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Explicit Instruction Webinar #2 Designing Lessons - Skills and Strategies

Explicit Instruction Webinar #2 Designing Lessons - Skills and Strategies. Presented by: Gina Hopper, SESTA Director With permission from Dr. Anita A. Archer . Permission & Acknowledgements. The content of this session is expanded in Chapter 2 of this book:

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Explicit Instruction Webinar #2 Designing Lessons - Skills and Strategies

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  1. Explicit Instruction Webinar #2Designing Lessons - Skills and Strategies Presented by: Gina Hopper, SESTA Director With permission from Dr. Anita A. Archer

  2. Permission & Acknowledgements • The content of this session is expanded in Chapter 2 of this book: Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications. • Videos that illustrate explicit instruction can be found on this website. www.explicitinstruction.org • The slides in this presentation were designed by Anita Archer and modified as needed by the trainer, Gina Hopper. Special thanks to the Idaho Department of Education, Special Education Division and Boise State University’s, The Center for School Improvement and Policy Studies.

  3. Session Purposes The participant will be able to: 1. Outline the three components of an Explicit Instruction lesson 2. Describe the elements of a lesson opening 3. Describe the elements of a lesson closing 4. Describe the components of the body of a lesson when teaching a skill or strategy (I do it. We do it. You do it.)

  4. Design of Instruction Focus on: • General lesson design • Lesson design when teaching skills and strategies

  5. Review Elements of Explicit Instruction Let’s get started…

  6. Elements of Explicit InstructionDesign of Instruction Lessons 1. Are organized and focused 2. Begin with a statement of goals 3. Provide review of prior skills and knowledge

  7. Elements of Explicit InstructionDesign of Instruction 4. Provide step-by-step demonstrations 5. Use clear and concise language 6. Provide a range of examples and non-examples 7. Provide guided and supported practice

  8. General Lesson Design • Opening • Attention • Review • Preview • Body • Closing • Review • Preview • Independent Work

  9. General Lesson DesignLesson Opening - Attention Attention • Provide a verbal cue such as • “Listening” • “We are going to begin” • “Eyes and ears on me” • Follow the verbal cue with silence • Regain attention throughout the lesson

  10. General Lesson DesignLesson Opening - Review Review • Review content of previous lessons • Review necessary prerequisite skills (preskills) for target skill being taught • Review background knowledge needed for today’s lesson • Review must be interactive • Request responses during review

  11. General Lesson DesignLesson Opening - Review What are the benefits of an interactive review?

  12. General Lesson DesignLesson Opening - Preview Preview • State goal of lesson • Use student-friendly language • Discuss relevance of target skill (or larger goal) 3 W’s • Where? • Why? • When?

  13. General Lesson DesignLesson Opening • Attention • Provide a verbal _________such as “Listening” or “We are going to begin” • Follow the verbal cue with ____________________ • Review • Review content of previous lessons • Review necessary _____________________ for target skill being taught • Review ___________ _______________ needed for today’s lesson • Review must be ____________________________ • Preview • State _________________ of lesson • Discuss _______________ of target skill (or larger goal) • 3 W’s __________ ___________ ____________

  14. General Lesson DesignLesson Closing • Review • Review critical content • Review must be interactive • Preview • Preview content of next lesson • Independent Work • Assign independent work • Review assignments, quizzes, projects, performances due in future

  15. General Lesson DesignLesson Closing • Review • Review _____________ content • Review must be _______________________ • Preview • Preview ______________ of next lesson • Independent Work • Assign __________________ work • Review assignments, quizzes, projects, performances due in the ____________

  16. General Lesson Design • Opening • Attention • Review • Preview • Body • Closing • Review • Preview • Independent Work

  17. General Lesson Design Body of Lesson Varies across subjects and grades May include instruction on: • Skills and strategies (How to do something) • Vocabulary and concepts (What something is) • Rules (If ______ then ______ ) • Facts

  18. General Lesson Design Are you teaching a: • Skill or strategy • Vocabulary or concept • Rule • Fact Students are preparing for reading a passage about the United Nations.

  19. General Lesson Design The teacher: 1. ______________ introduces the meaning of humanitarian, disarmament, non-proliferation. 2. ______________ tells students that there are 193 member states in the United Nations. 3. ______________ demonstrates how to take Cornell notes on passage content. 4. ______________ introduces procedure for writing a summary on the passage.

  20. Body - Skill or StrategyHow to do something Take notes on information text* Write a summary of content* Write an opinion piece* Solve an equation Write up a science experiment *=aligns to Marzano’s research • Sound out word • Determine meaning of word using context clues • Determine meaning of word using root and affixes • Spell an unknown word • Determines cause and effect* • Make Inferences*

  21. Body - Skill or StrategyHow to do something What are some of the skills or strategies that you teach?

  22. Body - Skill or Strategy • The Three Components • Model I do it • Prompt We do it • Check You do it Anita Archer, 1977

  23. Body - Skill or Strategy Simple skill or strategy • Model I do it Teacher performs Students watch • Prompt We do it Teacher performsStudents perform • Check You do it Teacher watches Students perform

