explicit instruction

Explicit Instruction - Middle Schools

Part 1: Big Ideas

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Anita L. Archer, Ph.D.Author – Consultant – Teacher

[email protected]

Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications.

www.explicitinstruction.org

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Quality Instruction

“The quality of teachers is the single most important factor in the educational system.”

Wiliam, 2012

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Quality Instruction

Student Teacher Outcome

50th 3 years high teacher 90th

50th 3 years low teacher 37th

Sanders and Rivers, 1996

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Quality Instruction

Teachers taught by most effective teacher learn in six months what students learn in a year by an average teacher.

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Quality Instruction

Benefits of high teacher quality greater for low performing students than higher performing students.

Slater, Davis, and Burgess, 2008

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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 instruction design and delivery. Archer & Hughes, 2011

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Explicit Instruction and Discovery Not an either or - but a when.

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Explicit Instruction

Discovery

Little or nobackground knowledge

A great deal of background knowledge in the domain

History of difficulty, of failure

History of success

Explicit Instruction Hattie & Yates, 2014

Teacher as activator (Fully Guided Instruction)

d Teacher as facilitator d

Teaching students self-verbalization .76 Inductive teaching .33

Teacher clarity .75 Simulation and gaming .32

Reciprocal teaching .74 Inquiry-based teaching .21

Feedback .74 Smaller classes .21

Metacognitive Strategies .67 Individualized instruction .22

Direct Instruction .59 Web-based learning .18

Mastery Learning .57 Problem-based learning .15

Providing worked examples .57 Discovery method in math instruction .11

Providing goals .50 Whole language .06

Frequent effects of testing .46 Student control overlearning .04

Behavioral organizers .41

Average activator .61 Average facilitator .19

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Big IdeasDesign of InstructionBig Idea #1 Focus on critical contentBig Idea #2 Break down complex skillsBig Idea #3 Provide systematic instructionBig Idea #4 Provide judicious practiceDelivery of InstructionBig Idea #5 Elicit frequent responsesBig Idea #6 Carefully monitor responsesBig Idea #7 Provide feedbackBig Idea #8 Maintain a brisk pace

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Big Idea #1 Focus on Critical Content

Focus instruction on critical content.

Skills, strategies, vocabulary terms, concepts, and rules that will empower students in the future are taught.Examples

Reading Decoding words (single and multi-syllabic words) Reading fluently (accurate, appropriate rate, expression) Understanding vocabulary (General Academic and Domain-Specific) Understanding passages (comprehension)

Vocabulary Unknown Critical to understanding Generalize More difficult

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Explicit Instruction of Vocabulary

Selection - Vocabulary

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Text: American Journey Chapter 11, Section 1

Publisher: Glencoe Jacksonian Democracy

favorite son

majority plurality mudslinging

landslide nominating convention

tariff suffrage

nullify secede

Explicit Instruction of Vocabulary

Selection - Vocabulary

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Text: My World Chapter 4, Section 3

Publisher: Pearson Central America and the

Caribbean Today* carnival * Santeria * diaspora *microcredit

* ecotourism indigenous democracy parliamentary

system

dictatorship free-trade

agreements

Big Idea #1 Focus on Critical Content

Focus instruction on critical content.

Skills, strategies, vocabulary terms, concepts, and rules that will empower students in the future are taught.

Especially for intervention instruction.

“Teach the stuff and cut the fluff.”

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Big Idea #2

Break down complex skills

Complex skills and strategies are broken down into smaller (easy to obtain) instruction units

Promotes success

Avoids cognitive overload

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Body of Argument EssayTranscription1. When given a reason and related facts and details, can write a

paragraph with a topic sentence stating the reason.

2. When given a reason and related facts and details, can write a paragraph with a topic sentence stating the reason followed by sentences containing facts and details, connected with transition words and phrases.

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Body of Argument EssayPlanning and Transcription3. When given a position on a topic, can generate reasons to support that

position.

4. When given a topic, can generate a position and reasons to support that position, and details to logically support each reason.

5. When given a topic, can generate a plan for the body of an essay (the claim, the reasons, details to support each reason, counterarguments) and transcribe the plan into coherent paragraphs.

