Secondary Explicit Direct Instruction and
Differentiation for Student Mastery

LEARNING OUTCOMES
 Articulate understanding of
connection between Explicit
Direct Instruction (EDI) and
Cultural Responsive Teaching
(CRT).
 Apply acquired knowledge
related to educational equity.
 Enhance professional skill set
as measured by Lesson Plan
and Thinking Map.
Learning Outcome and Establish Relevance
STUDENT ACHIEVEMENT
LENS: QUALITY INSTRUCTION,
EQUITY FOR ALL
Culturally
Responsive
Teaching
Learning Outcome and Establish Relevance
BIRTH ORDER ACTIVITY
In the four corners of this room, you will
see four large pieces of Post-It paper.
The chart paper is divided by birth order:
first born, middle child, youngest child,
only child. Please go to the chart paper
that represents your place in your
family’s birth order.
Learning Outcome and Establish Relevance
BIRTH ORDER ACTIVITY (Cont.)
 With your group please brainstorm those
characteristics which you feel are
associated with being the oldest,
youngest, middle or only child.
 YOU WILL HAVE 5 MINUTES. When the
music ends, please stop talking and listen
for next direction.
Learning Outcome and Establish Relevance
CRT STRATEGY #1
AWARENESS
Gender
Age
Birth Order
Race/Ethnicity
Learning Outcome and Establish Relevance

SJUSD DEMOGRAPHICS
http://www.ed-data.org
Learning Outcome and Establish Relevance

ACHIEVEMENT BY ETHNICITY
S JUS D 2007
Asian
American
B lack
Latino
White
Non
disadvantaged
scoring at/above
grade level
Disadvantaged
scoring at/above
grade level
82%
53%
49%
29%
45%
23%
72%
43%
Learning Outcome and Establish Relevance
S JUS D 2010
Asian
American
B lack
Latino
White
Non
disadvantaged
scoring at/above
grade level
Disadvantaged
scoring at/above
grade level
89%
61%
60%
33%
50%
31%
77%
46%
DATA:
THE COURAGEOUS CONVERSATION
 Modified expectations @ State and Federal
level
 *10-15% of all Title I monies go to PD
 *ARRA ($3,000,000)
“% of Teachers trained in SB curriculum?”
 Distinguished School
 Demonstrated ability to Close the
Achievement Gap
Learning Outcome and Establish Relevance

DATA:
THE COURAGEOUS CONVERSATION (CONT.)

Similar School Rankings (Secondary)


Asian/White Achievement Gap

-

4/12 schools with a ranking of 3 or less
Within our top four schools between
50-116 points (API)
Within our District 7%-14% gap (AYP)
Graduation rate
-
Declining (as measured by a static bar)
Learning Outcome and Establish Relevance

BRAINSTORM EVERYTHING YOU KNOW
ABOUT EXPLICIT DIRECT INSTRUCTION
Source of
Knowledge 1
Source of
Knowledge 2
Idea
1
Idea
2
Activation Prior Knowledge
Explicit
Direct
Instruction
Idea
3

Explicit Direct Instruction
EDI Lens
Quality Instruction: Welldesigned, well-taught lessons that
students get. A relentless focus on
improving how students are taught
in the classroom.
High Expectations: belief on
the part of the teacher that each
student can be a successful learner
and the communication of this
belief to each student through
positive personal interactions,
quality instruction, and rigorous
grade level assignments
Presentation
 Quality
instruction
 High
Expectations
 Equity for ALL
students
Turn and Talk
EXPLICIT DIRECT INSTRUCTION
RESEARCH
Teacher-centered explicit direct instruction
versus the progressive student-centered
approach produced higher achievement
among all students, and its effect is even
stronger for students who are underprepared.
Jeanne Chall 2000
Presentation
EXPLICIT DIRECT INSTRUCTION
RESEARCH
More effective for:
 students with learning disabilities at all
social levels
 GATE students
 at-risk students at all social levels
 all students of color
Jeanne Chall et. al 2008
Presentation
EXPLICIT DIRECT INSTRUCTION
DEFINED
Strategic collection of instructional
practices combined together to
design and deliver well-crafted
lessons that explicitly teach content,
especially grade level content, to all
students
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PUTTING IT TOGETHER
 Optional
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Lesson Planning Template
EXPLICIT DIRECT INSTRUCTION (EDI)
EDI always includes:
chunking of information
 continuous checking for understanding
during the lesson
 Goal: 85% students achieve correct
answer before/during independent
practice

