1. Kelly Schroering Academic Coach
Here is my contact info for any teacher new to Ringgold…
Cell:

2. Today we will Identify the steps of an Explicit Direct Instruction Lesson

3. Today we will Identify and Write Clear Targets

4. Explicit Direct Instruction
Show the books…available to check out from my room

5. The EDI Instructional Approach…
Is effective (students learn) and efficient (students learn quickly)
Is based on research, and the strategies can be used over and over again
Is clear and well defined
Is independent of grade level, content, and student’s age
Produces a high percentage of sucessful students

6. EDI Lesson Format Choose the standard to be taught
Plan how you will assess this standard
Write the Learning Objective (Clear Target)
Activate Prior Knowledge
Explain, Model and Demonstrate (I do)
Guided Practice (We do)
Check For Understanding
Closure (restate the Target)
Independent Practice (You do)

7. EDI Lesson by Anita Archer Anita Archer Video: 3rd Grade

8. Clear Learning Targets

9. Students who can identify what they are learning significantly outscore those who cannot. Robert J. Marzano

14. Learning/Achievement Targets
Statements of what we want students to learn and be able to do.

15. CLEAR TARGETS Specific Not too broad
Are they S.M.A.R.T.?
Specific
Not too broad
Clearly a daily target and not a weekly standard
Measurable
DOK verbs are highlighted, underlined, circled or identified in some way
Achievable
Students will be able to complete the task included in the target by the end of the lesson
Relevant
Task in the target is made relevant of application to the real world
Targeted for All Learners
Posts are esthetically pleasing, ligible and clearly visible throughout the room

16. A Mathematics Example Math Decimals Page 152 in the book
Subject
Math
Decimals
Page 152 in the book
Going on a decimal hunt
Read decimals and put them in order
Topic
Assignment
Activity
Learning Target

18. Learning Targets
Knowledge
Reasoning
Performance/ skills
Products

19. Knowledge Targets
Mastery of substantive subject content where mastery includes both knowing and understanding it.

20. Knowledge Examples Identify metaphors and similes
Read and write quadratic equations
Describe the function of a cell membrane
Know the multiplication tables
Explain the effects of an acid on a base

21. Reasoning Targets
The ability to use knowledge and understanding to figure things out and to solve problems.

22. Reasoning Examples
Use statistical methods to describe, analyze, evaluate, and make decisions.
Make a prediction based on evidence.
Examine data/results and propose a meaningful interpretation.
Distinguish between historical fact and opinion.

23. Performance/Skill Targets
The development of proficiency in doing something where the process is most important.

24. Performance/Skill Examples
Measure mass in metric and SI units
Use simple equipment and tools to gather data
Read aloud with fluency and expression
Participates in civic discussions with the aim of solving current problems
Dribbles to keep the ball away from an opponent

25. Product Targets
The ability to create tangible products that meet certain standards of quality and present concrete evidence of academic proficiency.

26. Product Examples Construct a bar graph
Develop a personal health-related fitness plan
Construct a physical model of an object
Write a term paper to support a thesis

27. Clear Targets Clear targets help us:
Recognize if the formative assessment adequately covers and samples what we taught.
Correctly identify what students know/don’t know, and their level of achievement.
Plan the next steps in instruction.
Give meaningful descriptive feedback to students.

28. Clear Targets (continued)
Have students self-assess or set goals likely to help them learn more.
Keep track of student learning target by target or standard by standard.
Complete a standards-based report card.

29. What is the difference between a
QUESTION
What is the difference between a
STANDARD
and a
TARGET?

30. added and/or developed?
An Example
STANDARD: An excellent golf swing
TARGETS:
Proper placement for feet (stance)
Proper grip while maintaining stance
Swing A, B, C (3-parts to swing)
ACTIVITIES:
Watch videos of great golfers and imitate their stance
When should these be
added and/or developed?

31. Creating Targets for “Driving a Car with Skill”
What knowledge will students need to demonstrate the intended learning?
What patterns of reasoning will they need to master?
What skills are required, if any?
What product development capabilities must they acquire, if any?

32. Driving a Car with Skill
Knowledge
Know the law
Read signs and understand what they mean
Reasoning
Evaluate ‘am I safe’ and synthesize information to take action if needed
Skills
Steering, shifting, parallel parking, …
Products
(not appropriate target for standard)

33. Without Clear Targets We Can’t Do Any of the Following…
Know if the assessment adequately covers and samples what we taught.
Correctly identify what students know and don’t know and their level of achievement.
Plan next steps in instruction.
Give detailed, descriptive feedback to students.
Have students self-assess or set goals likely to help them learn more.
Keep track of student learning target by target or standard by standard.
Complete a standards-based report card.

34. Your Turn
Target…..Or Not?
Purple sort

35. Let’s Try It!!
Using the math standards from Unit 1 or 2 from your grade level, create 2-3 Clear Targets you can use in your classroom.
Use form and standards on table. Share on document reader.

36. Explicit Direct Instruction
Checks For Understanding

37. What is CFU?
The teacher continually verifying that students are learning what is being taught while it is being taught.

38. Why CFU?
Real-time lesson that allows for making instructional decisions during the lessons.
You are providing additional examples and re-teaching in direct response to your students ability to answer them.
Confirmation that the students can do the homework BEFORE it is assigned.
Your students ability to successfully answer the CFU lessons determines the pace of the lesson.

39. When CFU?
After stating the Learning Objective
After giving a definition
After providing the steps for solving a problem
After students solve a problem, have another student interpret the answer
All the time to keep the lesson interactive , but an easy rule to follow is every 2-3 minutes.

40. How CFU?
Refer to hand out on table

41. T Teach, then check. Teach, then check!
EDI goal is to verify that your students are learning what you are teaching them while you are teaching it.
You have to TEACH first BEFORE you can verify that your students are learning.
Teach, then check.
Teach, then check! T

42. A Do not ask students for their opinions.
Does everybody understand?
Are there any questions?
Is it perfectly clear?
Thumbs up if you understand.
Instead ask specific questions.
What is a prime number
Which continent is the largest?
Who was the first to sign the Declaration of Independence? A

43. P Don’t talk your way through the wait time!
Pause, Wait Time, Think Time
3-5 seconds or 8-10 seconds for challenged or ELL students
Students never know who is going to be called on so they are more engaged in mentally preparing the answer.
Stir the sticks.
Walk around.
Repeat the question.
Enhance the pause with a pair-share
Don’t talk your way through the wait time!
If you do not pause, some students never bother to think! P

44. TABLE TALK! How do you randomly call on students in your class?
Picking only volunteers can fool us into thinking all students have learned.
Randomly call on at least 3 students each time you CFU.
2 or more students answer incorrectly: Reteach
3 or more students answer correctly: Reinforces the information being said!
TABLE TALK! How do you randomly call on students in your class? P

45. Free Random Name Selector Random Name Generator
Sticks in a cup (students names, teacher choice, student choice)
Spinner with students names, numbers, tables, groups, etc.
Dice and table tents
Playing Cards with names OR 2 decks
Poker chips in a cup with student names or numbers
Free Random Name Selector Random Name Generator

46. In a
perfect
world,
students
always
know the
right answer!
Listen carefully to how the students answer so you can guide your instructional decisions after the response. L

47. E Effective Feedback Echo When answer is correct Elaborate
When answer is partially correct
Explain (actually re-explain)
When answer is incorrect E