Explicit Instruction: Effective and Efficient Instruction

1. Explicit Instruction: Effective and Efficient Instruction Webinar Series Session 4 Anita L. Archer, Ph.D. Author and Consultant archerteach@aol.com

2. Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications. www.explicitinstruction.org

3. Webinar Participation • Choral Responses: If the answer is short and the same, you will say an answer together. 2. Partner Responses: If you are viewing this with fellow educators, divide into partners and give each partner a number (either #1 or #2). • Written Responses: Record written responses on the handout or on plain paper. • Recorder: Select one person in your group to be the recorder of “best answers” when asked. Type into “Chat Box.” • Best Practices: On a separate piece of paper, maintain a list of best practices.

4. February 8 Topic: Delivery of Instruction- Part 1 Chapter 6 February 22 Topic: Delivery of Instruction- Part 2 Chapter 6 and 7 March 7 Topic:Design of Instruction: Teaching Skills and Strategies Chapter 2 March 21 Topic: Design of Instruction: Concepts and Vocabulary Chapter 3 April 4 Topic: Judicious Practice Chapter 8 Note: Those taking the course for university credit are required to read the corresponding chapters. Schedule

5. Design of Instruction Lessons: • Are organized and focused lessons. • Begin with a statement of goals. • Provide review of preskills and knowledge. • Provide step-by-step demonstrations.

6. Design of Instruction • Provide guided and supported practice. • Use clear and concise language.

7. Three Lesson Components • Opening • Attention • Review • Preview • Body • Closing • Review • Preview • Independent Work

8. Body - Skill or Strategy • The Three Components • Model (I do it.) • Prompt (We do it.) • Check (You do it.)

9. Reflection Share with your partner. • In the last two weeks, how did you use: • I do it. • We do it. • You do it.

10. Vocabulary Instruction • Preparation for instruction • Selection of words • Selection of definitions • Explicit Instruction • Demonstration of lesson • Teaching lesson together • Extensions

11. Explicit Vocabulary Instruction-Selection of Vocabulary • Select a limited number of words for robust, explicit vocabulary instruction. • Three to ten words per story or section in a chapter would be appropriate. • Briefly tell students the meaning of other words that are needed for comprehension.

12. Explicit Vocabulary Instruction-Selection of vocabulary • Select words that are unknown. • Select words that are important to passage understanding. • Select words that students are likely to encounter in the future and are generally useful. (Stahl, 1986) • Focus on Tier Two words (Beck & McKeown, 2003) • Select words that are more difficult to obtain. • Words having an abstract versus concrete reference. • Words with no known synonym. • Words not clearly defined in passage.

13. Explicit Instruction of Words-Selection of Vocabulary(Beck & McKeown, 1985) • Tier One - Basic words • chair, bed, happy, house • Tier Two - Words in general use in many domains (Academic Vocabulary) • concentrate, absurd, fortunate, relieved, dignity, convenient, observation, analyze, persistence (Academic vocabulary) • Tier Three - Rare words limited to a specific domain (Background Knowledge) • tundra, igneous rocks, constitution, area, sacrifice fly, genre, foreshadowing

14. Explicit Instruction - Select words for robust, explicit instruction.

15. Explicit Instruction - Select words for robust, explicit instruction.

16. Feedback What words did you select?

17. Explicit Instruction - Select words for robust, explicit instruction.

18. Feedback What words did you select?

19. Explicit Instruction - Prepare - Student-Friendly Explanations • Dictionary Definition relieved - (1) To free wholly or partly from pain, stress, pressure. (2) To lessen or alleviate, as pain or pressure • Student-Friendly Explanation (Beck, McKeown, & Kucan, 2003) • Is easy to understand. • When something that was difficult is over or never happened at all, you feel relieved.

20. Explicit Instruction - Prepare - Student-Friendly Explanations Utilize a dictionary for English Language Learners. Explanation from Collins Cobuild Dictionary of American English

21. Teach the meaning of critical, unknown vocabulary words. Did the teacher: • Introduce the word. • Present a student-friendly explanation. • Illustrate the word with examples. • Check students’ understanding.

22. 1. Introduce the word.compete verb • 2. Present a student-friendly explanation. If you compete in a contest or a game, you take part in it.

23. compete - 3. Illustrate with examples. These bike riders compete to determine the fastest rider.

24. compete - 3. Illustrate with examples. These foosball players compete to determine the best team.

25. compete - 4. Check student’s understanding. • There are many sports and games that you could compete in. Think of one that you would enjoy. • Tell your partner what you would like to compete in. • Begin by saying: I would like to compete in……..

26. compete - Extensions - word family compete v competition n competed v competitor n competing v competitive adj Tom loves to compete in races. In the past, he competed in marathons, running the 26 miles. After being injured in a skiing accident, he wanted to continue competing in marathons so he joined the wheelchair competition. Tom has proven to be a great competitor, winning a number of races. He is very competitive.

