Explicit Instruction Effective and Efficient Teaching

Turn right at the BIG Y

Targets Create excitement and urgency for refining practice of teaching using explicit instruction Build a community of teachers to support one another in implementing effective, efficient teaching practices Provide opportunities to discuss what does learning look like, sound like? What are kids saying? Teachers? Administrators?

Acknowledgements Content was based on the work of… Dr. Anita Archer Dylan Willam The Consortium on Reading Excellence, Inc. (CORE) John Hattie Less than 30 seconds

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

Teacher ratings and student growth

What impacts student achievement? Which ones make sense? Which ones are surprising? Effective teaching variables Effect size Other variables Formative Evaluation +0.90 Socioeconomic Status +0.57 Comprehensive interventions for students with LD +0.77 Parental Involvement +0.51 Teacher Clarity +0.75 Computer based instruction* +0.37 Reciprocal Teaching +0.74 School Finances +0.23 Feedback +0.73 Aptitude by Treatment Interactions* +0.19 Teacher-Student Relationships +0.72 Family Structure +0.17 Direct Instruction +0.59 Retention -0.16 *Effect of computer based instruction not any higher as technology has increased *There is no research support for ATI’s. Kids benefits from instruction that uses multiple modalities Talk time – With a partner, talk about one variable that makes sense, and one variable that is a surprise. John Hattie, Visible Learning, 2009

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

Differences Learning to Read Population % Journey to Reading Instructional Requirements 5 Easy: children read before starting school Need no formal decoding instruction 35 Relatively Easy Learn to read regardless of instructional approach 40 Formidable Challenge Need systematic and explicit instruction 20 One of the most difficult tasks to be mastered in school Need intensive, systematic, direct, explicit instruction Joyce likes to use this slide to help participants to understand the importance of the shift in thinking about reading instruction, and thus the adoption of the core curriculum. Read this carefully so you can lead teams to the realization that a non explicit form of reading instruction likely will meet the needs of only 40% of students.

Why Explicit Instruction? ALL students benefit from Explicit Instruction It is essential for struggling learners Improve student outcomes, regardless of content area or core program used. Allocating time for instruction is not enough…if it is not engaged time, it will not make much difference.

Essential Features of Systematic Instruction Clear expectations about what is to be learned Clarity of presentation (Instructional Delivery) Multiple opportunities for student responses Active monitoring of responses Frequent evaluation and feedback Relentless, practice, practice, practice Christenson, 1989

Goals for Explicit Instruction: Provide bell to bell instruction Select critical, breaking complex tasks into obtainable pieces Design organized, systematic, intentional lessons include an opening, a body, and a closing

Goals for Explicit Instruction: Elicit responses Monitor accuracy o Provide immediate feedback Provide judicious practice on skills Promotes positive relationships peers and teachers Helpful to all learners, absolutely essential for struggling or disadvantaged learners

Instructional Routines Anita

Talk Time Coffee please answer the following question: What are essential components for effective and efficient, results driven instruction? (EI) Cream please answer the following question: Where/when do you use, see explicit instruction used on your campus? With extra time switch questions

Power of E to 3! ENGAGE ENERGY EXCITE

What do you bring?

Do you recall a time when you had a learning experience like this? Thumbs Up= YES Thumbs Down= NO

Video Observation

Talk Time With extra time switch questions Coffee please answer the following question: What routines did you notice? Cream please answer the following question: What active engagement strategies were utilized? With extra time switch questions

Essential Features of Systematic Instruction Clear expectations about what is to be learned Clarity of presentation (Instructional Delivery) Multiple opportunities for student responses Active monitoring of responses Frequent evaluation and feedback Relentless, practice, practice, practice Christenson, 1989

Clarity of presentation Modeling or demonstrating the skill (I do it) Providing prompted or guided practice (we do it) Providing structured partnership (y’all do it) Providing unprompted practice (you do it) I do, We do, Y’all do, You do

Gradual Release of Responsibility Teacher Responsibility Progression of the Lesson Focus Lesson Guided Instruction Collaborative Independent “I do it” “We do it” “Y’all do it” Model (I do it.) “My Turn.” Show Proceed step-by-step. Exaggerate the steps. Tell Tell students what you are doing. Tell students what you are thinking. Gain Responses What they already know. Repeating what you tell them. “You do it” Student Responsibility Fisher, D., & Frey, N.

I do it (Model) What it is What it is NOT Teacher demonstrates, models, explains, and describes thinking in a clear and concise way Think-alouds Providing several models A time to interrogate students about their thinking (guess what’s in the teacher’s brain) A time to simply “tell” students things (regurgitate info) A standard posted on the wall that you can just point to

I do it (Examples) “Watch me. the sounds are /m/, /a/, /n/, so the word is man.” “The main idea is the most important part the author wants you to remember from a paragraph. So I’m going to read aloud this passage, and at the end of each paragraph, I’m going to stop and ask myself two questions, “Who or what is this paragraph about?” and “What’s the most important thing about the who or what in this paragraph?” If I can answer those two questions, I probably understand the main idea the author wanted me to get out of that paragraph.”

Gradual Release of Responsibility Teacher Responsibility Focus Lesson Guided Instruction Collaborative Independent “I do it” “We do it” “Y’all do it” “You do it” Student Responsibility Fisher, D., & Frey, N.