  24. Body - Skill or StrategySimple Examples Example B. Counting by fives 1. Listen as I count by 5’s. 5, 10, 15, 20 2. Count by 5’s with me. 5, 10, 15, 20 Again. 5, 10, 15, 20. Again. 5, 10, 15, ____. Again 5, 10, ___ ___. Again. 5, ___ ___ ___. Count by 5’s on your own. 5, 10, 15, 20 Example A. Letter/sound association 1. (Writes letter m) This sound is /mmmmmm/ 2. Say the sound with me. /mmmmmmm/ 3. What sound? /mmmmm/

  25. Body - Skill or StrategySimple Examples Example D. Segmenting long word for spelling 1. When you spell a long word, it is useful to break the word into parts. Let’s practice that skill. My turn. The word is convention. I slow it down, and tap and say the parts. con ven tion 2. The next word is demonstrate. What word? Say and tap the parts with me. dem on strate (Do the following words with students: represent, lovely). 3. Your turn. The word is unproductive. Say the parts. un pro duc tive Example C. Reading difficult to pronounce words 1. (Writes fastidious) This word is fastidious 2. Say the word with me. fastidious Again. fastidious 3. What word? /fastidious/

  26. Body - Skill or Strategy I do it More complex skills and strategies Model (I do it) • Show(Demonstrating) • Proceed step-by-step • Exaggerate the steps • Tell(Describing) • Tell students what you are doing • Tell students what you are thinking • Gain Responses • Ask for responses • What they already know • What you have told them

  27. Body - Skill or StrategyI do it More complex skills and strategies • The 3 C’s • The model should be: • Clear • Consistent • Concise

  28. Body - Skill or StrategyI do it More complex skills and strategies Paragraph Shrinking • Name the who or what.(The main person, animal, or thing.) • Tell the most important thing about the who or what. • Say the main idea in 10 words or less. (From the PALS program by Fuchs, Mathes, and Fuchs)

  29. Body - Skill or StrategyI do it Video Activity Complete this activity independently or in a group at your school. Review the 8th grade Social Studies Video found on www.explicitinstruction.org Look for good practices—use following slide to monitor what was observed Record the good practices Share out

  30. Body - Skill or StrategyI do it Video Activity Did the teacher: ____ Show students how to perform the skill or strategy ____ Proceed step-by-step ____ Exaggerate the steps ____ Tell students how to perform the skill or strategy ____ Tell students what he/she was doing ____ Tell students what he/she was thinking ____ Gain responses ____ What they already know ____ What you have told them ____ Presented models that were clear, consistent, concise

  31. Body - Skill or StrategyI do it More complex skills and strategies Before modeling a. Ask yourself, what are common errors that students might make? b. Precorrect those errors as you model.

  32. Body - Skill or StrategyI do it Video Activity As you watch Grade 6 video “Pronunciation of Multisyllabic Words”, determine the potential errors that the teacher is anticipating.

  33. Body - Skill or StrategyWe do it More complex skills and strategies • Purposes of guided practice • Promote high level of success • Build confidence Types of prompts • Prompt physically • Prompt visually • Prompt verbally Step - do - Step - do - Step - do - Step - do Three C’s = clear, consistent, concise

  34. Body - Skill or StrategyWe do it More complex skills and strategies Levels of Prompts Tell them what to do Ask them what to do Remind them what to do Gradually fade prompts.

  35. Body - Skill or StrategyWe do it Video Activity Complete this activity independently or in a group at your school as a continuation of the video already previewed. Review the Social Studies video of Mrs. Lee and Class, part I. Paragraph shrinking—secondary Look for good practices—use following slide to monitor what was observed during the “we do” portion Record the good practices Share out

  36. Body - Skill or StrategyWe do it Video Activity Did the teacher: ___ Guide students in performing the skill/strategy ___ Guide the students step-by-step ___ Use language that was clear, consistent, concise ___ Gradually fade the prompting

  37. Body - Skill or StrategyYou do it • Check for understanding • Unprompted practice • Verify students’understanding before independent work is given • Carefully monitor students’responses • Continue until students are consistently accurate

  38. Opening Body Closing Reflection Activity (to be completed on your own or with a training group) Using one of Anita’s many videos found on www.explicitinstruction.org, look for critical elements in the Opening, Body, and Closing of the lesson. What did you notice?

  39. Final Thoughts Not a static procedure • Depends on what you are teaching (e.g., complexity, familiarity) • Depends on who you are teaching (e.g., prior knowledge, learning history)

  40. Questions ?

  41. Special Education Statewide Technical Assistance (SESTA) Center for School Improvement & Policy Studies, BSU Gina Hopper Director ginahopper@boisestate.edu Sydney Fox Program Manager sydneyfox@boisestate.edu Katie Bubak Coordinator katiebubak@boisestate.edu David Klungle Program Coordinator davidklungle@boisestate.edu

  42. www.idahotc.com Find the following on the ITC: Statewide Calendar Online Training Registration Online Communities Webinars Resource Links In-service Credit Offerings Cari MurphyProject Director Shawn WrightWebmaster/ISD Jesse HewittWeb Specialist Ben TrokaWeb Specialist Email: itc@uidaho.edu Housed at: Center on Disabilities and Human Development, University of Idaho

  43. ProfessionalDevelopment Robin Greenfield rgreen@uidaho.edu Autism Supports Barbara Broyles bbroyles@uidaho.edu Idaho Training Clearinghouse Cari Murphy carilee@uidaho.edu Assistive Technology Technical Assistance Janice Carson janicec@uidaho.edu

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