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Explicit Instruction: when, where, and how?
1 Explicit Instruction: when, where, and how? Title Slide Baltimore City Public Schools
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Professional Norms Engage in the activities Limit “techno-stractions”
2 Engage in the activities Limit “techno-stractions” Maintain a solution oriented posture Honor time limits * Parking lot for questions & feedback Facilitator will have a participant read the norms and ask if there are any questions Facilitator identifies the parking lot area’s for burning questions and feedback
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Session Goals Participants will…
3 Participants will… Articulate the district’s definition of Explicit Instruction Identify where Explicit Instruction can be utilized within the district’s Instructional Model for Literacy Identify teaching elements used within a Focus Lesson that are examples of Explicit Instruction Make connections between Explicit Instruction and district wide initiatives Facilitator will select a participant to read aloud the purpose of today’s session Facilitators will discuss norms with group
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Stop and Jot On the index card provided respond to the
4 On the index card provided respond to the questions below: What do you know about Explicit Instruction? What do you think should be happening? (3 minutes) Share your response with a partner (2 minutes) Participants will answer the questions on an index card and then turn and talk to share responses Whole group share Facilitator will choose a participant to chart responses
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Explicit Instruction…
5 is a structured, systematic and effective methodology for teaching academic skills. It is called explicit because it is an unambiguous and direct approach to teaching that includes both instructional design and delivery procedures. Explicit instruction is characterized by a series of supports or scaffolds, whereby students are guided through the learning process with clear statements about the purpose and rationale for learning the new skill, clear explanations and demonstrations of the instructional target, and supported practice with feedback until independent mastery has been achieved (Archer & Hughes, 2011). Ask a participant to read the quote aloud. Say: Think about the definition, now popcorn out some short phrases that resonate with you around explicit instruction. (chart responses, check or highlight repeated phrases) Say: Now you will popcorn out one word that resonates from your phrase. (chart responses, check or highlight repeated words)
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Explicit Instruction…
6 is a structured, systematic and effective methodology for teaching academic skills. It is called explicit because it is an unambiguous and direct approach to teaching that includes both instructional design and delivery procedures. Explicit instruction is characterized by a series of supports or scaffolds, whereby students are guided through the learning process with clear statements about the purpose and rationale for learning the new skill, clear explanations and demonstrations of the instructional target, and supported practice with feedback until independent mastery has been achieved (Archer & Hughes, 2011). Say: So these were some of the phrases and words that resonated with you in the definition. Facilitator will re-read the quote and ask participants to share any additional thoughts about explicit instruction with an elbow partner Facilitator will revisit the stop and jot chart identifying connections between responses, the definition and determining missing pieces. Say: Let’s go back to our chart is there anything in the chart that we see here? Is there anything that we would change now that we know the definition? Anything we would add? Say: this is the definition of explicit instruction that aligns with the districts vision for effective teaching and learning and that having this shared language will help guide school leaders and teachers in implementation. Now let’s look at how we get there.
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Gradual Release of Responsibility
Model of Explicit Instruction: Gradual Release of Responsibility 7 TEACHER RESPONSIBILITY “I do it” Model Focus Lesson “We do it” Guided Instruction “You do it together” Collaborative Share Say: This is what it is. The way we get to explicit instruction is through the gradual release of responsibility. The displayed graphic shows the shift from teacher as model to joint responsibility to student independence and application by the learner. The “I do, We do, You do” language you see here is really model, guide, share and independent. Say: Look at the graphic, where do we see this evidenced in our definition? Turn and talk to someone next to you. Have a few participants share out. “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
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What it’s not: The Sudden Release of Responsibility
8 TEACHER RESPONSIBILITY Model “I do it” Model/ Focus Lesson “You do it alone” Independent Say: This is what it isn’t. In this model a teacher would read a chapter aloud and have students answer questions independently. What do you think happens here with student learning? What have you noticed in your experience? Why do you think that this? Share with someone next to you. Facilitator should highlight… The issue here is that students are not given the approximation time needed with guidance from the teacher providing timely, corrective feedback which we know is essential in explicit instruction. (Tie back to definition) that students may become frustrated and may shut down, rush through it, struggle with it or constantly ask the teacher for support where the teacher is left running from student to student trying to clear up misconceptions and provide support. STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
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Gradual Release of Responsibility
9 The gradual release model of instruction suggests that the cognitive load should shift slowly and purposefully from teacher as model to joint responsibility to independent practice and application by the learner (Pearson and Gallagher 1983) “ effective instruction often follows a progression in which the teachers gradually do less of the work and students gradually assume increased responsibility for their learning. It is through this process of gradually assuming more and more responsibility for their learning that students become competent, independent learners”. (Graves and Fitzgerald 2003) Have participants read the slide Say: “Think about what you know about explicit instruction and how it connects to what you just read about gradual release of responsibility? (refer to the explicit instruction chart created earlier) Turn and talk to a partner.” Have participants share whole group (chart responses) Say: In thinking about developing college and career ready students the gradual release model helps prepare students to become competent, independent learners.
