Skill/Strategy Lesson Observation
Teacher _________________________
Observer ___________________________
I do it
Show
Did the teacher:
Show students how to perform the skill or
strategy
Proceed step by step
Exaggerate the steps
Tell
Tell students how to perform the skill or
strategy
Tell students what he/she was doing
Tell students what he/she thinking
Responses
Gain responses (If model is long)
What they already know
Tell students what he/she was thinking
Language
Present models that were clear, consistent,
concise
Precorrections Anticipate potential errors and precorrect
We do it.
Did the teacher:
Guide students in performing the skill/strategy
Guide the students step-by-step
Use language that was clear, consistent, concise
Gradually fade the prompting
Continue prompting until the students
demonstrate accuracy
You do it.
Did the teacher:
Verify students’ understanding before
independent work was given
Carefully monitor students’ responses
Continue until students were consistently
accurate
Comments
Developed by Anita L. Archer based on Explicit Instruction: Effective and Efficient Teaching
Foundations of Explicit Instruction
Chapter 1
Sixteen Elements of Explicit Instruction
Content
Design of Instruction
Delivery of Instruction
Judicious Practice
1. Focus instruction on critical content.
2. Sequence skills logically.
3. Break down complex skills and strategies into
smaller instructional units.
4. Design organized and focused lessons.
5. Begin lessons with a clear statement of the lesson
goals and your expectations.
6. Review prior skills and knowledge before
beginning instruction.
7. Provide step-by-step demonstrations.
8. Use clear and concise language.
9. Provide an adequate range of examples and nonexamples.
10. Provide guided and supported practice.
11. Require frequent responses.
12. Monitor student performance closely.
13. Provide immediate affirmative and corrective
feedback.
14. Deliver the lesson at a brisk pace.
15. Help students organize knowledge.
16. Provide distributed and cumulative practice.
Principles of Effective Instruction
1.
2.
3.
4.
5.
6.
Optimize engaged time/time on task.
Promote high levels of success.
Increase content coverage.
Spend more time in instructional groups.
Scaffold instruction.
Address different forms of knowledge.
Let’s Trade (Regrouping to Subtract)
Prezi: http://prezi.com/kjm9w9czzczl/?utm_campaign=share&utm_medium=copy
Prerequisite Skills: One and two-digit subtraction without decomposing, familiar with place value(ones
and tens) and base ten blocks, familiar with exchange of base ten blocks from ten to 10 ones(different
forms of the same value), familiar with the vocabulary of decomposing and forms of a number, and
established rules for working with partners and manipulatives.
Common Core Standard: Goal 1-The learner will read, write, model, and compute with whole numbers
through 999.
Materials needed: Base ten blocks (each student will need 2 ten rods & 20 ones blocks), worksheet with
additional subtraction problems to do independently
Opening
Students, please put all of your materials away except your worksheet, pencil, and your base ten
blocks. (Teacher pauses.) Look up here.
Today we are going to identify when it is necessary to decompose/compose numbers in order to
subtract. We will use manipulatives and pencil/paper to illustrate how we have decomposed a
number into a different form.
But first, let's do a little review. Let's solve some subtraction problems. Partner 1 model the problem
with base ten blocks and explain to partner 2 how to solve "8 - 2". (Pause giving partner 1 time to
model and explain while you move around the room to confirm or correct). Yes, you should have 8
ones then remove 2 ones. Everybody, how many ones do you have left? Yes, 6 ones. Now, partner 2
model and explain to partner 1 how to solve " 12 - 2". Partner 2's, how do I represent the number 12?
(Pause, giving partner 2 time to model and explain. Teacher moves around the room confirming and
correcting.) Yes, you have 1 ten and 2 ones (or someone can represent it with 12 ones). Either
representation is fine as long as student is using correct language when explaining the math problem.
First representation (1 ten 2 ones): I have 1 ten and 2 ones. Then I take away 2 ones. Now I have 1 ten.
