The Magic is in the Instruction Anita L. Archer, Ph.D. Author – Consultant – Teacher archerteach@aol.com

Same Goal across Classes, Domains, Tiers, Grade Levels, Students Learning

Quality Instruction “The quality of teachers is the single most important factor in the educational system.” Wiliam, 2012 Reworded The quality of TEACHING is the single most important factor in the educational system.

Quality Instruction Students in 2nd grade Student Teacher Outcome 50th 3 years with 90th high performing teacher 50th 3 years with 37th low-performing teacher Sanders and Rivers, 1996

Sanders, W. L. , & Rivers, J. C. (1996) Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement: University of Tennessee Value-Added Research and Assessment Center

Quality Instruction “The quality of an education system cannot exceed the quality of its teachers.” Barber and Mourshed, 2007 Reworded The quality of an education system cannot exceed the quality of the TEACHING.

John Hattie (2016)

Response to Intervention 1.07 Interventions for students 0.77 John Hattie, 2016 Effect Size Response to Intervention 1.07 Interventions for students 0.77 with learning disabilities Interventions for students 0.77 with other disabilities

Design and Delivery of Instruction John Hattie, 2016 Time on Task 0.62 Quality Instruction 1.00 Quantity Instruction 0.84 Direct/Explicit Instruction 0.59 Lesson Goal/Learning Intention 0.50 Teacher Clarity 0.75 Questioning 0.48 Classroom Discussion 0.82 Feedback 0.73 Mastery Learning 0.57 Scaffolding 0.53 Retrieval Practice 0.50 Spaced vs Mass Practice 0.60

What is Explicit Instruction? Explicit instruction is a systematic instructional approach that includes a set of delivery and design procedures derived from effective schools research………. Ideas that Work …unambiguous and direct approach to teaching that incorporates instruction design and delivery. Archer & Hughes, 2011

Explicit Instruction and Discovery Not an either or — but a when. Little or no background knowledge A good deal of background knowledge in the domain History of difficulty, of failure History of success

Elements of Explicit Instruction Design of Instruction 1. Design organized and focused lessons. On topic with no irrelevant digressions Begin lessons with a clear statement of the lesson’s goals and your expectations. (learning Intentions and success criteria) Review prior skills and knowledge before beginning instruction. (Interactive with Retrieval Practice)

Elements of Explicit Instruction Design of Instruction Provide step-by-step demonstrations. Provide guided and supported practice. Use clear and concise language. (Consistent, unambiguous wording)

I DO IT.

We do it.

You do it.

Elements of Explicit Instruction Delivery of Instruction Teachers: 1. Require frequent responses. (verbal, written, action responses) Monitor student performance closely. (watch and listen carefully) Provide immediate affirmative and corrective feedback. Deliver instruction at a brisk pace.

The Heart of Teaching Teacher Student Relationship 0.72 John Hattie, 2016 Effect Size Teacher Student Relationship 0.72 Teacher Credibility 0.90

Heart - Teacher Student Relationship Angela Maier 1. Greet me each day Wish me good morning, and send me off with a “see you tomorrow.” 2. Smile When you look at me, let me see happiness in your eyes. 3. Give me your attention Sit and talk with me privately; even if only for a second. 4. Imagine with me Help me dream of things I might be able to do; not just the things I need to do now. 5. Give me challenging content and assignments Show me how to handle it. Teach me what to do. 6. Ask about me Inquire about my weekend, the game I played, the places I go. It shows you care about my life.

Heart - Teacher Student Relationship Angela Maier 7. Let me have time Time to let things sink in. Time to think. Time to reflect, process, and play. 8. Demand of me Hold me accountable to high standards. Don’t let me get away with less if you know I am capable of doing better. 9. Notice Me Leave special messages in my desk or locker. Just a quick note that says you notice something right. 10. Let me ask questions Even if my questions are off topic, let me ask them. It will show that I am thinking about new perspectives, curious, and willing to learn more. Let me have the chance to show what I am wondering about, not just what I know. 11. Engage me I came to you in love with learning. Keep me excited, keep me wanting more. 12. Trust me Believe that I can do it. Allow me the chance. I promise to show you I can.

Teacher Credibility – 0.90

Heart - Teacher Credibility – 0.90 There are three core aspects that are important to students’ judgments about teacher credibility: Trusting Relationships Competence Passion

Credibility Care about them as LEARNERS Care about them as PEOPLE Teacher Credibility Aspect 1: Trusting Relationships If you want to be seen as credible, your students must believe that you: Care about them as LEARNERS Care about them as PEOPLE

Credibility Know your content Are good at helping them learn it Teacher Credibility Aspect 2: Competence If you want to be seen as credible, your students must believe that you: Know your content Are good at helping them learn it Can manage their behavior

Credibility You are passionate about your content. Teacher Credibility Aspect 3: Passion If you want to be seen as credible, your students must believe that: You are passionate about your content. You are passionate about your work. You are passionate about student learning.

May you thrive as an educator How well you teach = How well they learn Teach with passion Management with compassion