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Explicit Instruction and the Gradual Release of Responsibility
10 Model / Focus Lessons Explicit Instruction and the Gradual Release of Responsibility Guided Independent Say: We know teachers must explicitly teach by demonstrating for students in modeled focus lessons, guiding in small groups, providing several opportunities for collaborative practice so they become independent learners. Say: You will be viewing a short clip of a few photos. We are viewing this clip because it provides a visual of the components of the gradual release of responsibility. As you view this clip, think about the evidence you see of explicit instruction, keeping in mind our anchor chart around explicit instruction that we created earlier. Take notes as necessary. After you’ve viewed the short clip you will share what you noticed with a partner. Play the video file Overview_ALC-3. Allow participants time to share observations with a partner. Reconvene the group and have participants share. Shared/ Collaborative
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!= Important * =Interesting ?= Questions
Professional Reading 12 Directions: Read pages 4 – 10 (top of page) and code the text using the punctuations below. Summarize and share ideas with a partner. (20 minutes) != Important * =Interesting ?= Questions Facilitator will model the text coding strategy with the first paragraph of the Focus Lessons Facilitator will explain that everyone will read pages (Directions on slide) Say: We are having you read this chapter because it will help build your background knowledge of the components of the gradual release of responsibility. We are only reading pages because this will help you see how we use the gradual release of responsibility to explicitly teach After reading, Facilitator will direct participants to share important and interesting ideas as well as any questions they have with the person behind them for 5 minutes. Say: Now, on a sticky note you will write one thing you found important interesting or a question you had, now you will place them on the correct component chart
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Our Mission… 13 Baltimore City Schools will prepare critical and analytical thinkers for the 21st century who read with comprehension and enthusiasm; listen with understanding and empathy; speak with conviction and authority; and write with clarity and purpose. We will achieve this mission by providing and supporting a comprehensive literacy instructional model for teachers, school leaders, and communities. Facilitator will ask a volunteer to read aloud the Mission Say: Where do you see a connection between the work city schools has done this year and where city schools is moving? Have participants share thoughts with partner and then whole group Say: With the common core stressing more student ownership and thinking about preparing our students to be critical and analytical thinkers for the 21st century explicit instruction will be the vehicle to achieving student independence.
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Say: Because we are all k-8’s we are going to take a look at the 1-5 model of Highly Effective Instruction. You are getting ready to view a shared reading lesson which we see under whole group reading instruction. Think about the opportunities for gradual release of responsibility and explicit instruction within the model.
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Whole Group Reading Instruction
Inside the Instructional Model: Whole Group Reading Instruction 15 Whole Group Reading Instruction (daily) 10-20 minutes Focus Lessons (explicit teaching of a reading strategy, skill, or concept) Interactive Read-alouds Think-alouds Shared Reading Close Reading
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Video Look For’s Video Look For’s
16 As you watch the video use the look for sheet to capture any evidence of the gradual release of responsibility. Say: you will be using the look for sheet in your binder (observation notes) to capture your thinking (direct participants to write explicit instruction and gradual release down the side of their sheets) Have participants share observations with a partner
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Video 17 Play Video After video give participants a couple of minutes to finalize evidence on their look for sheet. Facilitator will have created a chart for each of the following questions and have pasted the charts around the room: Was model evident? How do you know? Was guided evident? How do you know? Was shared/collaborative evident? How do you know? Was independent evident? How do you know? Participants will get into school teams after viewing the video. Each team will answer each of these questions on a post it note and distribute post its to their appropriate chart. Facilitator will share out post its within the model chart; and then show the model slide so participants can weigh similarities and differences. Facilitator will share out post its within the guided chart; and then show the guided slide so participants can weigh similarities and differences. Facilitator will repeat this process until all charts and slides have been reviewed and thought through. Whole group discussion should identify if anything was missing and seek to answer, how might the “missing” have effected student learning?