Second representation (12 ones): I have 12 ones, then I take away 2 ones. Now I have 10 ones.
Partner 1 model the problem 19-5 and explain to partner 2 how to solve. (Allow time for Partner 1 to
complete. Move around the room to confirm or correct.) Yes, you have 1 ten and nine ones. Then I
remove 5 ones. Everyone, what do I have left……..Yes 1 ten and 4 ones or 14 ones. Now partner 2,
model and explain how to solve “15-3”. Pause, move around the room, confirm or correct. Yes you
have 1 ten and 5 ones, take away 3 ones. Everyone, what do I have left?.....Yes I have 1 ten and 2
ones or 12 ones.
I Do It (Model)
Write 11-3 on the board & model with base ten blocks by putting out 1 ten and 1 one. Everyone, can I
take away 3 ones from 11 in this current form? …….That’s right, no I cannot. I need to exchange or
decompose the 1 ten into 10 ones. (Model exchange of 1 ten for 10 ones) Everyone, how many ones
do I have now? Yes, I have 11 ones. If I take away 3 ones, how many do I have left? (Model taking
away 3 ones from base ten blocks. Give thinking time, then give the group signal) Let’s count to verify
what I have left over. Everyone, count with me. (Model one to one correspondence as you count what
is left over) That’s right, I have 8 left over, so my answer is 8. 11-3=8. Let me model another one for
you.
Write 10-4 on the board & model with base ten blocks by putting out 1 ten. Everyone, can I take away 4
ones from 10 in this current form? …….That’s right, no I cannot. I need to exchange or decompose the
1 ten into 10 ones. (Model exchange of 1 ten for 10 ones) Everyone, how many ones do I have now?
Yes, I have 10 ones. If I take away 4 ones, how many do I have left? (Model taking away 4 ones from
base ten blocks. Give thinking time, then give the group signal) Let’s count to verify what I have left
over. Everyone, count with me. (Model one to one correspondence as you count what is left over)
That’s right, I have 6 left over, so my answer is 6. 10-4=6
We Do It (Guided Practice)
Now I am going to write another problem on the board, and I want everyone to use the base ten
blocks to represent the first number in the number sentence. Write 12-5 on the board. Everyone,
represent the number 12 using your base ten blocks. (Move around to room to confirm, correct, assist
students in representing 12) Partner 1 tell Partner 2 how you represented 12 using the blocks. (Allow
time for students to converse, then call upon a student who has represented 12 by using 1 ten and 2
ones.) ______, please share how you represented 12 using the blocks. (While student is speaking, use
your blocks to represent 12 and emphasize vocabulary of 1 ten and 2 ones) That’s correct! Everyone,
can I take away 5 ones in the current form I have modeled. No! Everyone, what can I do to change its
current form so that I can take away 5 ones. (Give thinking time and then give group signal) That’s
right, I need to decompose the 1 ten to 10 ones. Everyone, exchange your 1 ten for 10 ones. (Model
this aloud as students are doing the exchange.) Everyone, what do I have now? Yes, I have 12 ones.
Did anyone model 12 with 12 ones to begin with? (Call out students who did this and ask them why
they chose to model 12 by 12 ones to begin with. Hopefully they will state that they modeled the
number in a form that was useful to start with. Acknowledge that this representation is also correct and
why.) Now we must take away 5 ones. Everyone take away 5 ones and determine how many we have
left. (Model taking away 5 ones and give students time to count the remaining ones.) Everyone, how
many do we have left? Let’s count to verify how many we have left. Let’s count together. (Model one
to one correspondence as you count aloud how many are left.) That’s right, we have 7 left, therefore
12-5=7. Now let’s do another one together.
Now I am going to write another problem on the board, and I want everyone to use the base ten
blocks to represent the first number in the number sentence. Write 18-9 on the board. Everyone,
represent the number 18 using your base ten blocks. (Move around to room to confirm, correct, assist
students in representing 18) Partner 2 tell Partner 1 how you represented 18 using the blocks. (Allow
time for students to converse, then call upon a student who has represented 18 by using 1 ten and 8
