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Excerpt from Lorraine Nielsen’s presentation PEA AC.

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Presentation on theme: "Excerpt from Lorraine Nielsen’s presentation PEA AC."— Presentation transcript:

1 Excerpt from Lorraine Nielsen’s presentation PEA AC

2 By the end of this session… You will know  Why we are fore fronting explicit instruction  The components of an explicit instruction lesson  Support and planning

3 What makes a difference to learning? John Hattie – Visible Learning A HUGE research project based on… 800+ meta-analysis studies, and more than 200 million students!!! Hattie, John. Visible Learning Routledge 2009

4 Theory v Practice The theory suggests EI works. More importantly the practice proves it works! o Every teacher can develop the skills o Students’ outcomes improve o Change is quick, it doesn’t take years o Students and teachers love it o It’s not a fad, but it has diminished as we have experimented… o Brain research supports the success of explicit instruction

5 The school leadership team have fully embedded their school wide pedagogical framework with a specific emphasis on Explicit Instruction. The school leadership team has kept abreast of research that can inform teaching practice. The school leadership team has established and communicated clear expectations concerning the use of highly effective teaching strategies throughout the school which are in line with the school wide pedagogical framework and Explicit Instruction. All teachers are implementing teaching methods that have been shown to be effective in promoting successful learning for all and are in line with the school wide pedagogical framework. CQ Regional Expectations – End of 2013 Central Queensland Region Explicit Instruction Regional Strategy

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7 To ensure that all schools in the Central Queensland Region are appropriately supported to develop and embed effective teaching methods, including Explicit Instruction, to maximise student learning. Regional Goal Central Queensland Region Explicit Instruction Regional Strategy

8 Version 3: ARD 26 elements

9 Direct Teaching (Explicit Instruction) highly structured and explicit teaching Methods include: explicit teaching intensive teaching structured overview drill and practice Interactive teaching supports students in working collaboratively and productively in active, hands-on and participatory learning Methods include: whole-class discussion cooperative learning peer partner learning Indirect teaching learner-centred and gives students opportunities to make decisions and choices about their learning Methods include: inquiry-based learning inductive teaching problem-based learning independent learning Experiential teaching enables student to learn and construct meaning through experiences Methods include: field experience simulation role play process drama

10 LESSON SEQUENCE Rapid Recall Routines (Warm up) Activate Prior Knowledge (Tune-in) Lesson Intention Success Criteria I Do We Do You Do Review (Ploughback)

11 Rapid Recall Routines Short to long term memory Core material that has been taught Automaticity Build confidence, concentration and skill May stand separate to lesson content Recite, recall, apply powerpoint, quiz, name the.. flashcards

12 Activate Prior Knowledge Tune-in, hook, anticipatory set To stimulate and engage Activates students prior knowledge to make connections Checks misconceptions

13 Lesson Intent Learning goal in student friendly language Concept achievable in a lesson Visible on board; written in books

14 Learning Goal We Are Learning To –

15 What I am Looking For – This is because –

16 I Do Red = stop and listen - age+1 Use concise language Model/demonstrate (≤ 1 mode) Think aloud Provide examples and non-examples

17 We Do AMBER = getting ready Guided practice –- 50% of lesson High rates of success - threshold 80% CFU - Check for understanding Teacher can see all responses Ask questions; provide feedback - TAPPLE Move on when fluent or return to “I Do”

18 We Do Use your whiteboards/paper to write your answer

19 You Do Green = off you go Independent practice Teacher circulates room checking and correcting Differentiated work

20 You Do

21 Ploughback What was our learning goal? What did you learn today? Review questions Preview

22 I understand. I know when to do this. I can do it. I am starting to understand. I need more examples. I need more help. I am confused. I do not understand. It does not make sense.

23 We Learn: 10% of what we read 20% of what we hear 30% of what we do 50% of what we both see and hear 70% of what we discuss with others 80% of what we experience personally 95% of what we teach to others Tell me and I will forget. Show me and I will remember. Involve me and I will understand.Aristotle

24 An explicit lesson Structured Unambiguous Direct Engaging Success oriented Maximises learning time

25 Explicit instruction is absolutely necessary in teaching content that students could not otherwise discover. Without explicit input how would an individual discover… The sound associated with a letter The quantity associated with a number The steps in an efficient math algorithm The order of operations in algebra The process for sounding out words The elements in scientific inquiry or A spelling rule for dropping the final e? Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications.

26 Explicit instruction is helpful not only when discovery is impossible, but when discovery may be inaccurate, inadequate, incomplete, or inefficient. For example: A students may generate a strategy for taking notes on text but the strategy may be laborious and the notes incomprehensible. This student would benefit from explicit instruction on a more effective alternative. Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications.

27 Answering some criticisms… Explicit Instruction IS NOT:  All teacher talk/didactic  Rote learning  The death of creativity  Reductionist (decontextualised)  Difficult

28 Explicit Instruction IS:  About teaching NOT facilitating  Based on student needs and performance  Focused on teaching discrete skills and/or subskills  Unashamedly about judicious drill and practice  About to take off in Queensland


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