Model Of Explicit Instruction

1. Model Of Explicit Instruction Gradual Release of Responsibility Model Student Modeling Teacher’s gradual release of responsibility Independence Teacher Guided Practice Spires & Stone, 1989, after Pearson & Gallagher, 1983

3. Dependent Learning • Direct Instruction that establishes purpose, models thinking, demonstrates skills, and teaches for metacognition. • Must consists of a Focused Lesson

4. Focused Lesson • Clearly establish a purpose and model their own thinking. • Provide students with information about the ways in which a skilled reader, writer, or thinker processes information. • Almost always done with the whole class and typically last around 15 minutes (depending on the age group)

5. Clearly establishing a purpose: • A clear, general statement of learner outcomes, • Related to an identified problem and needs assessment • Achievable through instruction

6. What to Look For • 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

7. Dependent Learning • Direct Instruction that establishes purpose, models thinking, demonstrates skills, and teaches for metacognition. • Shared Learning • Guided Instruction and tasks that require joint intellectual effort, such as jigsaws, case studies, group projects, numbered heads together, etc.

8. Shared Learning: Two Parts • Guided Instruction • Almost always done with small, purposeful groups, which are composed based on students’ performance on formative assessments. • Consist of students who share a common instructional need that the teacher can address. • Ideal time to differentiate based on needs

9. What to Look For • Small-group arrangements are evident. • Grouping changes throughout the semester. • The teacher plays an active role in guided instruction, not just circulating and assisting individual students. • 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 an does not immediately tell the student the correct answer.

10. Shared Learning: Two Parts 1. Guided Instruction 2. Collaborative Learning • Key is the requirement for independent products from the group collaboration. • It is not the time to introduce new information to students. • Should be a time for students to apply information in novel situations or to engage in a spiral review of previous knowledge. • Critical to the success of the gradual release of responsibility model of instruction

11. What to Look For • Small-group arrangements are evident. • Grouping changes throughout the semester. • 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.

12. Dependent Learning • Direct Instruction that establishes purpose, models thinking, demonstrates skills, and teaches for metacognition. • Shared Learning • Guided Instruction and tasks that require joint intellectual effort, such as jigsaws, case studies, group projects, numbered heads together, etc. • Independent Learning • Tasks that are meaningful, experiential, and relevant, which the student completes on his or her own.

13. Independent Learning • Students should not be asked to do unfamiliar tasks - tasks for which they have not had instruction - independently. • Too many students are asked to complete independent tasks in the absence of good instruction.

14. What to Look For • 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.

15. Complete Model • Focus Lessons: Establishing the lesson’s purpose and then modeling your own thinking for students. • Guided Instruction: Strategically using prompts, cues, and questions to facilitate students’ increased responsibility for task completion. • Collaborative Learning: Enabling students to discuss and negotiate with one another to create independent work, not simply one project. • Independent Tasks: Requiring students to use their previous knowledge to create new and authentic products.

17. This instructional model is intentional, purposeful, and explicit.