chapter 9. Walking Learners Through With Visualization Strategies Chapter 10. Walking Learners Through With Think-Aloud Strategies Chapter 11. Walking Learners Through With Questioning Chapter 12. Extending Expertise With Collaborative Group Structures Chapter 13. Extending Expertise by Promoting Deep Discussion PART 5: REFLECTING Chapter 14. Reflecting Through Formative Assessments and to Cultivate a Spirit of Transfer Chapter 15. Putting It All Together: Pursuing Real-World Culminating Projects and Performance-Based Summative Assessments Concluding Thoughts: What's Next? An EMPOWERed Vision of Our Future Teaching and Learning References Index