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Introduction6. For previously formulated bodies of argument essays, writes an

introduction that: a) states the writer’s claim, b) introduces reasons to support the writer’s claim, and, if appropriate, c) introduces counterarguments.

Conclusion7. For previously formulated argument essays, writes a short

conclusion “wraps it up” the essay by: a) summarizing the opinion and reasons or b) calling for some action to be taken.

Argument Essays8. When given a topic, can plan, write, revise, and edit an argument

essay that includes: a) an effective introduction, b) a well structured body with logically organized reasons and related details, linked with appropriate transition words and phrases, and c) a short conclusion that “wraps it up”.

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Big Idea #3 - Provide Systematic Instruction

Lessons: 1. Are organized and focused

2. Begin with a statement of goals

3. Provide interactive review of preskills and knowledge

4. Provide step-by-step demonstrations

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Provide Systematic Instruction

5. Provide guided and supported practice

6. Use clear and concise language

7. Provide scaffolding to increase student success

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opening attention review preview

body

closing review preview

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Lesson Opening Attention

Use a verbal cue such as “Listen” or “We are going to begin.” Follow the verbal cue with silence.

Review Review the content of the previous lessons. Review necessary preskills for today’s lesson. Review background knowledge needed for today’s lesson. Be sure that the review is interactive.

Preview State the goal of the lesson. Preview the activities for the period.

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Lesson Closing Review

Review the skills/strategies/concepts/information taught. Be sure that the review is interactive.

Preview Preview the content that will be taught in the next

lesson. Independent Work

Review assignments /quizzes/ projects/ performances due in the future. Have students record all assignments.

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What we teach:

1. Facts and information

2. Skills and Strategies (How to do it)

3. Vocabulary and Concepts (What it is)

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Provide Systematic Instruction Design of Instruction

Explicit Instruction of Facts/Information

AttendIntendRehearse Retrieve

(organize)

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Design of Instruction

Explicit Instruction of Skills/Strategies

Model I do it. My turn.

Prompt We do it. Let’s do this together.

Check You do it. Your turn.

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Model (I do it.) “My Turn.” Show

Proceed step-by-step. Exaggerate the steps.

Tell Tell students what you are doing. Tell students what you are thinking.

Gain Responses What they already know. Repeating what you tell them.

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As you prepare for modeling,

Ask yourself what common errors do students make?

How can I “precorrect” those errors within the model?

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Comprehension Strategy

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Paragraph Shrinking

1. Name the who or what.(The main person, animal, or thing.)

2. Tell the most important thing about the who or what.

3. Say the main idea in 10 words or less.

(Optional: Record your main idea sentence.)

(From the PALS program by Fuchs, Mathes, and Fuchs)

Strategy – I do it.

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The Coldest Continent

Antarctica is not like any other continent. It is as far south as you can go on earth. The South Pole is found there. Ice covers the whole land. In some places the ice is almost three miles thick. Beneath the ice are mountains and valleys.


Prompt (We do it.) “Let’s do ---- together.”

Prompt by doing behavior at the same time.

OR

Prompt verbally. Guide or lead students through the strategy. Step - do - Step - do - Step - do - Step - do Gradually fade your prompt.

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Strategy – We do it.

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The weather in Antarctica is harsh. It is the coldest place on Earth. The temperature does not get above freezing. It is also one of the windiest places in the world.


Check for understanding. (You do it.)

Verify students’ understanding before independent work is given.

Carefully monitor students’ responses.

Continue until students are consistently accurate.

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Strategy – You do it.

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Not many living things are found in Antarctica. People go there to study for only a short time. Very few animals can live there. Yet many animals live on nearby islands. Seals and penguins swim in the ocean waters. They build nests on the land. Some birds spend their summers in Antarctica. But most of the continent is just ice, snow, and cold air.

Provide Explicit InstructionDesign of Instruction

Explicit Instruction of Concepts(Vocabulary)

1. Introduce the word.2. Provide a “student-friendly explanation.”3. Illustrate with examples.4. Check understanding.

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Step 1. Introduce the word.a) Show the word on the screen.b) Read the word and have the students repeat the word.

If the word is difficult to pronounce or unfamiliar have the students repeat the word a number of times or say the parts of the word as they tap.