ones.) ______, please share how you represented 18 using the blocks. (While student is speaking, use
your blocks to represent 18 and emphasize vocabulary of 1 ten and 8 ones) That’s correct! Everyone,
can I take away 9 ones in the current form I have modeled. No! Everyone, what can I do to change its
current form so that I can take away 9 ones. (Give thinking time and then give group signal) That’s
right, I need to decompose the 1 ten to 10 ones. Everyone, exchange your 1 ten for 10 ones. (Model
this aloud as students are doing the exchange.) Everyone, what do I have now? Yes, I have 18 ones.
Did anyone model 18 with 18 ones to begin with? (Call out students who did this and ask them why
they chose to model 18 by 18 ones to begin with. Hopefully they will state that they modeled the
number in a form that was useful to start with. Acknowledge that this representation is also correct and
why.) Now we must take away 9 ones. Everyone take away 9 ones and determine how many we have
left. (Model taking away 9 ones and give students time to count the remaining ones.) Everyone, how
many do we have left? Let’s count to verify how many we have left. Let’s count together. (Model one
to one correspondence as you count aloud how many are left.) That’s right, we have 9 left, therefore
18-9=9. Now I want you do practice some with your partner. (Based on movement around the room,
teacher must assess each student's level of accuracy. Adjust number of problems based on majority of
students' accuracy being 80% or more correct before moving on.)
You Do It (Independent Practice)
Write on the board 13-5. Partner one, represent the number 13 using your base ten blocks. Explain to
partner 2 what you have modeled and why. (Move around the room, confirming, correcting, and
assisting students as needed) Everyone, can you take away 5 in its current form? If not, what do you
need to do in order to take away 5? That’s correct, decompose 1 ten into 10 ones so that I have 13
ones. Partner 2, take away 5 and talk out loud to determine how many you have left. (Move around
the room, confirming, correcting, and assisting as needed.) Everyone, how many do you have left over?
That’s correct, you have 8 ones. Therefore, 13-5=8. Let’s do another one.
Write on the board 16-8. Partner 2, represent the number 16 using your base ten blocks. Explain to
partner 1 what you have modeled and why. (Move around the room, confirming, correcting, and
assisting students as needed) Everyone, can you take away 8 in its current form? If not, what do you
need to do in order to take away 5? That’s correct, decompose 1 ten into 10 ones so that I have 16
ones. Partner 1, take away 8 and talk out loud to determine how many you have left. (Move around
the room, confirming, correcting, and assisting as needed.) Everyone, how many do you have left over?
That’s correct, you have 8 ones. Therefore, 16-8=8. Let’s do another one.
Write on the board 14-9. Partner 1, model this subtraction problem using your base ten blocks.
Explain to partner 2 what you have modeled and why. (Move around the room, confirming, correcting,
and assess students accuracy) Everyone, how many do you have left over? That’s correct, you have 5
ones. Therefore, 14-9=5. Let’s do another one.
Write on the board 15-6. Partner 2, model this subtraction problem using your base ten blocks.
Explain to partner 1 what you have modeled and why. (Move around the room, confirming, correcting,
and assess students accuracy) Everyone, how many do you have left over? That’s correct, you have 9
ones. Therefore, 15-6=9. (Based on movement around the room, teacher must assess each student's
level of accuracy. Adjust number of problems based on majority of students' accuracy being 80% or
more correct before moving on to independent practice.)
Closing
Today you learned how to change the form of a number by decomposing 1 ten to 10 ones in order to
solve a subtraction problem. Everyone, how do you decompose 1 ten into a different form? (Give
thinking time and then group signal.) Yes, you decompose the 1 ten into 10 ones. Tomorrow we will
solve subtraction problems with and without the manipulatives. Please look at your worksheet and
solve the additional subtraction problems. We will check these at the beginning of class tomorrow.
Providing Appropriate Practice
Type
When
Initial Practice


