1. Effective Lesson Delivery

2. Carousel Activity
Each group will have 3 minutes to record responses on each chart.
When time is called, groups will rotate to the next station in clockwise order.
Continue until each group responds to every chart.
Make charts with one header on each (Explicit, Modeled, Guided, Collaborative and Independent.) Underneath the header write on each chart what does it look like or sound like? Hang up charts in different spots of the room. Arrange participants in groups. Have each group visit each chart to record their responses. You will use these charts later in the workshop for another group activity.
Example of chart:
Explicit
What does it look like or sound like?

3. Why is it important?
Instructional delivery increases the probability of success because:
content is more accessible.
content is remembered over time.
Well-designed and delivered reading instruction in the hands of a knowledgeable teacher offers students cognitive support in a manner that increases the probability of successful learning outcomes. High-quality instructional presentation allows more students access to the curriculum content.
(Kame’enui & Simmons, 1990)
Kame’enui & Simmons (1990)

4. Collaborative Learning
Gradual Release Model I do / We do / You do it together/ You do it alone
Explicit Instruction w/ modeling
Collaborative Learning
Independent
Practice
Guided Instruction
Cyclical Process
DO NOT GIVE THE PARTCIPANTS THIS HANDOUT UNTIL SLIDE 22
It is important to remind teachers that this model is done in whole and small group instruction in every content area.

5. Collaborative Learning Independent Practice
Parts of A Lesson
Focus Lesson
Guided Practice
Collaborative Learning
Independent Practice

6. Focus Lesson (“I do”) Goals and Objectives Preparedness Explicit
Modeling
These critical elements are important when considering how to intensify instruction for at-risk students. Even though for purposes of training, we will discuss each of these elements separately, they are not used in isolation. Rather, they are woven together and constitute essential aspects of instructional delivery. We will discuss and watch examples of each one individually on the following slides.

7. Goals and Objectives Correlates to the NGSSS
Translated into Essential Question that allows for student reflection
Shared with students at start of lesson
Revisited and answered at by students at end of lesson

8. Explicit Explicit instruction involves direct explanation
Teacher directives are specific and concise to ensure implementation accuracy
Lesson format reflects frequent student/teacher interactions
Explicit instruction involves direct explanation. This means that the words and actions of the teacher are clear, unambiguous, direct, and visible. This makes it clear what the students are to do and learn. Nothing is left to guess work.
The teacher’s language is concise, specific, and related to the objective.
The purpose of explicit instruction is to convey the content clearly so that students can learn the content, free of extraneous distractors.
Teacher directives are highly specific and concise to ensure implementation accuracy.
There are two ways we may consider instruction to be explicit:
The actual instruction the teacher will provide to students.
The detail of information provided to the teacher in order to implement the lesson with accuracy. (in reading programs) In this way, the teacher is not left to guess what instruction should look like.
Lesson format reflects frequent student/teacher interactions
Another characteristic of explicit instruction is a conspicuous instructional approach that includes a high level of teacher/student interaction.

9. Explicit Instruction “Hook” students’ attention.
Make connections to previous learning.
Offer a precise explanation of what will be learned.
Introduce/review important vocabulary.
Refer to posted essential question.
Example 1

10. Access Prior Knowledge
Hook
Access Prior Knowledge
precise explanation
As you may have guessed from the title of the PowerPoint, we are discussing effective lesson delivery. Today we’re going to focus on the parts of the gradual release model. I want to be sure that we’re paying attention to our key terms:
Explicit Instruction
Guided Instruction
Collaborative Instruction
Independent Instruction
Using these key terms we will explore what it takes to be a 21st century teacher.
Vocabulary

11. Activators Activating Prior Knowledge Strategies Graphic Organizers
Brainstorming and Categorizing
Anticipation Guide
Know - Want to Know – Learned (KWL)
Corners
Have samples of these hanging in the workshop room.

12. Modeling Modeling makes thinking processes visible for students
Language used in modeling should be clear, concise and explicit
Modeling is directly related to explicitness. Modeling is also referred to as thinking aloud, or a think-aloud. There needs to be a balance between teacher modeling in large in group instruction and guided practice in a small group setting.
Modeling is more than reading directions and assigning worksheets. It involves giving the students a window into the mind of a proficient reader.
It is used to introduce new skills, strategies, and concepts, or to clarify how to think about a particular skill or strategy. It helps the student to understand what to do.
Modeling can be used at any time during a lesson, but typically it is seen at the beginning of an instructional routine when first teaching a new skill, strategy or concept.
Modeling is a type of scaffold. In order to use it successfully, it is important to know where a student’s thinking processes need extra support.

