Explicit Instruction Effective and Efficient Teaching

1. Explicit Instruction Effective and Efficient Teaching

2. Turn right at the BIG Y

3. Targets • Create excitement and urgency for refining practice of teaching using explicit instruction • Build a community of teachers to support one another in implementing effective, efficient teaching practices • Provide opportunities to discuss what does learning look like, sound like? • What are kids saying? Teachers? Administrators?

4. Acknowledgements • Content was based on the work of… • Dr. Anita Archer • Dylan Willam • The Consortium on Reading Excellence, Inc. (CORE) • John Hattie

5. What is Explicit Instruction? • Explicit instruction is a systematic instructional approachthat includes a set of delivery and design proceduresderived from effective schools research………. Ideas that Work • …unambiguous and direct approach to teaching that incorporates instruction design and delivery. Archer & Hughes, 2011

6. Teacher ratings and student growth

7. What impacts student achievement? Which ones make sense? Which ones are surprising? John Hattie, Visible Learning, 2009

8. Explicit Instruction and Discovery Not an either or - but a when.

9. Differences Learning to Read

10. Why Explicit Instruction? • ALL students benefit from Explicit Instruction • It is essential for struggling learners • Improvestudent outcomes, regardless of content area or core program used.

11. Essential Features of Systematic Instruction • Clear expectations about what is to be learned • Clarity of presentation (Instructional Delivery) • Multiple opportunities for student responses • Active monitoring of responses • Frequent evaluation and feedback • Relentless, practice, practice, practice Christenson, 1989

12. Goals for Explicit Instruction: • Provide bell to bell instruction • Select critical, • breaking complex tasks into obtainable pieces • Design organized, systematic, intentional lessons • include an opening, a body, and a closing

13. Goals for Explicit Instruction: • Elicit responses • Monitor accuracy o • Provide immediate feedback • Provide judicious practice on skills • Promotes positive relationships peers and teachers • Helpful to all learners, absolutely essential for struggling or disadvantaged learners

14. Instructional Routines • Anita

15. Talk Time • Coffee please answer the following question: • What are essential components for effective and efficient, results driven instruction? (EI) • Cream please answer the following question: • Where/when do you use, see explicit instruction used on your campus? • With extra time switch questions

16. Power of E to 3! ENGAGE ENERGY EXCITE

17. What do you bring?

18. Do you recall a time when you had a learning experience like this? • Thumbs Down= NO • Thumbs Up= YES

19. Video Observation

20. Talk Time • Coffee please answer the following question: • What routines did you notice? • Cream please answer the following question: • What active engagement strategies were utilized? • With extra time switch questions

21. Essential Features of Systematic Instruction • Clear expectations about what is to be learned • Clarity of presentation (Instructional Delivery) • Multiple opportunities for student responses • Active monitoring of responses • Frequent evaluation and feedback • Relentless, practice, practice, practice Christenson, 1989

22. Clarity of presentation • Modeling or demonstrating the skill (I do it) • Providing prompted or guided practice (we do it) • Providing structured partnership (y’all do it) • Providing unprompted practice (you do it) I do, We do, Y’all do, You do

23. Gradual Release of Responsibility Teacher Responsibility Progression of the Lesson “I do it” “We do it” “Y’all do it” “You do it” Student Responsibility Fisher, D., & Frey, N.

24. I do it (Model) What it is What it is NOT A time to interrogate students about their thinking (guess what’s in the teacher’s brain) A time to simply “tell” students things (regurgitate info) A standard posted on the wall that you can just point to • Teacher demonstrates, models,explains, and describes thinking in a clear and concise way • Think-alouds • Providing several models

25. I do it (Examples) “Watch me. the sounds are /m/, /a/, /n/, so the word is man.” “The main idea is the most important part the author wants you to remember from a paragraph. So I’m going to read aloud this passage, and at the end of each paragraph, I’m going to stop and ask myself two questions, “Who or what is this paragraph about?” and “What’s the most important thing about the who or what in this paragraph?” If I can answer those two questions, I probably understand the main idea the author wanted me to get out of that paragraph.”

26. Gradual Release of Responsibility Teacher Responsibility “I do it” “We do it” “Y’all do it” “You do it” Student Responsibility Fisher, D., & Frey, N.

