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Explicit vs. Implicit

Explicit Instruction A Buffalo Public Schools Initiative PDAE/BUATA PLO Session One January 28, 2009. Explicit vs. Implicit. Teacher expects students to infer missing information. Skills are taught without consideration for developmental sequence.

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Explicit vs. Implicit

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  1. Explicit InstructionA Buffalo Public Schools InitiativePDAE/BUATA PLO Session OneJanuary 28, 2009

  2. Explicit vs. Implicit • Teacher expects students to infer missing information. • Skills are taught without consideration for developmental sequence. • Teacher relies on “teachable moments” and happenstance. • Teacher uses precise and exact language. • Skills are taught sequentially. • Teacher sticks to the lesson focus- tangential conversation is put in the “parking lot”.

  3. The Five Attributes of Explicit Instruction • Direct Explanation • Modeling • Guided Practice • Corrective Feedback • Application (From CORE Sourcebook 16.4)

  4. Direct Explanation At the onset of class- • Clearly state lesson objective and desired outcome. • Explain why the objective and lesson is relevant. • Share the assessment tool that will be used. more

  5. Direct Explanation • Choose language that is: • Clear, precise, and unambiguous. • Student friendly. • Age-appropriate. • Make connections to previously learned material.

  6. Modeling “I do” • Show students how to successfully achieve the objective. • Demonstrate: • In step-by-step fashion. • Limit language and speak with clarity. • Make eye contact with students to ensure understanding. • Provide exemplars (teacher product and authentic product).

  7. Guided Practice“We do” • Give students adequate time to imitate skill with you. • Use materials based on student’s instructional level and what is available. • Engage students in discussion around the new material. • Observe students at work during practice and prepare to give corrective feedback. • Provide extra practice based on student responses and outcomes.

  8. Corrective Feedback • Provide the correct answer if student outcome is not correct. “My turn” • Model the correct response or skill again. • This may be done during large group or small group instruction. • Students should have the opportunity to practice again. “Your turn” • Students provide the answer and practice skill again following teacher’s correction. more

  9. Corrective Feedback • Allow time for discussion and review of student work. • Schedule additional practice activities and lessons based on informal observations. • Be honest with corrective feedback. • Refrain from saying something is “good” if it does not follow expectations laid out by teacher. • Redirect by modeling and implementing guided practice.

  10. Application • Check for understanding and “transfer of learning”. • Students should be able to show their understanding by : • Talking about what they have accomplished using age-appropriate language and vocabulary. • Connecting what they have learned with multiple texts and disciplines. more

  11. Application • Completing tasks successfully as outlined by teacher through Direct Explanation. • Completing tasks successfully as outlined by teacher. • Discovering opportunities within the lesson learned. • Ultimately, students should be able to work independently to reach expected outcome and eventual mastery of the skill. more

  12. Application Key Words: Applies Changes Creates Constructs Demonstrates Modifies Prepares Produces Reproduces Relates Shows Solves Uses

  13. Scaffolding LearningGradual Release of Responsibility Model 1. 2. 3. 4. • This graphic is based on work by Pearson and Gallagher (1983). In a later study, Fielding and Pearson (1994) identified four components of instruction that follow the path of the gradual release of responsibility model: • Teacher Modeling • Guided Practice • Independent Practice • Application. Teacher Responsibility Student Responsibility

  14. What does it all mean? What does this look like in my classroom?

  15. Explicit Instructionin the Art Room Direct Explanation Modeling Guided Practice Corrective Feedback Application

  16. Explicit Instructionin the Art Room Direct Explanation • State what the class will be learning about in a clear manner. • Use a “Goals Checklist”. • Specifically state up to, but no more than, five outcomes students should know by the end of class and/or lesson. • Reiterate what students will know at the end of the lesson using age-appropriate vocabulary. • Be clear from the beginning on how students will be assessed.

  17. A Goals Checklist may look like… Today, we will be learning about Line and the important role it has in art. Today we will: • Define what Line is. • Explain the importance of Line as an Element of Art. • Explore drawing a variety of Lines (at least 5) through guided practice. • Apply our knowledge of Line by creating a line design on paper and on an unusual surface.

  18. Explicit Instructionin the Art Room Modeling • A visual demonstration should always accompany a lesson. • Use the same materials that students will use. • Pace each step. Stop to make sure that understanding is taking place. Redo if students are unclear. Do not rush through. • Use exemplars that do not need student extrapolation. Visuals should make sense.

  19. Explicit Instructionin the Art Room Guided Practice • After modeling, students should have an opportunity to practice with you. • This practice is best to use when teaching technical aspects of drawing, painting, etc. • Circulate around the room to gauge whether or not students are following your lead.

  20. Explicit Instructionin the Art Room Corrective Feedback • Ask questions out loud to guide students: • “Are you drawing at least 5 variety of lines? Are you making a line design that meets the criteria discussed earlier?” • Give positive, but honest, feedback. • These lines are interesting, but you only have 3 varieties of line.What else can you do to complete the assignment outcome?”

  21. Explicit Instructionin the Art Room Application • Give students an opportunity for independent work. • Refer to the Goals Checklist to make sure you and your students stay on course. • Remind students about assessment requirements. • Give students appropriate amount of time to complete a project. Don’t over/under extend a lesson. This leads to frustration at all levels.

  22. Explicit Instructionin YOUR Art or Music Room • Questions to think about… 1) How do you think the specificity of this practice can help your students in the art or music room? 2) How well do you think the specificity of this practice will help you in preparing art lessons? These questions will most likely be addressed in your small group discussions and reflections with your mentors.

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