Introduce the word with me.

This word is suffrage. What word? suffrage Tap and say the parts of the word. suf frage Read the word by parts. suf frage What word? suffrageSuffrage is a noun.

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Step 2. Introduce meaning of word. Have students locate the definition in the glossary or text and break the definition into the critical attributes. ORPresent the definition using critical attributes.

Glossary: Suffrage - the right to vote

suffrage- the right - to vote

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Step 3. Illustrate the word with examples.

a. Concrete examples

- objects- acting out

a. Visual examplesb. Verbal examples

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Suffrage Examples

When the United States was founded only white men with property had suffrage.

At the time of the American Civil War, most white men had been granted suffrage.

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Suffrage Examples

In 1920, women were granted suffrage. The passage of the Nineteenth Amendment granted women the right to vote in all United States elections.

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Suffrage Examples

The Voting Rights Act of 1965 outlawed discriminatory voting practices that denied suffrage to many African Americans in the United States.

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Step 4. Check students’ understanding. Option #1. Ask deep processing questions.Check students’ understanding with me.

Why is suffrage a critical aspect of a democracy? Begin by saying or writing:

Suffrage is a critical aspect of democracy for the following reasons. First, ____________

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Step 4. Check students’ understanding.Option #2. Have students discernbetween examples and non-examples.

Check students’ understanding with me.

Tell me suffrage or not suffrage.

The right to run for elected office. not suffrage Why not?The right to vote. suffrage Why?The right to develop ads for a candidate. not suffrage Why not?

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Step 4. Check students’ understanding.Option #3. Have students generate their own examples.

Check students’ understanding with me.

Make a list of ways that suffrage could be limited or compromised.

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suffrage noun

suffragist noun

In 1917, all women in the United States did not have suffrage, the right to vote. Suffragists in New York City collected more than a million signatures of women demanding voting rights. They then paraded down Firth Avenue with the signature placards.

Vocabulary Instructional Routine

Step 1: Introduce the word.

Step 2: Introduce the word’s meaning.

Step 3: Illustrate the word with examples. (and non-examples when helpful)

Step 4: Check students’ understanding.

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linear perspective Introduce the term and its

meaning.

parallel lines recede in the distance appear to get closer together and

converge creates illusion of depth and distance

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linear perspective Provide examples.

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linear perspective Provide examples.

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linear perspective Check understanding.

How did the artist use linear perspective to create depth and distance?

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linear perspective A Street in Venice by Sargent

Check understanding. How did the artist use linear perspective to create depth and distance?

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Big Idea #4Provide Judicious Practice

PracticePracticePractice

Tier 3 students may require 10 to 30 times as many practice opportunities as peers.

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Provide Judicious Practice

Initial Practice Occurs under watchful eye of the teacher

Provide numerous practice opportunities within the teacher-directed lesson to build accuracy. Provide immediate feedback after each item.

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Distributed Practice

Studying or practicing a skill in short sessions overtime.

Distributing practice overtime (versus massing practice in one session) aids retention in a variety of academic areas.

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Cumulative Review

Provide intentional review of previously taught skills/strategies/concepts /vocabulary/knowledge.

Goal is to increase long-term retention.

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Optimize Practice

1.Deliberate practice

2.Retrieval practice

3.Distributed practice (Spaced practice)

4.Varied practice

5.Mixed practice (Interleaving) 56

Example – Spaced PracticeVocabulary – Core Reading Program

Monday Tuesday Wednesday Thursday Friday

Introduction of vocabulary for Passage A

Quick retrieval practice

Quick review and elaboration of difficult words

Introduction of vocabulary for Passage B



Game - Mixed practice of difficult words A and B

Introduction of vocabulary for Passage C



Game - Mixed practice of difficult words A, B, and C

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It is not: Drill and Kill

It is: Drill and Skill

Perhaps: Drill and Thrill

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Let us remember:

How well we teach =

How well they learn

Teach with Passion

Manage with Compassion

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explicit instruction - middle schools part 1: big ideas 1

Documents

instruction design

direct instruction

math instruction

individualized instruction

quality instruction

guided instruction dteacher

feedback big idea