Professional Book Study Guidelines
Goals:




Engage in professional discourse around the principles and concepts found in
Explicit Instruction: Effective and Efficient Teaching (Anita Archer & Charles Hughes,
2011)
Answer the question: How will this book influence professional practices of special
education teachers in both general and special education learning environments?
Facilitate application of book’s principles to teacher practice
Support WVDE Goal: Great Teachers in Every Classroom!
Importance:
 Book studies:
o encourage dialog among teachers on issues and topics that affect student
achievement
o maintains staff interest in common goals related to teacher practice
o offer supportive environments for staff to engage in job-embedded practices
for professional growth
Audience:

Special education teachers, interventionists
Study Formats:
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
School-based for large schools
District-based for small school
Facilitation Options:
 Build special education teacher leadership by asking for book study group
facilitators
 Utilize district-level staff such as curriculum specialists or coordinators as
facilitators
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Facilitator Roles and Responsibilities:
The facilitator shapes and guides the group discussion and ensures the group norms are
honored. The facilitator does not have to be an “expert” on the book content.
Preparing for a Book Study Session:
The facilitator reads the assignment and makes copies of the Conversation Guide (to be
explained below) for each participant. To begin the discussion, the facilitator offers his/her
impressions of the main ideas to be derived from the reading, focusing on application to
classroom practice. The facilitator is always mindful to not dominate the discussion and
strives to keep the discussion focused and flowing.
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Process for the Book Study Groups
 Meeting 1 – Getting Started
 Establish a regular meeting time, a meeting schedule and a location. Anticipate a
one hour meeting time for each of the suggested sections below.
 Establish group norms at the first meeting to include, but not limited to:
beginning and ending times; coming prepared; being engaged in discussion;
respecting opinions and viewpoints.
 Do a “walk-through” of the book by examining the Table of Contents and the
chapters to establish the reading schedule which drives the meeting schedule. A
suggested schedule is provided below.
 Subsequent Meetings- Moving Forward
 Come prepared with the assigned chapter read and the appropriate section of
the Conversation Guide: Before Discussion completed.
 Discuss the book chapter with a focus on connecting ideas to child-centered
classroom practice.
 At the end of the session, complete part 2 of the Conversation Guide: After
Discussion.
Explicit Instruction Chapters
1)
2)
3)
4)
5)
6)
7)
8)
Exploring the Foundations of Explicit Instruction
Designing Lessons: Skills and Strategies
Designing Lessons: Vocabulary and Concepts
Designing Lessons: Rules
Organizing for Instruction
Delivering Instruction: Eliciting Responses
Delivery Instruction: Other Critical Delivery Skills
Providing Appropriate Independent Practice
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Conversation Guide for
Explicit Instruction: Effective and Efficient Teaching
by Anita Archer & Charles Hughes (2011)
Date: ____________________________
Reading Assignment (circle one): Chapter
1
2
3
4
5
6
7
Part 1: Before the discussion…
What is one new idea you discovered in your reading?
What questions would you like to ask the group about the reading?
1) ________________________________________________________________________
2) ________________________________________________________________________
3) ________________________________________________________________________
Part 2: After the discussion…
What were the key points made by group members during the discussion?
What new learning about instruction did you take away from this discussion?
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