13. Modeled Instruction (“I Do”)
Select examples aligned with
guided practice, independent
practice, and assessment.
Demonstrate how to complete
examples step by step.
Verbalize thinking, such as (teacher think-a-louds)…
forming mental pictures,
connecting information to prior knowledge,
creating analogies,
clarifying confusing points, and/or
making/revising predictions.
Example 2

14. Collaborative Learning Independent Practice
Parts of A Lesson
Focus Lesson
Guided Practice
Collaborative Learning
Independent Practice

15. Guided Practice (“We Do”)
Select examples aligned with independent practice and assessment.
Start guided practice with teacher-led question and answer practice.
Ask higher order questions requiring explanation with “Student Accountable Talk” or “Student Think-a- Louds” to justify thinking and explain logic.
Create anchor/strategy charts.
Conduct Checks for Understanding throughout the lesson.
The benefit of guided practice is that it gives the teacher the window into the student’s mind as the student practices the strategies with the necessary support.

16. Checks for Understanding
Conduct Checks for Understanding throughout
the lesson.
Thumbs Up/Down/Middle
White Board Responses
Response Cards-Yes/No Cards
Student Accountable Talk
Journal Responses
Cornell Notes Summaries
Board Races
Exit Tickets
Presenter will model one of these suggestions with whole group.
Example 3:
Thumbs up/Thumbs down/Thumb middle on how you are feeling about effective instruction
On a white board, write the definition and an example of Guided Practice

17. Collaborative Learning Independent Practice
Parts of A Lesson
Focus Lesson
Guided Practice
Collaborative Learning
Independent Practice

18. Collaborative (“You do it together”) Positive interdependence
Face to face Interaction
Individual and group accountability
Interpersonal and small group skills
Group processing
Page 66

19. Collaborative Structures
Incorporate Collaborative Structures for additional practice with peer support.
Think-Pair-Share
Rally Table
Pairs Check
Numbered Heads Together
Jig Saw
Team-Pair-Solo
Model a couple of these structures using the collaborative structures posters with whole group.
Collaborative
Structure
Posters

20. Strategies for Collaborative Learning
Reciprocal Teaching
Literature Circles
Article/text study
Labs and simulations
Example 4

21. Collaborative Learning Independent Practice
Parts of A Lesson
Focus Lesson
Guided Practice
Collaborative Learning
Independent Practice

22. Independent Practice (“You do it alone”)
Align stations and/or independent reading as independent practice.
Select examples aligned with assessment.
Assign Independent Practice as homework.
Review homework as a Check for Understanding.
Use results from checks to inform future instruction.
Independent practices gives students an opportunity to try out their newly acquired skills in a safe and supportive environment.
Homework review in class should only be one or two problems and using the review as a teaching tool. Sometimes we spend too much time going over homework and we run out of time to get to all of the components in reading and/or math workshop.

23. Summarizers Summarizing New Knowledge Strategies
Carousel Brainstorming
3-2-1 Response
Dear Teacher
Draw A Picture or Diagram
Ticket Out the Door (Exit Card)
Think…Pair…Share
It’s Okay to Pass Summary Notes
Muddiest Point
Final Countdown
Refer to Summarizer handouts.
Handout

24. Lesson Delivery Questions
Explicit Instruction
How will I focus my students on what they need to learn?
Modeled Instruction
How will I show my students exactly what they are expected to do during guided practice and eventually during independent work?
Guided Practice
How will I provide my students with opportunities to practice what they were taught during the modeled portion of the lesson?
Collaborative Learning
How will I provide every member of a group to independently apply their new knowledge to a collaborative task.
Independent Practice
How will I help my students independently apply what they have learned during modeled and guided practice?
Have participants think-pair-share the answers to these questions

25. Let’s get started!
In your group, pick one chart from the carousel activity.
In your group, read over The Gradual Release Model Lesson Plan handout and the carousel activity chart.
Use the handout as a reference to help highlight, add, or correct any responses.
Share chart with the group.
Group Activity: Have each group pick a one chart from the carousel activity. It is important the they mark out any incorrect responses on the chart and add more ideas that they have learned throughout the workshop.
Handout

26. Reflection- Final Countdown
Write one question that you are still have about Gradual Release.
Write two strategies you are going to implement in your classroom.
Write the three most important things you learned.
Have participants use handout to fill out. Example 5
Handout