Explicit Instruction: Effective and Efficient Instruction

1. Explicit Instruction: Effective and Efficient Instruction Webinar Series Session 3 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. Delivery of Instruction • Frequent responses are elicited. • Student performance is carefully monitored. • Immediate affirmative and corrective feedback is provided. • The lesson is delivered at a brisk pace.

6. Review - Elicit Responses • Verbal Responses • Choral Responses • Partner Responses • Partner - Individual Calling on Volunteers Calling on Off-Task Students • Written Responses • Written responses on paper, post-its, logs, journals, etc. • Response Slates • Response Cards/Sheets

7. Review - Elicit Responses • Action Responses • Touch • Act Out • Gestures • Facial Expressions • Hand Signals

8. Passage Reading • Silent Reading • Oral Reading • Echo Reading • Choral Reading • Cloze Reading • Individual Turns (small group only) • Partner Reading

9. Active Participation and Passage Reading Procedures Discuss this question with your partner. Which of these active participation and passage reading procedures did you use use in your classroom?

10. Feedback

11. Review - Monitor Students’ Responses • Walk around. • Look around. • Talk around. • Praise and acknowledge correct responses. • Encourage effort. • Correct incorrect responses. • Monitor and Provide Feedback

12. Review -Delivery of Instruction - Pace The lesson is delivered at a brisk pace. • Prepare for the lesson. • Use instructional routines. • After a response is given, move on. • Avoid digressions

13. Goals - Design of Instruction • General Lesson Design • Instruction on Skills and Strategies

14. 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.

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

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

17. Opening - Gain Attention • Attention • Use a verbal cue such as “Listen” or “We are going to begin.” • Follow the verbal cue with silence.

18. Opening - Review • Review • Review the content of the previous lessons. • Review necessary prerequisite skills. OR • Review background knowledge needed for today’s lesson. • Review must be interactive. • Request responses during the review. - DON’T ask, “Do you remember how…?” - DON’T ask a few students to perform the skill.

19. Opening - Review What are the benefits of an interactive review? Benefits to the Teacher? Benefits to the Student?

20. Feedback What are the benefits of an interactive review? Benefits to the Teacher? Benefits to the Student?

21. Opening - Preview • Preview • State the goal of the lesson. • State using student-friendly language. • Discuss the relevance of the target skill (or larger goal). • 3 W’s • Why? • When? • Where?

22. Design of Lesson - Opening • Attention • Use a verbal _________such as “Listen” or “We are going to begin.” • Follow the verbal cue with ____________________. • Review • Review the content of the previous lessons. • Review necessary _____________________ for today’s lesson • Review background knowledge needed for today’s lesson.Be sure that the review is ______________________________. • Preview • State the goal of the lesson. • Discuss the relevance of the target skill (or larger goal). • 3 W’s ________ _________ __________

23. Feedback

24. Design of Lesson - Closing • Review • Review critical content. • Review must be interactive. • Preview • Preview the content of the next lesson. • Independent Work • Assign Independent work. • Review assignments/quizzes/projects/performances due in the future.

25. Design of Lesson - Closing • Review • Review ______________content. • Review must be ______________________________. • Preview • Preview the content of the ______________ lesson. • Independent Work • Assign __________________ work. • Review assignments/quizzes/projects/performances due in the future.

26. Feedback

27. Body - Skill or StrategyHow to do something • Sound out word • Determine meaning of word using context clues • Determine meaning of word using root and affixes • Spell an unknown word • Cause and Effect • Make Inferences • Take notes on information text • Write a summary of content • Write an opinion piece • Solve an equation • Write up a science experiment

28. Body - Skill or StrategyHow to do something • Tell your partner some of the skills or strategies that you teach.

29. Feedback

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

31. Body - Skill or Strategy (I do it.) Examplesm (We do it.) where (You do it.) 5 10 15 20

32. Model (I do it.)(“My turn.”) Model (I do it.) • Show (Demonstrating) • Proceed step-by-step. • Exaggerate the steps. • Tell (Describing) • Tell students what you are doing. • Tell students what you are thinking. • Gain Responses • Ask for responses. • What they already know • What you have told them

33. Model (I do it.) • The 3 C’s • The model should be: • Clear • Consistent • Concise

34. Narrative WritingStory Writing Opening - Preview: Goal and Relevance Goal: You will be able to write a narrative with correct paragraph breaks.

