Running head: THE FUNDAMENTAL 5 1

Yessica Lozano

The Fundamental 5: The Formula for Quality Instruction Book Review

EDUC 6331/ Administrative Internship II

Dr. P. Huff

February 4, 2018

University of St. Thomas

 THE FUNDAMENTAL 5 2

If I knew then, what I know now, I could have made a bigger impact during my first

years in teaching. The book, “The Fundamental 5: The Formula for Quality Instruction,” written

by Sean Cain and Mike Laird is a great read for all teachers, new and those with experience. The

authors of the book are involved in daily action research, finding ways to help improve

instructional practices. In 2009, Cain and Laird visited over 900 classrooms from grades

kindergarten to twelfth grade, unannounced, throughout fifty-six campuses in four different

districts. Their findings were dissatisfying. It was observed that The Fundamental Five was

almost never put to practice in these classrooms. The Fundamental Five are individual practices

that simultaneously interact and interconnect with one another.

As a future educational leader, this book will help guide classroom walkthroughs and

observations, both announced and unannounced. A great lesson begins with an essential element

known as Framing the Lesson. Teachers are to frame a lesson in such a way that all students will

know what they will be learning, what is expected of them, and what the end result will be. Cain

and Laird call this the ‘Objective.’ The objective is to be written in student-friendly language.

Teacher benefits to framing a lesson, is that they will be able to select activities that aim directly

to the intended lesson while focusing on the end result (expectation/product). The student benefit

to having a lesson framed is that they will know beforehand, what they will be learning and

doing to achieve understanding. Approaching a lesson in this manner will produce student

productivity and teacher preparedness for differentiating instruction.

Another important element to the Fundamental Five is what Cain and Laird call the,

“Power Zone.” They explain three different locations from where teachers do their craft. The

book introduces them from the least effective to most effective locations a teacher conducts

instruction. When a teacher is commonly at her desk waiting for something to happen and at

times delivering instruction from the work area, is the least effective approach to a desirable
 THE FUNDAMENTAL 5 3

student outcome. On the contrary, when a teacher is in close proximity to the action, in this case,

where the learning is occurring, Cain and Laird call this “working in the power zone.” Working

in the power zone changes the dynamics of classroom delivery. This sets the right conditions for

student understanding and productivity. Observable behaviors are: on-task behaviors increase,

discipline issues decrease, and student retention of the content increases (Cain & Laird, 2011, pg.

45). Working in the power zone is set to be the most effective in instructional delivery.

In chapter five, Cain and Laird describe an effective teacher practice known as, “frequent,

small-group, purposeful talk about the learning.” Simply, the teacher has a preplanned ‘seed

question’ that is used to guide student conversations about the intended material. The authors

recommend that after every ten to fifteen minutes of the teacher leading the instruction, students

are to be given multiple opportunities to make connections in small groups. Allowing purposeful

talk between peers makes a significant positive impact on retention (Cain & Laird, pg. 55). I

believe this practice is important to note for all educational leaders who routinely make

walkthroughs at their campuses. I, in the near future, will keep this important practice in mind,

when I meet with teachers.

A question that will always ponder in the minds of educators and those in the realm of

education is, do the academic standards do social justice for ​all​ student populations, sub-groups,

and bring equality to all American children? My opinion, no. These standards seem to measure

attributes of an intellectual thinker. Not all students succeed at the same level, at the same time,

in the same way. For that reason, celebrating the small victories will make big differences for

students who struggle with school work. Cain and Laird explain why it is important to recognize

academic successes, no matter how small they may seem to the teacher. We must make it “a

really big deal,” as Cain and Laird (2011) state. Recognizing and reinforcing student work and

effort is, a powerful practice that will motivate students to perform. Often times, students will
 THE FUNDAMENTAL 5 4

work for extrinsic rewards which will shape the behaviors the teachers want to see (Cain &

Laird, pg. 77).

About eight percent of the classrooms observed by Cain and Laird, did any form of

critical writing related to the topic. Writing critically increases both the amount of material that

can be recalled by the learner (Cain & Laird, pg. 84). Content writing could serve as an informal

assessment while at the same time increase literacy skills. Students given these opportunities will

demonstrate understanding and relevance to their world.

In summary, The Fundamental Five are the essential keys to effective instructional

practices and student achievement. I believe that Cain and Laird have found the formula to help

teachers create change in their classroom across America. This could be an “action theory” of

change. This book is carefully organized in a way this it’s message delivery is self explanatory

and easy to implement. It is a book with five simple, yet, carefully crafted synthesis of ideas

developed primarily for practice. I strongly believe that if teachers set the right conditions for

learning, then they are on their way to motivate adults and students to do new things that may

sometimes be difficult at first. As a future educational leader, I plan in implement this book to

my staff and make it an initiative for the success of ​all​ students.

THE FUNDAMENTAL 5 5

REFERENCES

Cain, S. & Laird, M. (2011). The Fundamental Five: The Formula for Quality Instruction.