© 2014 Texas Education Agency / The University of Texas System Explicit Instruction for Diverse Learners Classroom Organization Adapted with permission from Anita Archer’s Explicit Instruction Trainers Academy

© 2014 Texas Education Agency / The University of Texas System Institute Outline Day 1 Foundations Lesson Design Classroom Organization Instructional Delivery Day 2 Responsive Literacy Instruction Planning for Tier I Instruction Planning for Tiers II and III Instruction Conclusion 2

© 2014 Texas Education Agency / The University of Texas System Session Objectives Organize classroom space to support explicit instruction. Select or create classroom goals and rules. Introduce routines and procedures to support effective and efficient instruction. Keep students actively engaged. 3

© 2014 Texas Education Agency / The University of Texas System Classroom Climate “The real test comes during the performance. Never forget that you are the one who enhances the climate in your classroom every day—through your smile, your body language, your polite words, your kind acts, your enthusiasm for teaching, and your dedication to your students. In all these ways, you make your classroom climate both orderly and positive.” Anita Archer, p

© 2014 Texas Education Agency / The University of Texas System Classroom Organization Motto: Space communicates. Create an orderly learning environment that sets the stage for orderly behavior. Create a pleasant climate for you and your students

© 2014 Texas Education Agency / The University of Texas System Classroom Organization Motto: Space communicates. Organize the physical space: Whole class instruction Small group instruction Independent work Bulletin boards Wall posters Technology Bookcases 6

© 2014 Texas Education Agency / The University of Texas System Classroom Organization Motto: Space communicates. Arrange space so that: students face the teacher without turning around; the teacher has close proximity to students; students can interact with a partner and/or team; and the teacher can see all areas of the room. 7

© 2014 Texas Education Agency / The University of Texas System Classroom Organization Motto: Space communicates. Arrange space so that: the teacher can easily monitor all areas; the teacher and students can move easily around the room; the teacher can access necessary instructional materials; and students can access necessary materials. 8

© 2014 Texas Education Agency / The University of Texas System Paired Rows 9

© 2014 Texas Education Agency / The University of Texas System Slanted Rows 10

© 2014 Texas Education Agency / The University of Texas System Slanted Tables 11

© 2014 Texas Education Agency / The University of Texas System Double U 12

© 2014 Texas Education Agency / The University of Texas System Double E 13

© 2014 Texas Education Agency / The University of Texas System Classroom Organization Motto: Space communicates. Elementary Seating Assignments Self-contained: Put student names on desks. Departmentalized: – Number the desks. – Make a seating chart that shows the desks, desk numbers, and the name of the student sitting at each desk. – Assign seats. 14a

© 2014 Texas Education Agency / The University of Texas System Classroom Organization Motto: Space communicates. Secondary Seating Assignments Number the desks. Make a seating chart that shows the desks, desk numbers, and the name of the student sitting at each desk. Give students a copy of the seating chart and have them keep it to learn their classmates’ names. Assign seats. 14b

© 2014 Texas Education Agency / The University of Texas System Classroom Organization Motto: Space communicates. Physical Organization: Elementary Classroom 1.Examine the example and note the desirable qualities of the classroom. 2.Examine the non-example and record suggestions you would make a

© 2014 Texas Education Agency / The University of Texas System Classroom Organization Motto: Space communicates. Physical Organization: Secondary Classroom 1.Examine the example and note the desirable qualities of the classroom. 2.Examine the non-example and record suggestions you would make b

© 2014 Texas Education Agency / The University of Texas System Classroom Goals and Rules Motto What you expect = What you get 16

© 2014 Texas Education Agency / The University of Texas System Classroom Goals and Rules Motto: What you expect = What you get Analogy – Goal: Drivers should be courteous. – Rules: The speed limit is 65 mph. Stop for pedestrians in a crosswalk. Goals reflect values you hold for students. Goals are more global than rules. 17

© 2014 Texas Education Agency / The University of Texas System Classroom Goals and Rules Motto: What you expect = What you get Rules: are few in number; state desired behavior in a positive manner; are short and simple and begin with a verb; and define behaviors clearly