27. We do it What it is What it is NOT A script to read from Just a repeat of the instructions Not every day, with every single student • Guided practice through the use of teacher prompts or cues to assist with understanding • Taking students where they are and guiding to next step Amount of “We do it” is what varies most depending on the needs of the learner

28. We do it (Examples) • “Let’s do it together now. Follow along with me as I point to each sound and blend the word. The sounds are /m/, /a/, /n/, so the word is man.” • “Now, for the next couple of paragraphs, you’re going to help me figure out the who or what of each paragraph and the most important thing about the who or what of each paragraph.” Read aloud the next couple of paragraphs, stopping to get responses from students.

29. Gradual Release of Responsibility Teacher Responsibility “I do it” “We do it” “Y’all do it” “You do it” Student Responsibility Fisher, D., & Frey, N.

30. Y’all do it (check understanding) What it is What it is NOT Not time to introduce new information to students Not simply group work where one group product is produced Not ability grouping • Small groups of 2-5 students working together (heterogeneous) • Students consolidate their thinking and understanding • Interact and negotiate their understanding with peers • Individual accountability

31. Y’all do it (Examples) • “Now, for the last couple of paragraphs, you’re going figure out the who or what of each paragraph and the most important thing about the who or what of each paragraph., with your elbow partner. Partner 1 you will start by telling your partner, The who or what in this paragraph is… Partner 2, you will then tell your partner, The most important thing about that who or what is… “

32. Gradual Release of Responsibility Teacher Responsibility “I do it” “We do it” “Y’all do it” “You do it” Student Responsibility Fisher, D., & Frey, N.

33. You do it (assess) What it is What it is NOT A pile of worksheets or packets Rote memorization or regurgitation time For newly or barely learned tasks • An opportunity for students to apply what they have learned • Goal of schooling • Based on meaningful learning activities • Students take responsibility for own learning

34. You do it (Examples) • “Now, on your own, you will read this 3 paragraph story and for each paragraph, you will write down: • Who or what the paragraph is about. • The most important thing about the who or what”

35. Gradual Release of Responsibility Teacher Responsibility “I do it” “We do it” “Y’all do it” “You do it” Student Responsibility Fisher, D., & Frey, N.

36. Clarity of presentation • Modeling or demonstrating the skill (I do it) • Providing prompted or guided practice (we do it) • Providing structured partnership (y’all do it) • Providing unprompted practice (you do it) I do, We do, Y’all do, You do

37. Essential Features of Systematic Instruction • Clear expectations about what is to be learned • Clarity of presentation (Instructional Delivery) • Multiple opportunities for student responses • Active monitoring of responses • Frequent evaluation and feedback • Relentless, practice, practice, practice Christenson, 1989

38. Be explicit! Don’t let them get lost!

39. Now...let’s see it in action!

40. Now...let’s see it in action!

41. Welcome Back! Time to Share with Peers Step 1. Step 2. Share with at least two people new to you Introduce yourself Coffee share one idea from your demonstration lessons observation Cream share one idea Move on to new person • Grab your demo lesson card • Go to an assigned corner with your card • Four Corners • Primary K-1 • Primary 2-3 • Intermediate • Instructional Leaders Ten minutes for each sharing session (5minutes each to speak)

42. Welcome Back Time to Share with Peers Step 1. Step 2. Share with at least two people new to you Introduce yourself Coffee share one idea from your demonstration lessons observation Cream share one idea Move on to new person • Grab your demo lesson card • Go to an assigned corner with your card • Four Corners • Primary K-1 • Primary 2-3 • Intermediate • Instructional Leaders Ten minutes for each sharing session (5minutes each to speak)

43. See you in 15 minutes!

44. Welcome Back

45. Where You’ve Been • You have developed conceptual understanding of: • The Big Five, Active Engagement, Explicit Instruction, • You have had active participation with peers and processing time • You have seen demonstration lessons

46. Where You’re Going • We will continue to build on your conceptual understanding and build skill development in feedback. • We will close the day with a call to action! Math, OTR, CCSS

47. The Essentials of Feedback • Feedback • can double the rate of learning • Dylan William (2011) • has an effect size of .79 • Hattie (2012) • informs current level of performance • closes the gap between current performance and expected performance • must give specific ways to close the gap

48. How do you receive feedback??? • One minute quick write • At work, at home, at the gym, on the field...from friends... • Circle one area where it was helpful

49. Talk Time • Coffee please answer the following question: • How was the feedback helpful? • Cream please answer the following question: • Where/when do you provide feedback? • With extra time switch questions

50. The missing element re: instructional Improvement? ACTIONABLE FEEDBACK “Feedback is the breakfast of champions!” Kevin Feldman