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Explicit Instruction. February 19, 2013. Eisenhower High School. objective. After achieving a working knowledge and components of explicit instruction, teachers will self-assess their teaching practices in order to determine which elements are employed skillfully, partially, or not at all.
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Explicit Instruction February 19, 2013 Eisenhower High School
objective • After achieving a working knowledge and components of explicit instruction, teachers will self-assess their teaching practices in order to determine which elements are employed skillfully, partially, or not at all.
Instructional themes • Student engagement • Quality of feedback • Analysis and problem solving Data used: • CLASS-S • Danielson framework • Teacher input • Coaching observations
What is Explicit Instruction? • AKA – Gradual release of responsibility – slow and purposeful shift • teacher-as-model • joint responsibility (teacher and peers) • independent practice and application by the learner • What do you do well? • Models • Feedback • Peer support • Practice • Sharing expertise with others • “Learning occurs through interactions with others, and when these interactions are intentional, specific learning occurs.” (Fisher and Frey, 2008)
Components of Explicit Instruction • Focus Lesson • Guided Instruction • Collaborative Learning • Independent Tasks
Focus lessons – Establishing the lesson’s purpose and then modeling your own thinking for students. • The teacher establishes the purpose for the lesson. • Both content and language goals are established. • The teacher uses “I” statements to model thinking. • Questioning is used to scaffold instruction, not to interrogate students. • The lesson includes a decision frame for when to use the skill or strategy. • The lesson builds metacognitive awareness, especially indicators of success. • Focus lessons move to guided instruction, not immediately to independent learning.
Guided Instruction: Strategically using prompts, cues, and questions to facilitate students’ increased responsibility for task completion. • A dialogue occurs between students and the teacher as they begin to apply the skill or strategy. • The teacher uses cues and prompts to scaffold understanding when a student makes an error and does not immediately tell the student the correct answer. • The teacher plays an active role in guided instruction, not just circulating and assisting individual students. • Small-group arrangements are evident. • Grouping changes throughout the semester.
Collaborative Learning: Enabling students to discuss and negotiate with one another to create independent work, not simply one project. • Small-group arrangements are evident. • The teacher has modeled concepts that students need to complete collaborative tasks. • Students have received guided instruction of the concepts needed to complete collaborative tasks. • Grouping changes throughout the semester.
Independent Practice: requiring students to use their previous knowledge to create new and authentic products. • Not just “DIY school” • Students have received focus lessons, guided instruction, and collaborative learning experiences related to concepts needed to complete independent tasks. • Independent tasks extend beyond practice to application and extension of new knowledge. • The teacher meets with individual students for conferencing about the independent learning tasks.
NEXT STEPS • Look at your post-reflection for places you can use some extra help, and contact a coach. • Leave your post reflection – help us frame the March 6 PD • Fill out and leave the ISBE evaluation – the more specifically you complete your sheet, the better we can plan for March 6. • Pick up your CPDU sheet • Plan to attend the March 6 PD session ☺ We’ll let you know when it is available to you on mylearningplan.
