Explicit Instruction: Effective and Efficient Instruction

1. Explicit Instruction: Effective and Efficient Instruction Webinar Series Session 2 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. Questions If you have a question, type it into the “Chat Box”. At intervals during the session, I will respond to the questions. OR Email the question to me and I will address it within our next session. archerteach@aol.com

5. 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

6. 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.

7. Review - Choral Responses • Choral responses can be used when the response is short and the same. • Students are looking at the teacher. • Ask a question. • Put up your hands to indicate silence. • Give thinking time. • Lower your hands as you say, “Everyone.”

8. Review - Partners • Partners are useful when the requested responses are long and/or different. • Partners • Teacher assigns partners. • Pair lower performing students with middle performing students. • Give partners a number (#1 or #2). • Sit partners next to each other. • Give partners a “sentence starter”. • Change partners every three to six weeks.

9. Review - Individual Turns Volunteers • Call on volunteers only when the answer comes from personal experience. Calling on inattentive students. • Avoid calling on inattentive students.

10. Review - Individual Turns Option #1 - Partner First 1. Ask a question. 2. Give students thinking time. 3. Have students share answers with their partners. Provide a sentence starter (stem). 4. Call on a student to give an answer. 5. Engage students in discussion.

11. Share with your partner. Tell your partner one practice that you used in your classroom based on our last session.

12. Feedback

13. Written Responses • Written response • Gauge the length of the written response to avoid “voids”. • Make the response fairly short OR • Make the response “eternal.” • To keep students from “sneaking” ahead. • Expose limited items on the screen. OR • Have students put their pencils down to indicate completion OR have them turn their paper over.

14. Written Responses Written response • Paper Notes on paper • Graph paper Computer • Journal Electronic Tablet • Vocabulary Log Smartboard • Post - it Whiteboard • Poster Paper Response Slate

15. Written Responses • Response Slates • Give a directive. • Have students write their answers on individual whiteboards, slates, or chalkboards. • When adequate response time has been given, have students display their slates. • Give feedback to students.

16. Benefits of Response Slates • Discuss with your partner the benefits of using response slates (White Boards).

17. Feedback • The students will feel more accountable. “ If you can’t hold them accountable, they believe it is optional.” 2. The teacher can monitor the responses of all students. As a result, of this ‘formative assessment’, the teacher can better adjust the lesson.

18. Written Responses Response cards • Have students write possible responses on cards or paper or provide them with prepared cards. Examples: Simple responses: Yes, No; Agree, Disagree Content specific responses: Graphemes: sh, wh, ch, th Punctuation Marks: . ? ! , Math Operations: + - X Types of Rocks: Igneous, metamorphic, sedimentary Vocabulary Terms: perimeter, area • Ask a question. • Have students select best response and hold it under their chin. • Ask students to hold up response card. • Carefully monitor responses and provide feedback. • NOTE: Electronic “clickers” are the high tech version of response cards.

19. Uses of Response Cards • Share with your partner specific times that you could use response cards.

20. Feedback • quick answers - short answers • write • letters for dictated sound • spelling words • math problem/equation to be solved • answer to mental math • needed punctuation mark • type of genre • vocabulary word

21. Action Responses • Touch stimulus. • Ask students to “Put their finger” on stimulus. • Increases attention given to stimulus. • Allows monitoring to determine if students are looking at the desired stimulus. • Act out. • Students act out story, concept, or process.

22. Action Responses • Gestures • Students use gestures to indicate answer or to facilitate recall of process. • Facial Expressions • Students indicate answer by changing facial expression. (“Show me glum.” Show me not glum.”)

23. Action Responses Hand signals. • Use thumbs up/thumbs down to indicate yes/no or agree/disagree. • Level of understanding. Students place their hand to indicate level of understanding (high-forehead, OK-neck, low-abdomen). a. Write items on the board/overhead and number them. 1. concentrate 2. absurd 3. enemy 4. disgusting 1. shield volcano 2. composite volcano 3. cinder cone volcano b. Carefully introduce and model hand signals. c. Ask a question. Have students form answers on their desk. d. When adequate thinking time has been given, have students hold up their hands showing responses.

24. Passage Reading Procedures • Discuss this question with your partner. • What are some disadvantages of “round-robin reading” when the group size is large?

25. Feedback BIG DISADVANTAGE - Reduces amount of practice given to each student. Disadvantages to reader • Poor reading since it is a cold read with no rehearsal • Anxious students • Embarrassing for struggling readers Disadvantages to listeners • Inattentive • Not following along • A void resulting in management problems • Anticipating the section they might read • Boring

26. Active Participation - Passage Reading • Choral Reading • Read selection with your students. • Read at a moderate rate • Tell your students, “Keep your voice with mine.”(Students may silently read material before choral reading.)

27. Active Participation - Passage Reading Cloze Reading • Read selection. • Pause on “meaningful” words. • Have students read the deleted words.(Excellent practice when you need to read something quickly.)

