Common Board Configuration (CBC)
DATE: June 10, 2013
BELL RINGER:
“Do’s and Won’ts”
VOCABULARY: introduction; guided practice;
collaborative practice; independent practice;
scaffolding; recursive; modeling; think-aloud;
gradual release of responsibility; progress
monitoring; corrective feedback
AGENDA:
OBJECTIVE: To provide information
on how to plan and conduct lessons
on which literacy skills are explained,
demonstrated, and taught using
explicit instruction.
BENCHMARK:
Demonstrate an understanding of the
elements of explicit instruction .
ESSENTIAL QUESTION: How can
the consistent use of systematic
explicit instructional techniques
enhance students’ learning?
EXIT SLIP: 3-2-1
1.
List three things that
explicit instruction is.
2.
List two things that
explicit instruction is not.
3.
List the one component
of explicit instruction
that you still have
questions about.
HIGHER ORDER QUESTIONS:
• How will I ensure that
teachers successfully
incorporate collaborative
strategies during group
work?
HOME LEARNING:
Utilizing the ELA Common
Core Standards for your grade
level, develop an explicit
lesson.
“Do’s
and Won’ts”
List two best practices and/or
instructional strategies that were
effective this year. Briefly explain.
List one practice and/or instructional
strategy that was ineffective this year.
Briefly explain.
Objectives
At the end of this training session, you will be
able to:
1.
state a definition of explicit instruction
2.
list the components of explicit instruction
3.
provide examples for each of the components
“Tell me and I forget. Teach me and I
remember. Involve me and I learn.”
–Benjamin Franklin
Explicit Instruction: Why Embrace It?
• Research supports that explicit instruction is more
effective and efficient, especially for struggling students,
including those with disabilities
• Explicit instruction is instruction that does not leave
anything to chance, and it does not make assumptions
about skills and knowledge that children will acquire “on
their own.”
• Through explicit and systematic teaching, teachers can
actually help “rewire” the brains of struggling readers and
help them overcome reading problems.
Chall, The Academic Challenge: What Really Works in the
Classroom
Activity
Read Like a Detective!
• Read the Sixteen Elements of Explicit Instruction.
• With your table group, select the elements that are
directly related to the component you were
assigned (Planning, I Do, etc.).
• After a brief discussion, use the attached
worksheet to record its’ instructional impact on
teaching and learning; describe what your
component looks and sounds like in action.
Explicit Instruction = Effective Instruction
Explicit:
• an unambiguous and direct approach
that supports or scaffolds learning
Effective:
• research based proven strategies
– Design and Delivery Components
Efficient:
• maximizes learning in the shortest
amount of time
Essential Components to EI
Appropriate
Pacing
Frequent
Student
Responses
Provide
Adequate
Processing
Time
Instructional
Delivery
Components
(Hall, 2002)
Monitor
Responses
Corrective
Feedback
Let’s Think About It…
• When students actively participate in
their learning, they achieve greater
success.
• The teacher must elicit student
responses several times per minute,
for example ask students to say, write,
or do something. Highly interactive
instructional procedures keep students
actively engaged, provide students
with adequate practice, and help them
achieve greater success.
Frequent
Student
Responses
Let’s Think About It…
• The pace of instruction is influenced
by many variables such as task
complexity or difficulty, relative
newness of the task, and individual
student differences.
• When tasks are presented at a brisk
pace, three benefits to instruction are
accomplished: (a) students are
provided with more information, (b)
students are engaged in the
instructional activity, and (c) behavior
problems are minimized (students stay
on‐task when instruction is
appropriately paced).
Appropriate
Pacing
Let’s Think About It…
• Think time (adequate processing time)
is the amount of time between the
moment a task is presented and when
the learner is asked to respond.
• Time to pause and think should vary
based on the difficulty of the task
relative to the student(s). If a task is
relatively new, the amount of time
allocated to think and formulate a
response should be greater than that
of a task that is familiar and in the
learners' repertoire.
Provide
Adequate
Processing
Time
Let’s Think About It…
• This is an essential teacher skill to
ensure that all learners are mastering
the skills the teacher is presenting.
