The Importance of Explicit Instruction

1. The Importance of Explicit Instruction Idaho Title One Conference Boise, ID April 2013 Presenter: Gina W. Hopper

2. Welcome and Introductions

3. ACKNOWLEDGEMENTS • The content of this session is expanded in Chapter 1 of the book: Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications. • Videos that illustrate explicit instruction can be found on this website. www.explicitinstruction.org • The slides in this presentation were designed by Anita Archer and modified as needed by the trainer.

4. Session Purposes The participant will be able to: • Describe the research supporting Explicit Instruction supporting its importance • Describe the elements of Explicit Instruction • Describe the underlying principles of Explicit Instruction

5. What do you currently know about Explicit Instruction? K*W*L Activity #1

6. What is Explicit Instruction? • Explicit instruction is a systematic instructional approach that includes a set of delivery and design procedures derived from effective schools research………. Ideas that Work • …unambiguous and direct approach to teaching that incorporates instruction design and delivery. Archer & Hughes, 2011

7. Video • Record good practices • http://explicitinstruction.org/?page_id=364

8. Explicit Instruction and DiscoveryNot an either or - but a when.

9. Support for Explicit Instruction:40 + years of convergent research • Teacher Effects/Process Research • Project Follow Through • Research Syntheses in Special Education

10. Support for Explicit Instruction:40 + years of convergent research • Recent Governmental Reports in Reading and Math • Findings from research on cognition (working memory vs permanent memory)

11. Elements of Explicit InstructionContent 1. Instruction focuses on critical contentSkills, strategies, vocabulary terms, concepts, rules, and facts that will empower students in the future are taught 2. Skills, strategies, and concepts are sequenced logically • Easier skills before harder skills • High frequency skills before low frequency skills • Prerequisites first • Similar skills separated

12. Elements of Explicit InstructionContent 3. Complex skills and strategies are broken down into smaller (easy to obtain) instructional units Aware of cognitive overloading, processing demands, and capacity of working memory

13. Elements of Explicit InstructionContent 1. Instruction focuses on ____________ content 2. Skills, strategies, and concepts are ___________ logically 3. Complex skills and strategies are ______________ into smaller (easy to obtain) instructional units

14. Elements of Explicit InstructionDesign of Instruction Lessons 1. Are organized and focused 2. Begin with a statement of goals 3. Provide review of prior skills and knowledge

15. Elements of Explicit InstructionDesign of Instruction 4. Provide step-by-step demonstrations 5. Use clear and concise language 6. Provide a range of examples and non-examples 7. Provide guided and supported practice

16. Elements of Explicit InstructionDesign of Instruction Lessons 1. Are ___________ and focused 2. Begin with a statement of _______________ 3. Provide _______________ of prior skills and knowledge

17. Elements of Explicit InstructionDesign of Instruction 4. Provide step-by-step __________________ 5. Use __________ and ___________ language 6. Provide a range of ______________ and _______________________________ 7. Provide _______________ and supported practice

18. Elements of Explicit InstructionDelivery of Instruction Teachers: 1. Require frequent responses 2. Monitor student performance closely 3. Provide immediate affirmation and corrective feedback

19. Elements of Explicit InstructionDelivery of Instruction Teachers: 5. Deliver instruction at a brisk pace 6. Help students organize knowledge

20. Elements of Explicit InstructionDelivery of Instruction Teachers: 1. Require frequent _______________ 2. ________________ student performance closely 3. Provide immediate affirmation and corrective ______________________

21. Elements of Explicit InstructionDelivery of Instruction Teachers: 4. Deliver instruction at a _________ pace 5. Help students ___________ knowledge

22. Elements of Explicit InstructionPractice Teachers provide judicious practice including: *Initial practice *Distributed practice *Cumulative review

23. Elements of Explicit InstructionPractice Teachers provide judicious practice including: ______________ practice ______________ practice ______________ review

24. Foundation Principle # 1Optimize academic learning time • Optimize academic learning time • the amount of time • that students • are successfully engaged • in academic tasks

25. Foundation Principle # 1Optimize academic learning time A few words about time • Available Time Amount of time available for school activities About 6 hours • Allocated TimeAmount of time allotted for academic instruction About 4 hoursIf increased, slight impact on achievement

26. Foundation Principle # 1Optimize academic learning time A few words about time • Engaged TimeAmount of time actively engaged in learning task About 2 hours If increased, moderate impact on achievement • Academic Learning Time Amount of time Students are successfully engaged On academic tasks If increased, strong impact on achievement

