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
Less than 30 seconds

5. What is Explicit Instruction?
Explicit instruction is a systematic instructional approach that includes a set of delivery and design procedures derived 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?
Effective teaching variables
Effect size
Other variables
Formative Evaluation
+0.90
Socioeconomic Status
+0.57
Comprehensive interventions for students with LD
+0.77
Parental Involvement
+0.51
Teacher Clarity
+0.75
Computer based instruction*
+0.37
Reciprocal Teaching
+0.74
School Finances
+0.23
Feedback
+0.73
Aptitude by Treatment Interactions*
+0.19
Teacher-Student Relationships
+0.72
Family Structure
+0.17
Direct Instruction
+0.59
Retention
-0.16
*Effect of computer based instruction not any higher as technology has increased
*There is no research support for ATI’s. Kids benefits from instruction that uses multiple modalities
Talk time – With a partner, talk about one variable that makes sense, and one variable that is a surprise.
John Hattie, Visible Learning, 2009

8. Explicit Instruction and Discovery Not an either or - but a when.
Little or no
background knowledge
A great deal of
background knowledge in the domain
History of difficulty,
of failure
History of success

9. Differences Learning to Read
Population %
Journey to Reading
Instructional Requirements 5
Easy: children read before starting school
Need no formal decoding instruction 35
Relatively Easy
Learn to read regardless of instructional approach 40
Formidable Challenge
Need systematic and explicit instruction 20
One of the most difficult tasks to be mastered in school
Need intensive, systematic, direct, explicit instruction
Joyce likes to use this slide to help participants to understand the importance of the shift in thinking about reading instruction, and thus the adoption of the core curriculum. Read this carefully so you can lead teams to the realization that a non explicit form of reading instruction likely will meet the needs of only 40% of students.

10. Why Explicit Instruction?
ALL students benefit from Explicit Instruction
It is essential for struggling learners
Improve student outcomes, regardless of content area or core program used.
Allocating time for instruction is not enough…if it is not engaged time, it will not make much difference.

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 Up= YES
Thumbs Down= NO

19. Video Observation

20. Talk Time With extra time switch questions
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
Focus Lesson
Guided
Instruction
Collaborative
Independent
“I do it”
“We do it”
“Y’all do it”
Model (I do it.) “My Turn.”
Show
Proceed step-by-step.
Exaggerate the steps.
Tell
Tell students what you are doing.
Tell students what you are thinking.
Gain Responses
What they already know.
Repeating what you tell them.
“You do it”
Student Responsibility
Fisher, D., & Frey, N.

24. I do it (Model) What it is What it is NOT
Teacher demonstrates, models, explains, and describes thinking in a clear and concise way
Think-alouds
Providing several models
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

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
Focus Lesson
Guided
Instruction
Collaborative
Independent
“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
Guided practice through the use of teacher prompts or cues to assist with understanding
Taking students where they are and guiding to next step
A script to read from
Just a repeat of the instructions
Not every day, with every single student
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
Focus Lesson
Guided
Instruction
Collaborative
Independent
“I do it”
“We do it”
“Y’all do it”
Prompt (We do it.) “Let’s do ---- together.”
Prompt by doing behavior at the same time. OR
Prompt verbally.
Guide or lead students through the strategy.
Step - do - Step - do - Step - do - Step - do
Gradually fade your prompt.
“You do it”
Student Responsibility
Fisher, D., & Frey, N.

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

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
Focus Lesson
Guided
Instruction
Collaborative
Independent
“I do it”
“We do it”
“Y’all do it”
Check for understanding. (You do it.)
Verify students’ understanding before independent work is given.
Carefully monitor students’ responses.
Continue until students are consistently accurate.
“You do it”
Student Responsibility
Fisher, D., & Frey, N.

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

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
Focus Lesson
Guided
Instruction
Collaborative
Independent
“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 2.
Step 1.
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 2.
Step 1.
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
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 How was the feedback helpful?
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. “Feedback is the breakfast of champions!”
The missing element re: instructional Improvement?
ACTIONABLE FEEDBACK
“Feedback is the breakfast of champions!”
Kevin Feldman

51. 7 Keys to Effective Feedback
Goal Referenced
Tangible and Transparent
Actionable
User-friendly
Timely
Ongoing
Consistent
Grant Wiggins (EL, 2012)

52. 7 Keys to Effective Feedback
Goal Referenced
Tangible and Transparent
Actionable
User-friendly
Timely
Ongoing
Consistent
Grant Wiggins (EL, 2012)

53. Provide scaffolding that enhances success
Here is where you are at.. Here is the steps to get to where you want o be....

54. Call to Action! Application Cards Activity
(Real World Application of learned material)
Prompt:
With the information I received today I commit to_____________, by_______________ with_____________. I will need______________ to help me successful.
Respond to the prompt on a piece of paper. Five minutes to respond.

55. Call to Action Whip- table share, 10 minutes
Discuss as a table team 10 minutes
Choose one person to be prepared to share with the group
Group share

56. Prizes

57. Prizes