© 2014 Texas Education Agency / The University of Texas System Classroom Goals and Rules Motto: What you expect = What you get Post rules. Introduce rules. Teach lessons on individual rules. Review rules. Act as if you expect desired behaviors

© 2014 Texas Education Agency / The University of Texas System Classroom Routines and Procedures Motto Predictability predicts ability. 20

© 2014 Texas Education Agency / The University of Texas System Classroom Routines and Procedures Motto: Predictability predicts ability. 1.Determine situations where a routine or procedure is needed. 2.For each situation, outline the routine or procedure. 3.Teach the most important routines or procedures first. 4.Review routines or procedures as needed

© 2014 Texas Education Agency / The University of Texas System Classroom Routines and Procedures Motto: Predictability predicts ability. Situation: Movement into an elementary classroom 22a 124

© 2014 Texas Education Agency / The University of Texas System Classroom Routines and Procedures Motto: Predictability predicts ability. Situation: Movement into a secondary classroom 22b 124

© 2014 Texas Education Agency / The University of Texas System Classroom Routines and Procedures Motto: Predictability predicts ability. Situation: Movement out of an elementary classroom 23a

© 2014 Texas Education Agency / The University of Texas System Classroom Routines and Procedures Motto: Predictability predicts ability. Situation: Movement out of a secondary classroom 23b

© 2014 Texas Education Agency / The University of Texas System Situation: _________________________ 1.Determine situations where a routine or procedure is needed. 2.For each situation, outline the routine or procedure. 24 Classroom Routines and Procedures Motto: Predictability predicts ability

© 2014 Texas Education Agency / The University of Texas System Classroom Routines and Procedures Motto: Predictability predicts ability. Situation: Working with a partner Looks LikeSounds Like You are: looking at your partner; leaning toward your partner; smiling (pleasant face); and on-task. You are: whispering; giving positive praise; encouraging; and on-task. 25

© 2014 Texas Education Agency / The University of Texas System Classroom Routines and Procedures Motto: Predictability predicts ability. Example: Delivering oral presentations Looks LikeSounds Like You are: standing in front of the class; facing your classmates; smiling; and prepared. You are: presenting information with clarity; talking with expression and enthusiasm; using a voice that is easy to hear; and answering questions. 26

© 2014 Texas Education Agency / The University of Texas System Classroom Routines and Procedures Motto: Predictability predicts ability. Situation: ___________ Looks LikeSounds Like You are:

© 2014 Texas Education Agency / The University of Texas System Active Engagement Motto Avoid the void, for they will fill it. 28

© 2014 Texas Education Agency / The University of Texas System Active Engagement Motto: Avoid the void, for they will fill it. Buffer activities are: activities that students can do when their work is completed; done quietly; and completed independently. 29

© 2014 Texas Education Agency / The University of Texas System Active Engagement Motto: Avoid the void, for they will fill it. When you are finished with your work: check it for completion, accuracy, and neatness; correct it with a key if available; work on other assignments that are due today or in the near future; or select one of these activities: – Read a book. – Study your spelling words. – Complete a “bonus” assignment. – Assist your partner or others if help is requested. 30a

© 2014 Texas Education Agency / The University of Texas System Active Engagement Motto: Avoid the void, for they will fill it. 30b When you are finished with your work: check it for completion, accuracy, and neatness; correct it with a key if available; work on other assignments that are due today or in the near future; or select one of these activities: – Read a book. – Study your vocabulary words. – Complete a “bonus” assignment. – Assist your partner or others if help is requested.

© 2014 Texas Education Agency / The University of Texas System Active Engagement Motto: Avoid the void, for they will fill it. Sponge activities: can be used when you have a few moments; are short; require no materials or special preparation; reinforce content; are easy for all students; and are FUN, FUN, FUN! 31

© 2014 Texas Education Agency / The University of Texas System Active Engagement Motto: Avoid the void, for they will fill it. Categories: I will say a category along with a few items in that category, and then you will add your example. Telephone Number: Rearrange the numbers of someone’s telephone number to make the largest number possible. Fortunately, Unfortunately: I will start the story. Be ready to add to it. “Fortunately... Unfortunately...” 32

© 2014 Texas Education Agency / The University of Texas System “Teaching is the most powerful of interventions.” Archer & Hughes 33