27. 1. Introduce the word.migrate v • Present a student-friendly explanation. When people migrate, they move from one place to to settle in another. When animals migrate, the animals move from one place to another place at a specific season usually to get food or to breed.

28. migrate 3. Illustrate with examples.

29. migrate 4. Check student’s understanding.Visual Learning - Why do you think this group is migrating?

30. Why do you think this group is migrating? Begin by saying: I think this group is migrating for the following reasons:

31. migrate - Extensions migrate migration migrants 4000 years ago the Bantu began to migrate to other areas of Africa. Because of this migration, the Bantu migrants shared their language with other people in Africa.

32. Teach the meaning of critical, unknown vocabulary words. Instructional Routine Step 1. Introduce the word. • Write the word on the board or overhead. • Read the word and have the students repeat the word. If the word is difficult to pronounce or unfamiliar have the students repeat the word a number of times. Introduce the word with me. “ This word is relieved. What word?”

33. Teach the meaning of critical, unknown vocabulary words. Instructional Routine (continued) Step 2. Present a student-friendly explanation. • Tell students the explanation. OR • Have them read the explanation with you. Present the definition with me. “When something that is difficult is over or never happened at all, you feel relieved. So if something that is difficult is over, you would feel _______________.”

34. Teach the meaning of critical, unknown vocabulary words. Instructional Routine (continued) Optional procedure for presenting meaning of word. • Have students locate the definition in the glossary or text. • Guide students in breaking the definition into the critical attributes (parts). Glossary Entry: An essay is a short nonfiction work about a particular subject. Most essays have a single major focus and a clear introduction, body, and conclusion. Essay • Short • Nonfiction work • Particular subject • Clear introduction, body, and conclusion

35. Teach the meaning of critical, unknown vocabulary words. Instructional Routine (continued) Optional procedure for presenting meaning of word. Introduce the word using the morphographs (meaningful parts) in the word. Analyze parts of word. autobiography auto = self bio = life graph = letters, words, or pictures hydroelectric hydro = water

36. The Most Common Prefixes in English

37. The Most Common Suffixes in English

38. Common Latin and Greek Roots

39. Common Latin and Greek Roots

40. Common Latin and Greek Roots

41. Teach the meaning of critical, unknown vocabulary words. Instructional Routine (continued) Step 3. Illustrate the word with examples. • Concrete examples. • Visual representations. • Verbal examples. Presentthe examples with me. “When the spelling test is over, you feel relieved.” “When you have finished giving the speech that you dreaded, you feel relieved.”

42. Teach the meaning of critical, unknown vocabulary words. Instructional Routine (continued) Step 4. Check students’ understanding. Option #1. Ask deep processing questions. Check students’ understanding with me. When the students lined up for morning recess, Jason said, “I am so relieved that this morning is over.” Why might Jason be relieved? When Maria was told that the soccer game had been cancelled, she said, “I am relieved.” Why might Maria be relieved?

43. Teach the meaning of critical, unknown vocabulary words. Instructional Routine (continued) Step 4. Check students’ understanding. Option #2. Have students discern between examples and non-examples. Check students’ understanding with me. “If you were nervous singing in front of others, would you feel relieved when the concert was over?” Yes “Why?” “If you loved singing to audiences, would you feel relieved when the concert was over?” No “Why not?” It was not difficult for you.

44. Teach the meaning of critical, unknown vocabulary words. Instructional Routine (continued) Step 4. Check students’ understanding. Option #3. Have students generate their own examples. Check students’ understanding with me. “Tell your partner a time when you were relieved.”

45. Teach the meaning of critical, unknown vocabulary words.Instructional Routine (continued) Step 4. Check students’ understanding. Option #4. Provide students with a “sentence starter”. Have them say the complete sentence. Check students’ understanding with me. Sometimes your mother is relieved. Tell your partner when your mother is relieved. Start your sentence by saying, “My mother is relieved when________.”

46. Vocabulary Logs • Have students maintain a log of vocabulary to facilitate study and review. • What can be recorded on a vocabulary log? • Word • Student-friendly explanation • Any of these options • A sentence to illustrate the word’s meaning • Examples and non-examples • An illustration • In lower grades, create a group log on a flip chart.

47. Word Walls • Create a word wall in your classroom • Post a reminder of the context. • Copy of the cover of the read-aloud book • Copy of the first page in the story • The topic in science or social studies • Post the vocabulary words. • Incorporate the words into your classroom language. • Encourage students to us the words when speaking and writing.

48. Best Practice List Share your best practice list with your partner. Tell your partner two practices that you intend to implement in your classroom.

49. Thank You In the next two weeks, • Teach vocabulary using the instructional routine. • Read Chapter 8. • View some of the video clips on the website. • If you have additional questions, send the question to me. archerteach@aol.com • Remember: How well we teach = How well they learn