1. February 19, 2013 EXPLICIT INSTRUCTION

2.  After achieving a working knowledge and components of explicit instruction, teachers will self-assess their teaching practices in order to determine which elements are employed skillfully, partially, or not at all. OBJECTIVE

3.  Student engagement  Quality of feedback  Analysis and problem solving Data used:  CLASS-S  Danielson framework  Teacher input  Coaching observations INSTRUCTIONAL THEMES

4. ANTICIPATION GUIDE 1.Think about your current knowledge of explicit instruction. 2.In the ‘pre’ column on the left, rate yourself. 3 = Skillfully employed 2 = Regularly employed 1 = Partially employed 0 = Not used at all Pre Explicit Instruction Components Post 3 2 1 0 FOCUS LESSONS are almost always done with the whole class and typically lasts 15 minutes or less. The teacher clearly establishes a purpose and models his/her own thinking. 3 2 1 0 GUIDED INSTRUCTION is almost always done with small, purposeful groups, which are composed based on students’ performance on formative assessments. The groups consist of students who share a common instructional need that the teacher addresses. The key lies in the planning. 3 2 1 0 COLLABORATIVE LEARNING should be time for students to apply information in novel situations or to engage in a spiral review of previous knowledge. Negotiating with peers, discussing ideas and information, or engaging in inquiry with others causes students to use what they learned during focus lessons and guided instruction. 3 2 1 0 INDEPENDENT TASKS should require individual application of information previously taught. They require good instruction that ensures students have the background knowledge to do so. These tasks should provide students with opportunities to use their knowledge to produce new products so they can independently apply information, ideas, content, skills, and strategies in unique situations. 3 2 1 0

5.  AKA – Gradual release of responsibility – slow and purposeful shift  teacher-as-model  joint responsibility (teacher and peers)  independent practice and application by the learner  What do you do well?  Models  Feedback  Peer support  Practice  Sharing expertise with others  “Learning occurs through interactions with others, and when these interactions are intentional, specific learning occurs.” (Fisher and Frey, 2008) WHAT IS EXPLICIT INSTRUCTION?

6.  Focus Lesson  Guided Instruction  Collaborative Learning  Independent Tasks COMPONENTS OF EXPLICIT INSTRUCTION

7.  The teacher establishes the purpose for the lesson.  Both content and language goals are established.  The teacher uses “I” statements to model thinking.  Questioning is used to scaffold instruction, not to interrogate students.  The lesson includes a decision frame for when to use the skill or strategy.  The lesson builds metacognitive awareness, especially indicators of success.  Focus lessons move to guided instruction, not immediately to independent learning. FOCUS LESSONS – ESTABLISHING THE LESSON’S PURPOSE AND THEN MODELING YOUR OWN THINKING FOR STUDENTS.

8.  A dialogue occurs between students and the teacher as they begin to apply the skill or strategy.  The teacher uses cues and prompts to scaffold understanding when a student makes an error and does not immediately tell the student the correct answer.  The teacher plays an active role in guided instruction, not just circulating and assisting individual students.  Small-group arrangements are evident.  Grouping changes throughout the semester. GUIDED INSTRUCTION: STRATEGICALLY USING PROMPTS, CUES, AND QUESTIONS TO FACILITATE STUDENTS’ INCREASED RESPONSIBILITY FOR TASK COMPLETION.

9.  Small-group arrangements are evident.  The teacher has modeled concepts that students need to complete collaborative tasks.  Students have received guided instruction of the concepts needed to complete collaborative tasks.  Grouping changes throughout the semester. COLLABORATIVE LEARNING: ENABLING STUDENTS TO DISCUSS AND NEGOTIATE WITH ONE ANOTHER TO CREATE INDEPENDENT WORK, NOT SIMPLY ONE PROJECT.

10.  Not just “DIY school”  Students have received focus lessons, guided instruction, and collaborative learning experiences related to concepts needed to complete independent tasks.  Independent tasks extend beyond practice to application and extension of new knowledge.  The teacher meets with individual students for conferencing about the independent learning tasks. INDEPENDENT PRACTICE: REQUIRING STUDENTS TO USE THEIR PREVIOUS KNOWLEDGE TO CREATE NEW AND AUTHENTIC PRODUCTS.

11. POST SELF-REFLECTION 1.Think about your current knowledge of explicit instruction. 2.In the ‘pre’ column on the left, rate yourself. 3 = Skillfully employed 2 = Regularly employed 1 = Partially employed 0 = Not used at all Pre Explicit Instruction Components Post 3 2 1 0 FOCUS LESSONS are almost always done with the whole class and typically lasts 15 minutes or less. The teacher clearly establishes a purpose and models his/her own thinking. 3 2 1 0 GUIDED INSTRUCTION is almost always done with small, purposeful groups, which are composed based on students’ performance on formative assessments. The groups consist of students who share a common instructional need that the teacher addresses. The key lies in the planning. 3 2 1 0 COLLABORATIVE LEARNING should be time for students to apply information in novel situations or to engage in a spiral review of previous knowledge. Negotiating with peers, discussing ideas and information, or engaging in inquiry with others causes students to use what they learned during focus lessons and guided instruction. 3 2 1 0 INDEPENDENT TASKS should require individual application of information previously taught. They require good instruction that ensures students have the background knowledge to do so. These tasks should provide students with opportunities to use their knowledge to produce new products so they can independently apply information, ideas, content, skills, and strategies in unique situations. 3 2 1 0

12.  Look at your post-reflection for places you can use some extra help, and contact a coach.  Leave your post reflection – help us frame the March 6 PD  Fill out and leave the ISBE evaluation – the more specifically you complete your sheet, the better we can plan for March 6.  Pick up your CPDU sheet  Plan to attend the March 6 PD session ☺ We’ll let you know when it is available to you on mylearningplan. NEXT STEPS