Watching and listening to student
responses provides the teacher with
key instructional information.
• Adjustments may be made during
instruction. Teachers should be
constantly scanning the classroom as
students respond in any mode.
Monitor
Responses
Let’s Think About It…
• Students should receive immediate
feedback to both correct and incorrect
responses.
• Corrective feedback needs to be
instructional and not accommodating.
• Feedback to reinforce correct
responses should be specific. Feedback
should not interfere with the timing of
the next question/response interaction
of the teacher and student.
• Feedback that does not meet these
criteria can interrupt the instructional
episode and disrupt the learner's ability
to recall.
Corrective
Feedback
Effective Instruction Steps
Corrective
feedback
Independent
practice
Guided practice
Modeling/demonstration
Explanations and
directions
Opening instructional
routine
Learning objective
(Carnine, 1997)
Implementing Lessons with EI
Phase 1:
Introduction and Review
– Students are drawn into
the lesson
– Teacher attracts students’
attention
– Teacher activates
background knowledge
through a thorough review
of prerequisite knowledge
or skills
Implementing Lessons with EI
Phase 2:
I DO (Modeled Instruction)
– New content is presented and
explained
– Teacher begins schema
production by explaining and
illustrating the concept or
thinking aloud and modeling
the skill being taught
– Teacher promotes
involvement by modeling,
providing examples, and
actively questioning students
to guide their understanding
Implementing Lessons with EI
Phase 3
Guided Practice (We Do /They Do)
– Students practice the concept or
skill under the teacher’s guidance
with high levels of interaction
– Teacher helps students develop
perceptions of competence
– Teacher ensures success
– Teacher monitors progress
– Role of teacher changes.
Teacher moves from information
provider and modeler to COACH,
withdrawing instructional support
as students master skill.
Increasing Motivation with EI
The guided practice of EI develops perceptions of competence.
Perception of competence is highly motivating.
As students become more competent in using the concept or
skill, they equate their hard work with success.
Implementing Lessons with EI
Phase 4
Independent Practice (You Do)
– Students practice using the
concept or skill on their own
– Students develop automaticity
– Students develop the ability to
transfer their understanding to new
contexts
– Two stages: (1) students practice
on their own under teacher
supervision and (2) students work
completely on their own
Activity
A
Lesson Delivery
Student Engagement
Video
Planning for an Explicit Lesson
Planning for an Explicit Lesson
Planning for an Explicit Lesson
ETO Template
Discuss the process aloud as you are doing it. “This is
what I do first, next, etc…..
• Direct Definition and reason this is an important skill.
I will show you how to…
This is how I remember what I'm reading…
• Today we are going to learn about…
This is what I thought…
• The reason we are going to learn about…
I say to myself…
• This is important because…
Do you see how I talk to myself as I read?
• The strategy we are going to learn about is called:
I knew right here (point to text) that…
This means:
As I was reading I realized…
• By the end of the lesson, you will be able to…
As I was reading I wondered…
Now that I've read, I realize…
Now that I've read, I understand…
The secret to this is…
Before you read on your own, let me show you how I…
ETO Template
• How can students practice (e.g.,
teacher/students, students/students) the
concept while the teacher monitors their
understanding?
• Now let’s practice together, remember I did it
like this, you try it, what was the next step……
• We will read this together and I expect you
to…
• Students practice together and
engage in student accountable talk
ETO Template
Now you do it and I will watch
you, remember the steps we
used to……. While the students
are doing this circulate and
immediately give feedback and
correct mistakes.
VERY IMPORTANT: Make the
relevant connections. Discuss
why this is an important skill.
Why do they need to know it
and where they might apply this
skill.
• List three things that
explicit instruction is.
• List two things that
explicit instruction is
not.
• List the one
component of explicit
instruction that you
still have questions
about.
HOME LEARNING
Utilizing the ELA
CCSS for your grade
level, develop an
explicit lesson.
Thank You!
Mrs. Karen L. Moore, Ed.S.
klmoore@dadeschools.net
Ms. Darlene Diaz
darlenediaz@dadeschools.net