1. The Magic is in the Instruction
Anita L. Archer, Ph.D. Author – Consultant – Teacher

2. Same Goal across Classes, Domains, Tiers, Grade Levels, Students
Learning

3. Quality Instruction
“The quality of teachers is the single most important factor in the educational system.” Wiliam, 2012
Reworded
The quality of TEACHING is the single most important factor in the educational system.

4. Quality Instruction
Students in 2nd grade Student Teacher Outcome 50th 3 years with 90th high performing teacher 50th 3 years with 37th low-performing teacher Sanders and Rivers, 1996

5. Sanders, W. L. , & Rivers, J. C. (1996)
Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement: University of Tennessee Value-Added Research and Assessment Center

6. Quality Instruction
“The quality of an education system cannot exceed the quality of its teachers.” Barber and Mourshed, 2007
Reworded
The quality of an education system cannot exceed the quality of the TEACHING.

7. John Hattie (2016)

8. Response to Intervention 1.07 Interventions for students 0.77
John Hattie, 2016
Effect Size
Response to Intervention
Interventions for students 0.77
with learning disabilities
Interventions for students
with other disabilities

9. Design and Delivery of Instruction John Hattie, 2016
Time on Task 0.62 Quality Instruction 1.00 Quantity Instruction 0.84 Direct/Explicit Instruction 0.59 Lesson Goal/Learning Intention 0.50 Teacher Clarity 0.75 Questioning 0.48 Classroom Discussion 0.82 Feedback 0.73 Mastery Learning 0.57 Scaffolding 0.53 Retrieval Practice 0.50 Spaced vs Mass Practice 0.60

10. 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

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

12. Elements of Explicit Instruction Design of Instruction
1. Design organized and focused lessons. On topic with no irrelevant digressions
Begin lessons with a clear statement of the lesson’s goals and your expectations. (learning Intentions and success criteria)
Review prior skills and knowledge before beginning instruction. (Interactive with Retrieval Practice)

13. Elements of Explicit Instruction Design of Instruction
Provide step-by-step demonstrations.
Provide guided and supported practice.
Use clear and concise language.
(Consistent, unambiguous wording)

14. I DO IT.

15. We do it.

16. You do it.

17. Elements of Explicit Instruction Delivery of Instruction
Teachers:
1. Require frequent responses. (verbal, written, action responses)
Monitor student performance closely. (watch and listen carefully)
Provide immediate affirmative and corrective feedback.
Deliver instruction at a brisk pace.

18. The Heart of Teaching Teacher Student Relationship 0.72
John Hattie, Effect Size
Teacher Student Relationship 0.72
Teacher Credibility

19. Heart - Teacher Student Relationship
Angela Maier 1. Greet me each day Wish me good morning, and send me off with a “see you tomorrow.” 2. Smile When you look at me, let me see happiness in your eyes. 3. Give me your attention Sit and talk with me privately; even if only for a second. 4. Imagine with me Help me dream of things I might be able to do; not just the things I need to do now. 5. Give me challenging content and assignments Show me how to handle it. Teach me what to do. 6. Ask about me Inquire about my weekend, the game I played, the places I go. It shows you care about my life.

20. Heart - Teacher Student Relationship
Angela Maier 7. Let me have time Time to let things sink in. Time to think. Time to reflect, process, and play. 8. Demand of me Hold me accountable to high standards. Don’t let me get away with less if you know I am capable of doing better. 9. Notice Me Leave special messages in my desk or locker. Just a quick note that says you notice something right. 10. Let me ask questions Even if my questions are off topic, let me ask them. It will show that I am thinking about new perspectives, curious, and willing to learn more. Let me have the chance to show what I am wondering about, not just what I know. 11. Engage me I came to you in love with learning. Keep me excited, keep me wanting more. 12. Trust me Believe that I can do it. Allow me the chance. I promise to show you I can.

21. Teacher Credibility – 0.90

22. Heart - Teacher Credibility – 0.90
There are three core aspects that are important to students’ judgments about teacher credibility:
Trusting Relationships
Competence
Passion

23. Credibility Care about them as LEARNERS Care about them as PEOPLE
Teacher Credibility Aspect 1: Trusting Relationships
If you want to be seen as credible, your students must believe that you:
Care about them as LEARNERS
Care about them as PEOPLE

24. Credibility Know your content Are good at helping them learn it
Teacher Credibility Aspect 2: Competence
If you want to be seen as credible, your students must believe that you:
Know your content
Are good at helping them learn it
Can manage their behavior

25. Credibility You are passionate about your content.
Teacher Credibility Aspect 3: Passion
If you want to be seen as credible, your students must believe that:
You are passionate about your content.
You are passionate about your work.
You are passionate about student learning.

26. May you thrive as an educator
How well you teach = How well they learn Teach with passion Management with compassion