Model of explicit instruction
This presentation is the property of its rightful owner.
Sponsored Links
1 / 17

Model Of Explicit Instruction PowerPoint PPT Presentation


  • 421 Views
  • Uploaded on
  • Presentation posted in: General

Model Of Explicit Instruction. Gradual Release of Responsibility Model. Student. Modeling. Teacher’s gradual release of responsibility. Independence. Teacher. Guided Practice. Spires & Stone, 1989, after Pearson & Gallagher, 1983. Dependent Learning

Download Presentation

Model Of Explicit Instruction

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Model of explicit instruction

Model Of Explicit Instruction

Gradual Release of Responsibility Model

Student

Modeling

Teacher’s gradual release of responsibility

Independence

Teacher

Guided Practice

Spires & Stone, 1989, after Pearson & Gallagher, 1983


Model of explicit instruction

  • Dependent Learning

    • Direct Instruction that establishes purpose, models thinking, demonstrates skills, and teaches for metacognition.

    • Must consists of a Focused Lesson


Focused lesson

Focused Lesson

  • Clearly establish a purpose and model their own thinking.

  • Provide students with information about the ways in which a skilled reader, writer, or thinker processes information.

  • Almost always done with the whole class and typically last around 15 minutes (depending on the age group)


Clearly establishing a purpose

Clearly establishing a purpose:

  • A clear, general statement of learner outcomes,

  • Related to an identified problem and needs assessment

  • Achievable through instruction


What to look for

What to Look For

  • The teacher establishes the purpose for the lesson.

  • Both content and language goals are established.

  • The teacher uses “I” statements to model thinking.

  • Questioning is used to scaffold instruction, not to interrogate students.

  • The lesson includes a decision frame for when to use the skill or strategy.

  • The lesson builds metacognitive awareness, especially indicators of success

  • Focus lessons move to guided instruction, not immediately to independent learning


Model of explicit instruction

  • Dependent Learning

    • Direct Instruction that establishes purpose, models thinking, demonstrates skills, and teaches for metacognition.

  • Shared Learning

    • Guided Instruction and tasks that require joint intellectual effort, such as jigsaws, case studies, group projects, numbered heads together, etc.


Shared learning two parts

Shared Learning: Two Parts

  • Guided Instruction

    • Almost always done with small, purposeful groups, which are composed based on students’ performance on formative assessments.

    • Consist of students who share a common instructional need that the teacher can address.

    • Ideal time to differentiate based on needs


What to look for1

What to Look For

  • Small-group arrangements are evident.

  • Grouping changes throughout the semester.

  • The teacher plays an active role in guided instruction, not just circulating and assisting individual students.

  • A dialogue occurs between students and the teacher as they begin to apply the skill or strategy.

  • The teacher uses cues and prompts to scaffold understanding when a student makes an error an does not immediately tell the student the correct answer.


Shared learning two parts1

Shared Learning: Two Parts

1. Guided Instruction

2. Collaborative Learning

  • Key is the requirement for independent products from the group collaboration.

  • It is not the time to introduce new information to students.

  • Should be a time for students to apply information in novel situations or to engage in a spiral review of previous knowledge.

  • Critical to the success of the gradual release of responsibility model of instruction


What to look for2

What to Look For

  • Small-group arrangements are evident.

  • Grouping changes throughout the semester.

  • The teacher has modeled concepts that students need to complete collaborative tasks.

  • Students have received guided instruction of the concepts needed to complete collaborative tasks.


Model of explicit instruction

  • Dependent Learning

    • Direct Instruction that establishes purpose, models thinking, demonstrates skills, and teaches for metacognition.

  • Shared Learning

    • Guided Instruction and tasks that require joint intellectual effort, such as jigsaws, case studies, group projects, numbered heads together, etc.

  • Independent Learning

    • Tasks that are meaningful, experiential, and relevant, which the student completes on his or her own.


Independent learning

Independent Learning

  • Students should not be asked to do unfamiliar tasks - tasks for which they have not had instruction - independently.

  • Too many students are asked to complete independent tasks in the absence of good instruction.


What to look for3

What to Look For

  • Students have received focus lessons, guided instruction, and collaborative learning experiences related to concepts needed to complete independent tasks.

  • Independent tasks extend beyond practice to application and extension of new knowledge.

  • The teacher meets with individual students for conferencing about the independent learning tasks.


Complete model

Complete Model

  • Focus Lessons: Establishing the lesson’s purpose and then modeling your own thinking for students.

  • Guided Instruction: Strategically using prompts, cues, and questions to facilitate students’ increased responsibility for task completion.

  • Collaborative Learning: Enabling students to discuss and negotiate with one another to create independent work, not simply one project.

  • Independent Tasks: Requiring students to use their previous knowledge to create new and authentic products.


This instructional model is intentional purposeful and explicit

This instructional model is intentional, purposeful, and explicit.


  • Login