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What are the students doing?
Model/ Focus Lesson What are the students doing? 18 What is the teacher doing? Focusing on a single teaching point Explicitly showing the students a learning behavior through modeling Using only 10‐15 minutes of instructional time Watching what the teacher is doing Preparing to participate Say: What did we notice within the guided portion of the lesson? (Facilitator chart while participants share out) Facilitator add important information as necessary
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What are the students doing?
Guided 19 What is the teacher doing? What are the students doing? Providing opportunities for students to verbalize thoughts Listening in to conversations to assess understanding Inviting students to “give it a try” scaffolding release of some responsibility for learning to students Differentiating through adapting content, process, or product Making thinking visible with some form of writing Practicing modeled skill or behavior Turning & Talking Making thinking visible with some form of writing Say: What did we notice within the shared/collaborative part of the lesson? (Facilitator chart while participants share out)
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Shared/Collaborative
20 What is the teacher doing? What are the students doing? Creating opportunities for student collaboration Taking anecdotal notes Facilitating or scaffolding small group work Listening to students Discussing ideas and concepts Practicing a previous teaching point Making connections between content and their own lives Explaining processes Checking each other’s understanding Making a contribution to the joint effort or project Reflecting upon & assessing group and personal learning Say: What did we notice about the independent part of the lesson? (Facilitator chart while participants share out)
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What are the students doing?
Independent 21 What is the teacher doing? What are the students doing? Conferring with students Observing and taking anecdotal notes Assessing individual student responses Strategically and independently applying strategies & skills in authentic situations Taking responsibility for learning Keeping records of learning Reflecting upon personal growth Assessing personal progress Say: What may have been missing in the lesson? Was student learning impacted?
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Gradual Release of Responsibility Model
22 TEACHER RESPONSIBILITY “I do it” Model Focus Lesson “We do it” Guided Instruction “You do it together” Share Collaborative Say: We’ve absorbed a lot of information up to this point. Turn to someone to your right and share your learning to this point. Have participants share whole group “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
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Instructional Framework
Inside the Instructional Framework A Closer Look 23 P1 Know your students P2 Set and track goals based on student performance levels P3 Develop standards-based units and long-term plans P4 Design lessons to meet learners’ unique needs P5 Use and align resources strategically P6 Mobilize families and stakeholders in support of student success P7 Organize classroom space and materials Plan T1 Communicate standards-based lesson objectives T2 Present content clearly T3 Use strategies and tasks to engage all students in rigorous work T4 Use evidence dependent questioning T5 Check for understanding and Provide specific, academic feedback T6 Facilitate student-to-student interaction and academic talk T Implement routines to maximize instructional time T8 Build a positive, learning focused classroom culture T9 Reinforce positive behavior, redirect off-task behavior, and de- escalate challenging behavior Teach RA Analyze student progress toward goals RA Modify instruction in response to data RA Assess and refine classroom space and culture RA Partner with students and families to reflect on student’s progress Reflect & Adjust Say: You all have brought up some really great points about this teacher’s practice. I want to take a minute to look at the Instructional Framework in your binder. Which Key Actions in the Framework connect to Explicit Teaching and the actions a teacher must take to do it successfully? Let participants turn and talk or generate a whole group list/share-out. Although we don’t have time to go through the Instructional Rubric today, please note that a lot of the content we have talked about today is embedded in the Rubric and the Rubric can be used as a reflection tool as you reflect and analyze your own practice. When you have a chance, I especially encourage you to look at Plan 4, Teach 2 and Teach 4.
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Explicit Instruction: A Daily Practice
24 Take-Away’s Implications for my work What resonated with you? How has your thinking changed or been challenged? How can I use my current resources? What can I try immediately? Have participants get into school teams to discuss
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Thoughts to ponder… 25 “Explicit teaching is not just merely giving students clear directions or even stating the learning goals at the beginning of a lesson – it is a way of thinking about and acting out teaching and learning in a principled way throughout the lesson (from assessment through to planning implementation and review).” (Christine Edwards‐Groves 2002) Say: One thing we must remember is that (read the quote)
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Closing Please fill out the evaluation! 26
Facilitator will have participants complete evaluations
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