EXPLICIT TEACHING & FILMING INTRODUCTORY LESSONS FOR STAGE 1 & 2 STUDENTS Explicit teaching is a whole school expectation at Streaky Bay Area School. A Leading SACE Improvement presentation by Eliza Box, June 2015

 At first, many senior school teachers were a little daunted by the John Fleming explicit teaching model  It seemed like a style of teaching which would work perfectly in primary and middle school  Many of us soon realised that we were already using the explicit teaching model in some our classes  However, we also discovered that there were opportunities to add or tweak the ‘I do, We do, You do’ in our classes EXPLICIT TEACHING IN SENIOR SCHOOL

Q: Why do explicit teaching? A: As teachers, we are excellent at the ‘I do’. However, I feel as though we sometimes forget the vital importance of the ‘We do’, which gives students the opportunity to practice implementing the skills, knowledge and understandings prior to applying them in a new context, the ‘You do’ part. EXPLICIT TEACHING Q&A

Q: What are the benefits? A: It allows students to trial application of skills and knowledge, and allows us to check their understanding before they launch into the ‘You do’ section of a task. EXPLICIT TEACHING Q&A

 Explicit teaching will look different in every classroom  An excellent example is Maths – you can imagine many times a teacher may demonstrate how to work out a problem using an equation, then allow the students to launch into trying it themselves. EXPLICIT TEACHING FOR EVERYONE

 By adding the ‘We do’ section, and calling on volunteers to have a go in front of the class, or having students practise in pairs or small groups, it gives students a chance to trial the new skill before heading out into the ‘unknown’.  This applies to all subject areas. EXPLICIT TEACHING FOR EVERYONE

 Explicit teaching works perfectly in Stage 1 and 2 English when analysing texts.  I used this model in a lesson last year that was observed by John Fleming and filmed for coaching purposes. EXPLICIT TEACHING IN ENGLISH

 The students had recently watched the film Life of Pi, and were working towards writing a podcast answering the following question: “How does Ang Lee use film techniques to portray Pi’s struggle for survival, and express the significance of imaginative storytelling? Discuss.”  In the lesson that was filmed, I outlined at the beginning that the intention was to begin breaking down some of the film’s key scenes, and analysing how the director had used techniques to express these two themes. EXPLICIT TEACHING IN ENGLISH

 Explicit teaching in SACE cannot always happen in depth in all lessons, eg, if students have a large task taking up weeks of time, the explicit teaching model in a lesson may be as simple as:  I Do: Reminding students what they need to go on with or need to achieve in the lesson.  We Do: Checking for understanding by asking students what they aim to achieve, or testing their knowledge of relevant skills or information.  You Do: Students going on with their work. EXPLICIT TEACHING

FILMING INTRODUCTORY LESSONS FOR STAGE 1 & 2 STUDENTS

 Purpose – For students that miss lessons due to:  Sporting activities  School based apprenticeships  Open access lessons  Monthly orthodontist visits etc.  Illness  Groovin’ the Moo* *A regional touring music festival FILMING INTRODUCTORY LESSONS

 Missing introductory lessons makes tasks difficult and confusing for students as I cover:  Introduction to the task  Breaking down the task sheet  Performance standards which will be addressed  Discussions of the skills and knowledge required  Deconstruction of exemplars  Quality class discussions.  Last year, after discussions in Senior School meetings, I decided to trial filming lessons for students who were absent. FILMING INTRODUCTORY LESSONS

 Decided to use the iPads as they are mostly available, and I generally have 1 or 2 available  Initially handheld by student, then discovered the wonderful invention… The tripod!  There are always issues – e.g. iPads not being charged or not having enough space and stopping filming halfway through! BE ORGANISED! Prepare by having iPad charged and ready. THE LEARNING CURVE…

 Didn’t know how to share the films. File too large for or USB!  Worked out that the films could be placed on the common file which all students can access.  If a student has been away and I have filmed a lesson, I them to let them know where it has been saved. THE LEARNING CURVE…

 It is an expectation that students will have watched the film before my next lesson with them.  Year 12s excellent at this, and many Year 11s are beginning to access them also.  The students – especially the Year 12s – find the films extremely useful.  I now have Year 12 students ing me or letting me know when they are going to be away to ensure that I film the lesson for them! EXPECTATIONS

 Not only was this useful for the students, it is also my intention to begin to introduce them to this method prior to beginning their compulsory Stage 1 English next year. TRIALLING AT YEAR 1O  I recently filmed an introductory lesson for three Year 10 students who were absent when I was introducing our latest task.

 Last year, John Fleming observed one of my Stage 1 English lessons where I applied the explicit teaching model. The lesson was filmed for coaching purposes.  I was recently asked to share the film at one of our senior school staff meetings, for a focus on the explicit teaching model.  It was daunting sharing my practice with the sub- school, especially as a greenhorn in a field of many silverbacks! OTHER BENEFITS OF FILMING

 However, a number of teachers commented that the recording of the lesson was enlightening, and felt inspired to film themselves and observe their own teaching and pedagogical practices.  Since then, others have filmed and shared their lessons with colleagues for coaching purposes.  A number of teachers are now filming their introductory lessons to share with students. OTHER BENEFITS OF FILMING