Characteristics of effective instruction

1. CEQP – Center for Equity Promotion Characteristics of effective instruction A Project LIFT Training Module Characteristics of Instruction Module

2. Effective Teacher Delivery • Quality of teaching • Effective teacher-student interactions • Methods for delivering the content • In combination with high quality curriculum materials

3. Effective Features of Instruction • Model/Demonstrate new instructional tasks and provide explicit instruction. • Actively engage students during teacher-led instruction and encourage student effort. • Provide multiple opportunities for students to respond and practice new skills. • Provide immediate error correction during instruction and independent work. • Engage students during independent work.

4. 1. Provide Explicit Instruction • Explicit instruction involves direct explanation. Concepts are clearly explained and skills are clearly modeled, without vagueness or ambiguity (Carnine, 2006). The teacher’s language is concise, specific, and related to the objective. This makes it clear what the students are to do and learn. Nothing is left to guess work.

5. Follow the Model-Lead-Test Procedure: • Model the concept or skill • Practice applying the concept or skill together • Have students apply the concept or skill on their own I Do It. We Do It. You Do It.

6. Modeling Instructional Tasks Demonstrate or model the task: • “I’ll say the sounds in (pause) mat- /m/-/a/-/t/” Guided practice: • “Say the sounds in (pause)matwith me - /m/-/a/-/t/” Independent practice: 3. “Your turn. Say the sounds in (pause)mat.” (only students respond - /m/-/a/-/t/)

7. Modeling Instructional Tasks • Teacher use of consistent language is important • Research has demonstrated that students learn more efficiently and more effectively when teachers use the same wording from example to example during initial teaching of concepts, rules and strategies.

8. Model-Lead-Test Procedure • Explicit Strategy Instruction • Define the strategy • Use think-alouds to explain the steps • Guided practice • Visual prompts and graphic organizers • Independent practice The next step is to tell what happened next.

9. Activity 1Tools: I Do It – You Do It – We Do It • Download Activity #1 – I Do It, We Do It, You Do It worksheet. • Watch video • Answer Questions • When completed, move on to the next slide • Activity should take approximately 30 minutes. I Do It. We Do It. You Do It.

10. 2. Engage Students During the Lesson • Pace lesson to maintain attention. Rapid pacing it often the best solution to many behavior problems. • Transitions quickly between tasks • Keeps close proximity to students • Intervenes with off-task students to maintain their focus • Teach with enthusiasm • Reinforce and reward student effort

11. 3. provide multiple opportunities for • students to practice instructional tasks. • Provide more than one opportunity to practice each new skill • Provide opportunities for practice after each step in instruction • Provide extra practice based on accuracy of student responses

12. RATE OF LEARNING 2016-2017 Per Year: MORE skills learned Per Minute: MORE Piis Per Hour: MORE Piis Per Day: MORE Piis Increasing Intensity of Instruction

13. Multiple Opportunities to Practice Group Responses Rationale: • Gives many opportunities for many students to respond. • Provides teacher with frequent feedback regarding every student’s progress. • If teacher does not require unison responding, the higher performing students are the ones most likely to respond and response first.

15. Multiple Opportunities to Practice Partner Responses Think-Pair-Share • Gives everyone the opportunity to share ideas with a partner before sharing them with the class

16. Multiple Opportunities to Practice Individual Responses • More Effective: • Ask a question • Give think time • Call on a student randomly • OR, have students first share their answer with partner, then call on a student randomly • Less Effective • Ask a question • Students raise hands • Teacher calls on a student with hand raised

17. Activity 2Multiple Opportunities to Respond • Stop the presentation. • Watch the video entitled, “Group Responses.” • Take note of how many opportunities each student had to respond during the short video and how the teacher used the the I Do It, We Do It, You Do It method of instruction. Discuss your notes with others in your group.

18. 4. Provide Corrective Feedback on All Student Responses • Provides affirmations for correct responses • Promptly corrects errors with provision of correct model • Limits corrective feedback language to the task at hand • Ensures mastery of all students before moving on

19. Provide Corrective Feedback • Affirmations √ Go beyond a simple “yes,” “good job” or “OK.” • Be specific! “Yes, /iiiiiiii/.” “Yes, that word is boat.” “Right, the fox was trying to come up with a plan to trick the hen.”

20. When there is one correct response Provide Corrective Feedback • “That word is where.”(model) • “Everybody, what word?” (test) (all students respond) • “Go back to the top of the list. Let’s see if we can get the whole list correct this time.” (delayed test) Compared to: • “John, that word is where. What word, John? Everybody needs to start over.”

21. Provide Corrective Feedback • Provide corrective feedback on all errors. • If students’ errors are missed or inadequate corrections are made today, those errors will almost certainly be repeated tomorrow.

22. Provide Corrective Feedback • Ensures student mastery • Decreases likelihood that the same error will be made again • Is given with appropriate tone and encouragement • Ends with students giving the correct response

23. 5. Ensure Students are Engaged During Independent Work • Establish and teach routines and procedures that encourage independence and on-task behavior • Align content with the lesson • Provide needed practice • Monitor student behavior • Reinforce appropriate behavior • Redirect inappropriate behavior

24. Activity 3Putting It All Together • For a final activity, please download Activity 3 from this training module. • Follow the directions for completition of the activity. • This activity will take approximately 45 minutes to complete.