27. Foundation Principle # 1Optimize academic learning time. Explicit Instruction is designed to increase Academic Learning Time List ways to optimize instructional time

28. Foundation Principle # 1Optimize academic learning time. Explicit Instruction is designed to increase Academic Learning Time. Some ways to optimize instructional time • Increase allocated time • Bell to Bell teaching • Start lessons on time • Teach in groups as much as possible • Be prepared • Avoid digressions • Maintain a perky pace • Decrease transition time • Use instructional routines

29. Foundation Principle # 2Promote high levels of success High level of success • 80% correct responses during initial instruction • 90 -95% correct responses during independent practice • High success rates positively correlated with increased learning outcomes • Low success rates correlated with negative outcomes

30. Foundation Principle # 2Promote high levels of success Increase amount of instructional time • Students achieve more in classes in which they spend much of their time being taught directly by the teacher • Whole group instruction • Small group instruction • Small group instruction in general education classes • Based on instructional needs & current functioning • Tier 2 and Tier 3 intervention groups • Groups of 6-8 students more effective than smaller or larger groups or one-to-one(Elbaum, Vaughn, Hughes, Moody, & Schumm, 2000)

31. Provide scaffolding that enhances success Foundation Principle # 2Promote high levels of success

32. Foundation Principle # 2Promote high levels of success Provide scaffolding that enhances success Goal Current Level

33. Foundation Principle # 2Promote high levels of success • List scaffolds that could be used to close the gap between current functioning and the desired goal

34. Foundation Principle # 2Promote high levels of success Explicit Instruction is designed to increase student success through scaffolding • Teach material that is not too difficult • Carefully sequence instruction • Break down complex skills into small steps • Increase the amount of instruction within groups • Teach preskills before target skill • Provide dynamic models of target skill • Provide clear presentations

35. Foundation Principle # 2Promote high levels of success Explicit Instruction is designed to increase student success through scaffolding • Provide guided practice • Provide additional scaffolding to support performance (e.g., hints, prompts, checklists) • Provide worked problems (completed problems) • Systematically reduce the level of scaffolding • Provide immediate affirmative and corrective feedback • Ensure level of accuracy before independent practice

36. Foundation Principle # 3Optimize the amount of content covered WELL Content Covered • The amount of content covered WELL, the greater potential for student learning

37. Foundation Principle # 3Optimize the amount of content covered WELL Explicit Instruction is designed to increase amount of content covered WELL Some ways to optimize content covered • Select critical content for instruction • Teach skills, strategies, and concepts that generalize to other items • Use instructional procedures that are effective but efficient • Increase the amount of instruction through grouping of students. • Organize content to promote learning (e.g., graphic organizers) • “Teach the Stuff and Cut the Fluff”

38. Motto How well you teach = How well they learn

39. Explicit Instruction - Content Guidelines Applied to the Common Core State Standards

40. Prioritize What strand will make the most difference? Grade 1 Literature Key ideas and details Craft and Structure Integration of Knowledge and Ideas Informational Text Key ideas and details Craft and Structure Integration of Knowledge and Ideas Foundation Skills Print Concepts Phonological Awareness Phonics and Word Recognition Fluency

41. Prioritize What standards will make the most difference? Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

42. Add Missing Standards Kindergarten - Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.* c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

43. Add Missing Standards Kindergarten - Phonics and Word Recognition Can sound out regular, one-syllable words using knowledge of phoneme-grapheme relationships of vowels and consonants.

44. Integrate/Condense Standards Reading Standards for Literature - Grade 1 Key Ideas and Details • Ask and answer questions about key details in a text. • Retell stories, including key details, and demonstrate understanding of their central message or lesson. • Describecharacters, settings, and major events in a story, using key details.

45. Integrate/Condense Standards Craft and Structure • Identify words and phrases in stories or poems that suggest feelings or appeal to the senses • Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. • Identify who istelling the story at various points in a text.

46. Integrate/Condense Standards Integration of Knowledge and Ideas 7. Use illustrations and details in a story to describe its characters, setting, or events. 8. (Not applicable to literature.) 9. Compare and contrast the adventures and experiences of characters in stories.

47. Integrate/Condense Standards Students can: Answer questions Ask questions Retell stories Describe Compare and contrast Story Elements Key details Characters (including feelings) SettingsMajor events Experiences of characters Central messages or lessons Narrators

48. Integrate/Condense Standards 5th Grade Writing Standards • Opinion Pieces - To convince • Informational Text - To inform • Narratives - To convey an experience

49. Integrate/Condense Standards 5th Grade Writing Standards 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

50. Integrate/Condense Standards 5th Grade Writing Standards 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single session.