We do it What it is What it is NOT Guided practice through the use of teacher prompts or cues to assist with understanding Taking students where they are and guiding to next step A script to read from Just a repeat of the instructions Not every day, with every single student Amount of “We do it” is what varies most depending on the needs of the learner

We do it (Examples) “Let’s do it together now. Follow along with me as I point to each sound and blend the word. The sounds are /m/, /a/, /n/, so the word is man.” “Now, for the next couple of paragraphs, you’re going to help me figure out the who or what of each paragraph and the most important thing about the who or what of each paragraph.” Read aloud the next couple of paragraphs, stopping to get responses from students.

Gradual Release of Responsibility Teacher Responsibility Focus Lesson Guided Instruction Collaborative Independent “I do it” “We do it” “Y’all do it” Prompt (We do it.) “Let’s do ---- together.” Prompt by doing behavior at the same time. OR Prompt verbally. Guide or lead students through the strategy. Step - do - Step - do - Step - do - Step - do Gradually fade your prompt. “You do it” Student Responsibility Fisher, D., & Frey, N.

Y’all do it (check understanding) What it is What it is NOT Small groups of 2-5 students working together (heterogeneous) Students consolidate their thinking and understanding Interact and negotiate their understanding with peers Individual accountability Not time to introduce new information to students Not simply group work where one group product is produced Not ability grouping

Y’all do it (Examples) “Now, for the last couple of paragraphs, you’re going figure out the who or what of each paragraph and the most important thing about the who or what of each paragraph., with your elbow partner. Partner 1 you will start by telling your partner, The who or what in this paragraph is… Partner 2, you will then tell your partner, The most important thing about that who or what is… “

Gradual Release of Responsibility Teacher Responsibility Focus Lesson Guided Instruction Collaborative Independent “I do it” “We do it” “Y’all do it” Check for understanding. (You do it.) Verify students’ understanding before independent work is given. Carefully monitor students’ responses. Continue until students are consistently accurate. “You do it” Student Responsibility Fisher, D., & Frey, N.

You do it (assess) What it is What it is NOT An opportunity for students to apply what they have learned Goal of schooling Based on meaningful learning activities Students take responsibility for own learning A pile of worksheets or packets Rote memorization or regurgitation time For newly or barely learned tasks

You do it (Examples) “Now, on your own, you will read this 3 paragraph story and for each paragraph, you will write down: Who or what the paragraph is about. The most important thing about the who or what”

Gradual Release of Responsibility Teacher Responsibility Focus Lesson Guided Instruction Collaborative Independent “I do it” “We do it” “Y’all do it” “You do it” Student Responsibility Fisher, D., & Frey, N.

Clarity of presentation Modeling or demonstrating the skill (I do it) Providing prompted or guided practice (we do it) Providing structured partnership (y’all do it) Providing unprompted practice (you do it) I do, We do, Y’all do, You do

Essential Features of Systematic Instruction Clear expectations about what is to be learned Clarity of presentation (Instructional Delivery) Multiple opportunities for student responses Active monitoring of responses Frequent evaluation and feedback Relentless, practice, practice, practice Christenson, 1989

Be explicit! Don’t let them get lost!

Now...let’s see it in action!

Now...let’s see it in action!

Welcome Back! Time to Share with Peers Step 2. Step 1. Share with at least two people new to you Introduce yourself Coffee share one idea from your demonstration lessons observation Cream share one idea Move on to new person Grab your demo lesson card Go to an assigned corner with your card Four Corners Primary K-1 Primary 2-3 Intermediate Instructional Leaders Ten minutes for each sharing session (5minutes each to speak)

Welcome Back Time to Share with Peers Step 2. Step 1. Share with at least two people new to you Introduce yourself Coffee share one idea from your demonstration lessons observation Cream share one idea Move on to new person Grab your demo lesson card Go to an assigned corner with your card Four Corners Primary K-1 Primary 2-3 Intermediate Instructional Leaders Ten minutes for each sharing session (5minutes each to speak)

See you in 15 minutes!

Welcome Back

Where You’ve Been You have developed conceptual understanding of: The Big Five, Active Engagement, Explicit Instruction, You have had active participation with peers and processing time You have seen demonstration lessons

Where You’re Going We will continue to build on your conceptual understanding and build skill development in feedback. We will close the day with a call to action! Math, OTR, CCSS

The Essentials of Feedback can double the rate of learning Dylan William (2011) has an effect size of .79 Hattie (2012) informs current level of performance closes the gap between current performance and expected performance must give specific ways to close the gap

How do you receive feedback??? One minute quick write At work, at home, at the gym, on the field...from friends... Circle one area where it was helpful

Talk Time How was the feedback helpful? Coffee please answer the following question: How was the feedback helpful? Cream please answer the following question: Where/when do you provide feedback? With extra time switch questions

“Feedback is the breakfast of champions!” The missing element re: instructional Improvement? ACTIONABLE FEEDBACK “Feedback is the breakfast of champions!” Kevin Feldman

7 Keys to Effective Feedback Goal Referenced Tangible and Transparent Actionable User-friendly Timely Ongoing Consistent Grant Wiggins (EL, 2012)

7 Keys to Effective Feedback Goal Referenced Tangible and Transparent Actionable User-friendly Timely Ongoing Consistent Grant Wiggins (EL, 2012)

Provide scaffolding that enhances success Here is where you are at.. Here is the steps to get to where you want o be....

Call to Action! Application Cards Activity (Real World Application of learned material) Prompt: With the information I received today I commit to_____________, by_______________ with_____________. I will need______________ to help me successful. Respond to the prompt on a piece of paper. Five minutes to respond.

Call to Action Whip- table share, 10 minutes Discuss as a table team 10 minutes Choose one person to be prepared to share with the group Group share

Prizes

Prizes