Explicit Instruction vs. Inquiry Make-up Professional Development for Induction Please view this PowerPoint presentation in Notes Pages

Induction Professional Development October 15, 2015 Facilitated by Lisa Wolf and Julie Shaw Polish your stars Instructional strategies

Activate Prior Knowledge Think about the lessons you have taught this year. How do you introduce your topic for instruction in each lesson? Do you generally follow a routine of instructional delivery? Is instruction delivered in the same way for every lesson?

Explicit Inquiry

Learners and Needs for Exposure (K. Stanovich, 1998))

Explicit vs. Implicit Instruction Explicit- direct, systematic instruction Implicit- instruction that relies heavily on questioning and exploration as opposed to a systematic design

Vocabulary Example: malapropism

Vocabulary Example: malapropism

Vocabulary Example: malapropism: the habit of misusing words, especially those that sound alike Let’s precede with this plan.

Set Purpose State Objective Connect to and Review Previous Learning Teach and Model New Concept Guide Practice Assess Student Application Return to the Purpose to Reflect Provide Opportunity for Independent Practice

Purpose Objective (Learning Target) Connection to Previous Learning

Today we are going to learn… The reason we are going to learn this is…

At the end of this lesson you will be able to… Yesterday you…

Teach the New Skill Model the New Skill Explicitly: I Do

My turn. Watch me and listen as I…

Guide students in practicing the new skill all together We Do

Our turn. Let’s try this together.

Gradually Release Responsibility Students practice while you monitor ability, engagement, and opportunities for practice Assess student application for mastery or needs You Do Gradual Release of Responsibility (Pearson & Gallagher, 1983)

Your turn. Let’s see you try this on your own.

Facilitate reflection Provide opportunity for independent practice for those who are ready You Do

Tell your partner what you learned and practiced today.

I want to give you a chance to show that you can do this independently. Please…

Teach Model Practice Apply

By Skill By Week Teach Model Practice Apply MondayTuesdayWednesdayThursdayFriday Teacher Role Student Role Strategic Design Knowledge Taxonomy Progression Remembering Understanding Applying Analyzing Evaluating Creating (A. Martello, 2009)

Appropriateness Explicit Teaching a Skill Building Knowledge Implicit Exploring No Correct Answer

Learning is a process There’s no right answer Expanding into higher level thinking from prior learning Providing opportunities for creativity

Student Role: Teacher Role: Question Play for a purpose Observe Investigate Explore Try out ideas Alert to patterns Connect learning to prior knowledge Experiment Reflect on learning Create learning opportunities Provide problem solving opportunities Allow students to discover Alert to obstacles Guide Question

By Skill By Week Teach Model Practice Apply MondayTuesdayWednesdayThursdayFriday Teacher Role Student Role Strategic Design Knowledge Taxonomy Progression Remembering Understanding Applying Analyzing Evaluating Creating Inquiry (A. Martello, 2009)

Decisions, Decisions…