Mitzi Hoback and Suzanne Whisler ESU 4 September 26, 2012 DO YOUR LESSONS IMPACT STUDENT LEARNING?

Explicit Instruction: Chapter 2 Anita Archer Charles Hughes

Today’s Outcomes 1.Outline the three components of an Explicit Instruction lesson 2.Describe the elements of a lesson opening 3.Describe the elements of a lesson closing 4.Describe the components of the body of a lesson when teaching a skill or strategy I do it. We do it. You do it.

Good teachers know how to bring out the best in students. ~Charles Kuralt

Think & Share Think back on a well designed lesson you’ve taught or experienced as a student. What features of the design—not the teacher’s style or your interests—made the learning so engaging and effective?

7 Elements of Explicit Instruction Design of Instruction Lessons 1.Are organized and focused 2.Begin with a statement of goals 3.Provide review of prior skills and knowledge

4.Provide step-by-step demonstrations 5.Use clear and concise language 6.Provide a range of examples and non- examples 7.Provide guided and supported practice 7 Elements of Explicit Instruction Design of Instruction

Opening Attention Review Preview Body Closing Review Preview Independent Work General Lesson Design

Attention Provide a verbal cue such as “Listening” “We are going to begin” “Eyes and ears on me” Follow the verbal cue with silence Regain attention throughout the lesson General Lesson Design Lesson Opening - Attention

Review Review content of previous lessons Review necessary prerequisite skills (preskills) for target skill being taught Review background knowledge needed for today’s lesson Review must be interactive Request responses during review General Lesson Design Lesson Opening - Review

What are the benefits of an interactive review? General Lesson Design Lesson Opening - Review Benefits to studentsBenefits to teacher

Preview State goal of lesson Use student-friendly language Discuss relevance of target skill (or larger goal). 3 W’s Where? Why? When? General Lesson Design Lesson Opening - Preview

Attention Provide a verbal _________such as “Listening” or “We are going to begin” Follow the verbal cue with ____________________ Review Review content of previous lessons Review necessary _____________________ for target skill being taught Review ___________ _______________ needed for today’s lesson. Review must be ____________________________ Preview State _________________ of lesson Discuss _______________ of target skill (or larger goal). 3 W’s __________ ___________ ____________ General Lesson Design Lesson Opening

Review Review critical content Review must be interactive Preview Preview content of next lesson Independent Work Assign independent work Review assignments, quizzes, projects, performances due in future General Lesson Design Lesson Closing

Review Review _____________ content Review must be _______________________ Preview Preview ______________ of next lesson Independent Work Assign __________________ work Review assignments, quizzes, projects, performances due in future General Lesson Design Lesson Closing

Body of Lesson Varies across subjects and grades May include instruction on: Skills and strategies (How to do something) Vocabulary and concepts (What something is) Rules (If ______ then ______ ) Facts General Lesson Design

Body - Skill or Strategy How to do something Sound out word Determine meaning of word using context clues Determine meaning of word using root and affixes Determine cause and effect Make Inferences Take notes on information text Write a summary of content Write an opinion piece Solve an equation Write up a science experiment

Body - Skill or Strategy How to do something What are some of the skills or strategies that you teach?

Body - Skill or Strategy The Three Components Model I do it Prompt We do it Check You do it

Body - Skill or Strategy Simple skill or strategy Model I do it Teacher performs Students watch Prompt We do it Teacher performs Students perform Check You do it Teacher watches Students perform

Body - Skill or Strategy What are some of the more complex skills or strategies that you teach?

Model (I do it) Show (Demonstrating) Proceed step-by-step Exaggerate the steps Tell (Describing) Tell students what you are doing Tell students what you are thinking Gain Responses Ask for responses What they already know What you have told them Body - Skill or Strategy I do it More complex skills and strategies

The 3 C’s The model should be: Clear Consistent Concise Body - Skill or Strategy I do it More complex skills and strategies

Before modeling a. Ask yourself, what are common errors that students might make. b.Precorrect those errors as you model.

Purposes of guided practice Promote high level of success Build confidence Types of prompts Prompt physically Prompt visually Prompt verbally Step - do - Step - do - Step - do - Step - do Three C’s = clear, consistent, concise Body - Skill or Strategy We do it More complex skills and strategies

Levels of Prompts Tell them what to do Ask them what to do Remind them what to do Gradually fade prompts. Body - Skill or Strategy We do it More complex skills and strategies

Body - Skill or Strategy You do it Check for understanding. Unprompted practice. Verify students’ understanding before independent work is given Carefully monitor students’ responses Continue until students are consistently accurate

General Lesson Design Lesson Body – Skill or Strategy The three components are: __________________, __________________, _______________. The 3 C’s of modeling are: ______________, _______________, ______________. Before modeling ask yourself what are ________ _________ that students might make. ______________ those errors as you model. Tell students what you are _____________.

Opening Attention Review Preview Body I Do, We Do, You do Closing Review Preview Independent Work Review of General Lesson Design

Effective teaching may be the hardest job there is. ~William Glasser