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Explicit Instruction . Student Engagement Getting All Students Involved I3 + C3 = RtI Success. Today’s Objectives. Review Explicit Instruction How to Get All Students Engaged Active Participation (Classroom Management) Share Strategies for We Do – You All Do Explore Resources .

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explicit instruction
Explicit Instruction

Student Engagement

Getting All Students Involved

I3 + C3 = RtI Success

today s objectives
Today’s Objectives
  • Review Explicit Instruction
  • How to Get All Students Engaged

Active Participation

(Classroom Management)

  • Share Strategies for We Do – You All Do
  • Explore Resources

Anita L. Archer, Ph.D.

Author and Consultant

(Note: This presentation is based on the research summarized in the following book.)

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



I Do

  • We Do
  • You All Do
  • You Do
  • Look at handout in packet.
active participation why
Active Participation - Why?

Why is it important to constantly elicit responses from students?

active participation why1
Active Participation - Why?

Opportunities to respond related to:

  • Increased academic achievement
  • Increased on-task behavior
  • Decreased behavioral challenges
active participation what
Active Participation - What?

Opportunities to Respond

Verbal Responses

Written Responses

Action Responses

All Students Respond. When possible use

response procedures that engage all students

active participation think pair share
Active Participation - Think Pair Share

How can students respond in a lesson?

Verbal Responses

Written Responses

Action Responses

verbal responses choral responses use when answers are short the same
Verbal Responses - Choral Responses (Use when answers are short & the same.)
  • Students are looking at the teacher
    • Ask a question
    • Put up your hands to indicate silence
    • Give thinking time
    • Lower your hands as you say, “Everyone”
    • OR
    • Simply use a vocal command “Everyone”
verbal responses choral responses
Verbal Responses - Choral Responses
  • Students are looking at their own book/paper
    • Ask a question
    • Use an auditory signal (“Everyone”)
  • Hints for Choral Responses
    • Give adequate thinking time
    • Have students look at you to indicate enough thinking time
    • If students don’t respond or blurt out an answer, repeat
verbal responses individual turns
Verbal Responses -Individual Turns

Option #2 - Question First

- Ask a question- Raise your hands to indicate silence- Give thinking time- Call on a student

verbal responses individual turns1
Verbal Responses- Individual Turns

Procedures for calling on students to ensure that all students are involvedProcedure #1 - Call on students in different parts of room.

Procedure #2 - Write names on cards or sticks. Draw a name.

Procedure #3 - Use an ipad or iphone app such as Teacher’s Pick, Stick Pick, or Pick Me! to randomly select students.

Procedure #3 - Use two decks of playing cards. Tape cards from one deck to desks. Pull a card from the other deck and call on student.

verbal responses discussion
Verbal Responses -Discussion

Provide sentence starters for discussion. Examples:


I disagree with ________ because ____________.

I disagree with ________. I think ______________.


I agree with ____________ because_____________.

I agree with ___________ and I also think ____________.

verbal responses discussion1
Verbal Responses -Discussion

Discussion Language


My idea is similar to __________ idea. I think____________

My ideas extend/build on/expand on _________________

I agree with ___________ and want to add_______________


I don’t agree with __________ because ________________

I have a different perspective from _______. I think________

My views are different from ____________. I believe___________

written responses
Written Responses

Write ON Write THIS

  • Paper - Answers
  • Graph paper - Warm-up (Do Now)
  • Computers - Exit Ticket
  • Smart Board - Personal Notes
  • Electronic tablets - Partial Notes
  • White boards - Quick Writes
  • Response slates - Journal Entries

- Post - its - Writing Frames

- Posters - Summaries

- Graphic Organizers

- Flash Cards

written responses1
Written Responses

1. Give clear directions

2. If necessary, model desired response

3.Gauge the length of the written response to avoid “voids”.

  • Make the responses fairly short

4. Circulate and monitor

5. Give feedback

Praise, Encouragement, Correct

action responses
Action Responses
  • Act out
    • Students act out vocabulary term, concept, or process
  • Simulations
    • Students participate in a simulation
    • United Nations, mock trial, stock market
action responses1
Action Responses


  • Students use gestures to indicate answer or to facilitate recall of process

Facial Expressions

  • Example: This word is despondent. When you feel very low from the loss of hope, you feel despondent. If you have lost all hope and feel very low, you are __________________. If you lost your job, all of your savings, and your home, you would feel_____________. Show me with your body and face, how would you look if you felt despondent.
action responses2
Action responses

Hand signals.

  • Level of understanding. Students place their hand to indicate level of understanding (high-forehead, OK-neck, low-abdomen) or show 0 to 5 with fingers.
  • I Say Something - You Say Something
  • I Do Something - You Do Something
  • I Write Something- You Write Something
  • How Well We Teach = How Well They Learn
  • Get All Students Actively Involved!!!!!