28. Active Participation - Passage Reading Individual Turns • Use with small groups. • Call on an individual student. • Call on students in random order. • Vary the amount of material read. • If you select to call on individuals in a large group, use one of these procedures. • Assign each student a section of the selection to rehearse. • Give students the option of saying ME (I will read the material.) or WE (Please read with me class.).

29. Active Participation - Passage Reading • Silent Reading • Pose pre reading question. • Tell students to read a certain amount. • Ask them to reread material if they finish early. • Monitor students’ reading. Have them whisper-read to you. • Pose post reading question.

30. Active Participation - Passage Reading • Partner Reading • Assign each student a partner. • Reader whisper reads to partner. If the material is narrative, have students alternate by sentence, page, or time. If the material is expository, have the students alternate by the paragraph (Read - Stop - Respond). • Coach corrects errors. Ask - Can you figure out this word? Tell - This word is _____. What word? Reread the sentence. • Alternatives to support lowest readers • Lowest readers placed on a triad and read with another student. • First reader (better reader) reads material. Second reader reads the SAME material. • Students read the material together. • Partners allowed to say “me” or “we”.

31. Active Participation - Passage Reading Tell your partner which procedure you could use to support the struggling readers during partner reading.

32. Delivery of Instruction - Passage Reading - Echo Reading Echo Reading • Teacher reads a word, phrase or sentence. • Students “echo” read the word, phrase or sentence. • Useful for building fluency and expression. • Needs to be faded as students grow in reading skills.

33. Delivery of Instruction - Passage Reading - Choral Reading Choral Reading • Read selection with your students. • Read at a moderate rate. • Tell your students, “Keep your voice with mine.”(You may wish to have the students pre-read the material silently before choral reading.)

34. Delivery of Instruction - Passage Reading - Cloze Reading Cloze Reading • Read selection. • Pause on “meaningful” words. • Have students read the deleted words.(Excellent practice for reading initial part of a chapter or when you need to read something quickly.)

35. Delivery of Instruction - Passage Reading - Individual Turns Individual Turns • Use with small groups. • Call on an individual student. • Call on students in random order. • Vary the amount of material read. If used with large group, • Assign paragraphs for preview and practice. OR • Utilize the me or we strategy. When called on, student has the option of saying “we” and asking everyone to join in reading.

36. Delivery of Instruction - Passage Reading - Silent Reading Augmented Silent Reading • Pose pre- reading question. • Tell students to read a certain amount and to reread material if they finish early. • Monitor students’ reading. Have individuals whisper-read to you. • Pose post- reading question.

37. Delivery of Instruction - Passage Reading - Partner Reading Assign each student a partner. • Reader whisper reads to partner. Students alternate by sentence, paragraph, page, or time. • Coach corrects errors. Ask - Can you figure out this word? Tell - This word is _____. What word? Reread the sentence. Alternatives to support lowest readers • Lowest readers placed on a triad. • First reader (better reader) reads material.Second reader reads the SAME material. • Students read the material together. • Before reading, students can say ME (I will read.) OR WE (Please read with me.)

38. Passage Reading Procedures Discuss this question with your partner. Which of these passage reading procedures will you use in your classroom?

39. 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.

40. Delivery of Instruction -Monitor Students’ Responses • Walk around. • Look around. • Talk around. • Correct incorrect responses. • Acknowledge correct responses. • Encourage effort.

41. Delivery of Instruction -Monitor Students’ Responses With your partner, list the benefits of circulating and monitoring. • _____________________________________________ • _____________________________________________ • _____________________________________________ • _____________________________________________ • _____________________________________________

42. Feedback Benefits of circulating and monitoring. • Promotes on-task. • Promotes appropriate behavior. • Feedback to the teacher • Do they understand the directions? • Do they understand the task? • Do they understand the skill or concept? • How do I need to adjust the lesson? • Feedback to the student • Corrections • Affirmations (praise) • Encouragement • Individual instruction • Connection to students • Positive individual interactions • Conveys that the work is important

43. Delivery of Instruction -Provide Immediate Feedback • Acknowledge/Praise • Encourage/Support • Correct errors • Correct errors with the individual or the group. • Correct with a neutral affect. • Use: I do it. We do it. You do it.

44. Monitor and Provide Feedback

45. Monitor and Provide FeedbackStudents should ALWAYS practice correct response.

46. Delivery of Instruction - Immediate Feedback Corrective Feedback is: • Provided • Immediate • Specific and informative • Focused on the correct versus incorrect response • Delivered with appropriate tone • Ended with students giving correct response

47. Delivery of Instruction - Provide Immediate feedback Praise is: • contingent (IF – THEN) • specific • provided for noteworthy performance • focused on achievement and effort rather than personality attributes • comparing students to themselves rather than to other • positive, credible, genuine

48. 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

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

50. Thank You In the next two weeks, • Implement at least two of the procedures we discussed. • Read Chapter 2. • 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.