Instructional Technique #2 Use Explicit Instruction to Convey Critical Content.

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LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

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LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

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LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

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LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

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LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

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LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

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LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

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LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

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LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

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LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

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Instructional Technique #2 Use Explicit Instruction to Convey Critical Content

Explicit Instruction Video Please click on the picture

How to Effectively Implement Explicit Instruction Explicitly Identify the Critical Content Explicitly Identify the Critical Content Model Critical Skills, Strategies, and Processes Model Critical Skills, Strategies, and Processes Chunk Critical Content into Digestible Bites Chunk Critical Content into Digestible Bites Develop Student-Friendly Definitions for Important Concepts Develop Student-Friendly Definitions for Important Concepts

Common Mistakes to Avoid The teacher provides vague or general information. The teacher provides vague or general information. The teacher moves too quickly or laboriously long through the introduction or critical information, minimizing the amount of explicit instruction. The teacher moves too quickly or laboriously long through the introduction or critical information, minimizing the amount of explicit instruction. The teacher assumes that students have prior knowledge they do not have The teacher assumes that students have prior knowledge they do not have

Common Mistakes to Avoid Continued The teacher doesn’t give students opportunities to write down, talk with a partner, or ask questions about digestible bites of important information. The teacher doesn’t give students opportunities to write down, talk with a partner, or ask questions about digestible bites of important information. The teacher’s presentation style distracts students from the critical content. The teacher’s presentation style distracts students from the critical content.

Example of Explicit Instruction Today we’re going to learn what it means to read closely to determine what a text says explicitly. I’m going to show you a 3-step way to do that. Today we’re going to learn what it means to read closely to determine what a text says explicitly. I’m going to show you a 3-step way to do that. The teacher puts a paragraph relating to geology on the screen. The teacher has already determined that many of his students have great difficulty figuring out what a text is explicitly about, so he decided to provide the students with a question to guide their reading and thinking The teacher puts a paragraph relating to geology on the screen. The teacher has already determined that many of his students have great difficulty figuring out what a text is explicitly about, so he decided to provide the students with a question to guide their reading and thinking I often find it hard to read something long and complicated while at the same time trying to remember what I’ve read. Today I am going to show you how to read one sentence at a time to see if it answers a question. The question is, What does the text explicitly say caused the land surface of the earth to change? The first step is reading one sentence. The second step is deciding if the sentence answers the question. Let me show you how it works. I often find it hard to read something long and complicated while at the same time trying to remember what I’ve read. Today I am going to show you how to read one sentence at a time to see if it answers a question. The question is, What does the text explicitly say caused the land surface of the earth to change? The first step is reading one sentence. The second step is deciding if the sentence answers the question. Let me show you how it works. Teacher reads aloud the first sentence of the test and rereads the question. Teacher reads aloud the first sentence of the test and rereads the question. As I read this sentence, I don’t find anything that tells me a reason or a cause for the earth to change. So I would answer No. This sentence does not answer the question. The third step is explaining why the sentence doesn’t answer the question. I say that the first sentence told us what the paragraph would be about, but it didn’t give any reasons for why the earth changed. As I read this sentence, I don’t find anything that tells me a reason or a cause for the earth to change. So I would answer No. This sentence does not answer the question. The third step is explaining why the sentence doesn’t answer the question. I say that the first sentence told us what the paragraph would be about, but it didn’t give any reasons for why the earth changed. Please click here for audio clip

Explicit Vocabulary Instruction Video Please click on the picture

Non-example of Explicit Instruction Today we’re going to cover the first chapter in our new unit about how the earth’s surface has changed over time. I want you to really concentrate when you read this first section. You need to get every bit of meaning out of it that’s there so you will be able to write a one- sentence summary that answers this question: What does the text explicitly say caused the land surface of the earth to change? Today we’re going to cover the first chapter in our new unit about how the earth’s surface has changed over time. I want you to really concentrate when you read this first section. You need to get every bit of meaning out of it that’s there so you will be able to write a one- sentence summary that answers this question: What does the text explicitly say caused the land surface of the earth to change? The teacher provides no modeling. The teacher expects students to read the whole text and write a summary rather than chunking the reading into digestible bites. Many students may be unable to accomplish this. Please click here for audio clip

Proficiency Scale to check Student Mastery

Implementation and Conclusion Now that you have had a chance to see and hear how to use “Explicit Instruction” technique #2, please plan and implement this technique into your classroom over the next week. Now that you have had a chance to see and hear how to use “Explicit Instruction” technique #2, please plan and implement this technique into your classroom over the next week. Don’t forget to log into mypgs and add an entry for “Explicit Instruction” into the Deliberate Practice Plan Reflection Log Don’t forget to log into mypgs and add an entry for “Explicit Instruction” into the Deliberate Practice Plan Reflection Logmypgs Deliberate Practice Plan Reflection Logmypgs Deliberate Practice Plan Reflection Log You should have also done one for “Verbal Cueing” You should have also done one for “Verbal Cueing”