Guided Practice
After a new skill has
been modeled and
taught
Purpose


Achieve high levels
of success
Avoid practicing
mistakes
Features





Massed Practice


Distributed
Practice


Independent
practice
Immediately after
skill has been taught
and students have
demonstrated a
high level of
accuracy (90-100%)


Independent
practice
Opening of lesson


Develop accuracy
Gain automaticity
needed for higher
order skills



Skill maintenance
Build fluency




Cumulative
Practice and
Cumulative
Review
Loeser
8.14.15


Independent
practice
Opening of lesson



Skill maintenance
To protect against
forgetting
Increases long term
retention


Occurs under
watchful eye of
teacher
Use prompts/ cues
to ensure success
One item practiced
at a time
Immediate
corrective
feedback is
provided
Include examples
and nonexamples
(when not to apply
the skill)
Develops accuracy
and automaticity
Less effective than
distributed practice
Quickly strengthens
acquisition of the
skill
Occurs over time
Short sessions
Includes retrieval
practice (makes
learning stick)
Essential for
struggling students
Provides intentional
review of previously
taught skills
Interweaving skills
for initial practice
with` skills that were
previously mastered
Explicit Instruction- “Beefing Up Your Lessons”
NC Council For Exceptional Children Conference
January 2016
Background
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
instructional design and delivery.
Archer & Hughes, 2011
Why Explicit Instruction?
Evidence based practice effective for ALL students and particularly
effective for students with disabilities
Elements of Explicit Instruction: Lesson Design
Opening
• Gain attention
• State goal
• Interactive review
• Preview
Gain Students’ Attention
• Provide a verbal cue such as
• “Listening”
• “We are going to begin”
• “Eyes and ears on me”
• Follow the verbal cue with silence
• Regain attention throughout the lesson
State the goal using student friendly language
• “We are learning to....”
• “What I’m looking for”
• “This is because...”
Helps students focus on upcoming content
Interactive Review
• Review content of previous lessons
• Engage ALL students by requesting responses
• Review background knowledge needed for today’s lesson
• Formative assessment- verifies that students are ready to learn
the new content
Review is NOT
• Reteaching
• Asking the students if they remember
• Asking one or two students to come to the board
Retrieval Practice makes learning stick
NC Department of Public Instruction, Exceptional Children Division
Explicit Instruction- “Beefing Up Your Lessons”
NC Council For Exceptional Children Conference
January 2016
Body
•
•
•
I do it/ Model
You do it/ Guided Practice
We do it/ Independent
Practice
Body
I Do It/ Model
Show (Demonstrating)
• Proceed step-by-step
• Exaggerate the steps
Tell (Describing)
• Tell students what you are doing
• Tell students what you are thinking
Gain Responses
• Ask for responses
– What they already know
– What you have told them
Use clear, concise and consistent language
NC Department of Public Instruction, Exceptional Children Division
Explicit Instruction- “Beefing Up Your Lessons”
NC Council For Exceptional Children Conference
January 2016
Lesson Analysis- Model
Did the teacher:
____
Show students how to perform the skill or strategy.
____ Proceed step by step
____ Exaggerate the steps
____
Tell students how to perform the skill or strategy.
____ Tell students what he/she was doing and thinking
____
Gain responses using active participation techniques
____ What they already know
____ What the teacher told them
____
Present models that were clear, consistent, concise
Body
We do it/ Guided Practice
Purpose• Provides opportunities to become successful and confident users
of the skill
• Provides teacher support as they begin to practice new or
difficult skills
Types of prompts
• Physical
• Visual
• Verbal
•
•
•
•
Levels of Prompts
• Tell them what to do
• Ask them what to do
• Remind them what to do
Gradual release of responsibility
The amount of time spent on “We do it’ varies depending on the
needs of the learner.
Where individualization occurs!
SwD often need 10-30x more practice
Level of support and the rate at which is withdrawn are based on
student performance
Initial Practice
• Occurs as part of a teacher-directed lesson
• Is monitored with immediate corrective feedback after each item
• Builds accuracy through numerous practice opportunities within
the teacher-directed lesson
• 80% correct responses
NC Department of Public Instruction, Exceptional Children Division
Explicit Instruction- “Beefing Up Your Lessons”
NC Council For Exceptional Children Conference
January 2016
Lesson Analysis- Guided Practice
Did the teacher:
___
Guide students in performing the skill/strategy
___
Guide the students step by step
___
Use language that was clear, consistent, concise
___
Gradually fade prompts
___
Monitor student performance and provide
___
Engage all students
___
Tell, ask, remind
Body
corrective feedback
You do it/ Independent Practice
Purpose• determine whether students can perform a skill without any
physical, visual or verbal prompts
Check for understanding during unprompted practice
• Initial attempt at independent practice is done while students are
still in the group, so teacher can monitor and provide corrective
feedback
• Verify students’ understanding before independent work is given
• Carefully monitor students’ responses
• Have students do one item at a time, followed by checking the
response and providing feedback
• Continue until students are consistently accurate (90-95%)
Lesson Analysis- Independent Practice
Did the teacher:
___
Have students complete one item at a time, with no prompts from the teacher
___
Monitor student performance after each item and provide corrective feedback
___
Engage all students
___
Assure students had high levels of success
NC Department of Public Instruction, Exceptional Children Division
Explicit Instruction- “Beefing Up Your Lessons”
NC Council For Exceptional Children Conference
January 2016
Closing
• Interactive Review
• Preview
• Independent Work
•
Review
• Review critical content.
• Review must be interactive.
• Review should contain retrieval practice.
•
Preview
• Preview content of next lesson.
•
Independent Work
• Assign independent work.
• Review assignments, quizzes, projects, performances due in
future.
EXIT CARD
With the information I learned today, I commit to _________________________________,
by _______________________________________________________________________.
Contact Information
Ginger Cash
Consultant for Intervention, Charter Schools
Supporting Teaching and Related Services
Exceptional Children Division
NC Department of Public Instruction
ginger.cash@dpi.nc.gov
Lynne Loeser
Statewide Consultant- Specific Learning Disabilities
and ADHD
Supporting Teaching and Related Services
Exceptional Children Division
NC Department of Public Instruction
lynne.loeser@dpi.nc.gov
NC Department of Public Instruction, Exceptional Children Division