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SPECIFIC LESSON DESIGN STRATEGIES
 Check
for
Understanding
 Learning Objective
 Lesson Importance
 Skill Development
 Concept Development
Presentation
 Activate
Prior
Knowledge
 Presentation
 Guided Practice
 Closure
 Independent Practice
SPECIFIC LESSON DELIVERY
STRATEGIES
 Explaining
 Modeling and/or
 Demonstrating
Checking for Understanding
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EDI ALWAYS INCLUDES SPECIFIC
LESSON DESIGN STRATEGIES
 Learning Objective
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LEARNING OBJECTIVE
 A statement that describes what
students will be able to do successfully
and independently at the end of a
specific lesson as a result of your
classroom instruction.
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LEARNING OBJECTIVE SUMMARY
 Ensure students
are taught concepts and skill as
opposed to filling out worksheets
 Focus on specific concepts/skill
 Know what to measure
 Clear expectations
 Ensure grade level content
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LEARNING OBJECTIVE
 Solve
 Write
Examples
 Identify
 Compute
 Describe
Presentation, Guided Practice, Check for Understanding
NONEXAMPLES
 Learn
 Understand
 Know
 Appreciate
NON-EXAMPLES
 Students will know the Quadratic formula.
 Students will use Excel.
 Students will have a conversation in Spanish.
 Students know local history
 Students will understand differences and
similarities between metamorphic igneous and
sedimentary rock.
 Students will learn fallacies of logic.
Presentation, Guided Practice, Check for Understanding
LEARNING OBJECTIVE
 Standards-based Learning Objectives
come from the state content
standards. However, Learning
Objectives are usually not the content
standards.
Presentation, Guided Practice, Check for Understanding
LEARNING OBJECTIVE
COURSE or CONTENT-ALIKE GROUPS
Create 2 - 3 standards-based learning
objectives
Write LO on Lesson Plan
Template.
Presentation, Guided Practice, Check for Understanding
ACTIVATING PRIOR KNOWLEDGE
 Used to provide a connection between
something the students already know and the
new content they are going to learn
 Activate students’ prior knowledge related to
either the Learning Objective’s concept or skill
 Activate prior knowledge through universal
experience (prior life experience) or sub-skill
review (prior academic experience)
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ACTIVATE PRIOR KNOWLEDGE
Read Pages 87-88: Three Steps in Activating
Prior Knowledge
#1 Activate (Concept or Skill, Universal
Experience or Sub-skill Review)
#2 Interact (Facilitate student interaction)
#3 Connect (Explain connection to new Lesson)
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ACTIVATING PRIOR KNOWLEDGE

Activating Prior Knowledge through story.

Read the PEMDAS Story about (4+2) x 2 ÷ 4
From
Presentation, guided practice, check for understanding
NCTM’s Mathematics Teaching in the Middle School, Vol. 5, No. 9 May 2000
Activating Prior
Knowledge steps
Teacher actions
Student actions
Activate (prior life
experience)
Provide PEMDAS
story
Students take turns
reading the story out
loud
Interact
Ask students what
Respond to teacher
they think the title, a prompts
numeric expression,
has to do with the
story.
Ask whether the
story followed any
particular sequence
or order
Connect
Presentation, Guided Practice, Check for Understanding
Relate the events to
basic operations and
show the need for
establishing an order
Adapted from NCTM’s Mathematics Teaching in the Middle School, Vol. 5, No. 9 May 2000
Discover the
relationship between
the events in the
story to math
operations and their
order
ACTIVATING PRIOR KNOWLEDGE
CONTENT-ALIKE GROUPS
Create an Activating Prior Knowledge
activity for each standards-based
learning objective you created earlier.
Write APK on Lesson Plan Template.
Guided Practice, Check for Understanding
BREAK
CHECK FOR UNDERSTANDING
The use of this one
strategy alone could
truly revolutionize
education … helping
students everywhere.
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The teacher
continually
verifying that
students are
learning what is
being taught
while it is being
taught.
CHECK FOR UNDERSTANDING
 Your students’ ability to successfully answer
CFU questions determines the pace of the
lesson.
 Guarantees high student success because you
provide additional examples and reteaching in
direct response to their ability to successfully
answer your questions.
 Confirms they know how before independent
practice.
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CHECK FOR UNDERSTANDING
 Teach First
 Ask a Question
 Pause
 Pick a Non-Volunteer
 Listen to the Response
 Effective Feedback
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CHECK FOR UNDERSTANDING
 Teach First – pp. 23
 Ask a Question – pp. 26
 Pause – pp. 28
 Pick a Non-Volunteer – pp. 32
 Listen to the Response – pp. 35
 Effective Feedback – pp. 36
Teach your concept to
the rest of the group
Guided Practice, Check for Understanding
CHECK FOR UNDERSTANDING
CONTENT ALIKE GROUPS
Create a Check for Understanding
strategy for each standards-based
learning objective you created
earlier.
Write CFU on Lesson Plan
Template.
Guided Practice, Check for Understanding
GUIDED PRACTICE
CRITICAL COMPONENT
 Initial practice under supervision
 Allows you to correct misconceptions or errors

Where you start to provide repetitions needed for
students to internalize the information
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GUIDED PRACTICE
Guided Practice, Check for Understanding
GUIDED PRACTICE
CONTENT ALIKE GROUPS
Create a Guided Practice activity for each
standards-based learning objective you
created earlier.
Write GP on lesson plan template.
Guided Practice, Check for Understanding
LESSON CLOSURE
Summarizing Our Learning
 Learning Objective
 Activating Prior Knowledge
 Checking For Understanding
 Guided Practice
Presentation, Closure
REVIEW EVERYTHING YOU KNOW ABOUT
EXPLICIT DIRECT INSTRUCTION
Source of
Knowledge 1
Source of
Knowledge 2
Idea
1
Idea
2
Closure, Check for Understanding
Explicit
Direct
Instruction
Idea
3
PD CLOSURE
 Check
for Understanding
 Learning Objective
 Lesson Importance
 Skill Development
 Concept Development
Lesson Closure
 Activate
Prior
Knowledge
 Presentation
 Guided Practice
 Closure
 Independent Practice
SESSION FEEDBACK