35. A Trip to Grandma’s Janetta dragged her suitcase down the stairs, across the porch and helped her dad lift it into the truck. “You’ve got enough in there for a month,” Dad said, laughing out loud. “You’re going to Grandma’s for only two days. “I know, “ answered Janetta, “Grandma is taking me out during the day and at night.” Dad parked the car next to the train station. Crowded with people, the train station looked as if everyone in Cross Junction was traveling someplace. The ticket line looked like a snake slowly slithering across the yard, thought Janetta. Finally, dad purchased a ticket for Janetta, and they walked to the waiting room. “I’ll wait with you until it’s time to board,” said Dad. “I’ll call tonight,” said Janetta. Soon the conductor announced that Janetta’s train was leaving in five minutes. She kissed and hugged her dad and followed the crowd down the steep stairs to the train track. Janetta lugged her suitcase into the train and quickly found a seat. I’m glad, she thought, Momma packed me a good lunch. Slowly the train chugged out of the station. Faster and Faster turned the wheels. Janetta watched Cross Junction disappear. In two hours, she’d be sitting with grandmother in the farmhouse kitchen. Janetta couldn’t wait!

36. Review Informational Text Paragraph breaks Opening - Review Topic Supporting details Topic Supporting details

37. Narrative Tips for adding correct paragraphing Start a new paragraph when: speaker changes setting changes situation changes time changes

38. I do it. A Trip to Grandma’s Janetta dragged her suitcase down the stairs, across the porch and helped her dad lift it into the truck. “You’ve got enough in there for a month,” Dad said, laughing out loud. “You’re going to Grandma’s for only two days. “I know, “ answered Janetta, “Grandma is taking me out during the day and at night.” Dad parked the car next to the train station. Crowded with people, the train station looked as if everyone in Cross Junction was traveling someplace. The ticket line looked like a snake slowly slithering across the yard, thought Janetta.

39. A Trip to Grandma’s Janetta dragged her suitcase down the stairs, across the porch and helped her dad lift it into the truck. “You’ve got enough in there for a month,” Dad said, laughing out loud. “You’re going to Grandma’s for only two days.” Speaker changes. “I know, “ answered Janetta, “Grandma is taking me out during the day and at night.” Situation and setting changes. Dad parked the car next to the train station. Crowded with people, the train station looked as if everyone in Cross Junction was traveling someplace. The ticket line looked like a snake slowly slithering across the yard, thought Janetta.

40. We do it.(“Let’s do it together.”) • Purposes of prompted or guided practice. • Promote high level of success. • Build confidence. • Prompt physically. • Prompt visually. • Prompt verbally. • Step - do - Step - do - Step - do - Step - do • Gradually fade prompt.

41. We do it. Levels of Prompts Tell them what to do. Ask them what to do. Remind them what to do. Gradually fade prompts.

42. We do it. Finally, dad purchased a ticket for Janetta, and they walked to the waiting room. “I’ll wait with you until it’s time to board,” said Dad. “I’ll call tonight,” said Janetta. Soon the conductor announced that Janetta’s train was leaving in five minutes. She kissed and hugged her dad and followed the crowd down the steep stairs to the train track. Janetta lugged her suitcase into the train and quickly found a seat. I’m glad, she thought, Momma packed me a good lunch. Slowly the train chugged out of the station. Faster and Faster turned the wheels. Janetta watched Cross Junction disappear. In two hours, she’d be sitting with grandmother in the farmhouse kitchen. Janetta couldn’t wait!

43. A Trip to Grandma’s Situation and setting change. Finally, dad purchased a ticket for Janetta, and they walked to the waiting room. “I’ll wait with you until it’s time to board,” said Dad. Speaker changes. “I’ll call tonight,” said Janetta. Setting and time change. Soon the conductor announced that Janetta’s train was leaving in five minutes. She kissed and hugged her dad and followed the crowd down the steep stairs to the train track. Janetta lugged her suitcase into the train and quickly found a seat. I’m glad, she thought, Momma packed me a good lunch. Situation and time change. Slowly the train chugged out of the station. Faster and Faster turned the wheels. Janetta watched Cross Junction disappear. In two hours, she’d be sitting with grandmother in the farmhouse kitchen. Janetta couldn’t wait!

44. You do it.(“Your turn.”) • Check for understanding. • Unprompted practice. • Verify students’ understanding before independent work is given. • Carefully monitor students’ responses. • Continue until students are consistently accurate.

45. Final Thoughts • Not a static procedure • Depends on what you are teaching. (e.g., complexity, novelty) • Depends on who you are teaching. (e.g., prior knowledge, severity of learning problems)

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

47. Thank You In the next two weeks, • Teach a skill or strategy using I do it, We do it, You do it. • Read Chapter 3. • View some of the video clips on the website. • If you have additional questions, send the question to me. archerteach@aol.com • Teach with passion. • Manage with compassion.