EXPLICIT DIRECT INSTRUCTION

1. EXPLICIT DIRECT INSTRUCTION CHECKING FOR UNDERSTANDING

2. http://www.mcsk12.net/aoti/ci/docs/ELA/ELAScopeSeq.pdf

4. CHECKING FOR UNDERSTANDING “NO NOs” • “Any questions?” • “Did you all get that?” • “Everybody understand?” • “Does that make sense?”

5. What CFU is • A way to correct students’ misconceptions • Provides a good study skill model for students • Restate sections in their own words • Ask themselves questions about the material • Think of examples related to the material • A systemic approach to formative assessment

6. What CFU is not • A final exam or state achievement test

7. CFU Should Do the Following • Align with enduring understanding (Wiggins & McTighe, 1998) • Allow for differentiation (Tomlinson, 1998) • Focus on gap analysis (Bennett et al., 2004) • Lead to precise teaching (Fullan et al., 2006) • Should become a routine part of teaching (Schmoker, 2006)

8. When Do You CFU • Every two – three minutes • Every time you teach: • A rule • A definition • A step • A strategy

9. Critical components of CFU • Ask the question to the entire class • Provide wait time before selecting a student to respond • Always call on random non-volunteers

10. Helping Students Who Respond Incorrectly • Cue: Use symbols, words or phrases to help students recall • Clue: Use overt reminders such as “Starts with…” • Probe: Look for reasoning behind an incorrect response or as for clarity when the response is incomplete • Rephrase: Pose same question in different words • Redirect: Pose same question to a different student • Hold accountable later: Later in the lesson, check back with students who respond incorrectly

11. TAPPLE • Teach First • Ask a Question • Pause • Pick a Non-Volunteer • Listen to the Response • Effective feedback (Echo, Elaborate, Explain)

12. ECHO • When the student’s response is correct • When the student speaks in a soft voice

13. ELABORATE • When the student’s response is tentative or partially correct

14. EXPLAIN • Actually re-explain when the student’s answer is incorrect

15. Give your teachers a test

16. Rigorous Lessons ask Students to: • EXAMINE • CLASSIFY • GENERATE • SCRUTINIZE • PRODUCE • DEDUCE • ASSESS • PRIORITIZE • DECIDE

17. RIGOR MEANS FRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE

18. RIGOR is…… RIGOR is not….. • Scaffolding thinking • Planning for thinking • Assessing thinking about content • Recognizing the level of thinking students demonstrate • Managing the teaching/ learning level for the desired thinking level • More or harder worksheets • AP or honors courses • The higher level book in reading • More work • More homework

19. A Relevant Lesson asks Students to: USE THEIR KNOWLEDGE TO TACKLE REAL-WORLD PROBLEMS THAT HAVE MORE THAN ONE SOLUTION

20. RELEVANCE IS THE PURPOSE OF THE LEARNING ACQUIRE KNOWLEDGE APPLY KNOWLEDGE INTERDISCIPLINARY REAL WORLD PREDICTABLE REAL WORLD UNPREDICTABLE

21. A Relevant Lesson answers: • What am I Learning? • Why am I learning it? • How will I use it?

22. Rigor and Relevance Framework Rigor Relevance

23. Rigor/Relevance Framework C D Students reflect on the potential use of the new information as a solution Students apply the information learned to answer the question or to solve the problem High R IGOR A Students seek information to answer question or solve problem B Students test the relevancy of the information as it relates to the question or problem Low Low High RELEVANCE

24. Rigor/Relevance Framework MotivationCreativity – Innovation-Problem Solving Rigor -Critical Thinking Relevancy -Validation Acquisition of knowledge / skills Low RELEVANCE

25. Rigor/Relevance Framework Student Thinks and Works Student Thinks Teacher Works Student Works