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Kelly Schroering Academic Coach. Cell: 989-941-1544. Today we will Identify the steps of an Explicit Direct Instruction Lesson. Today we will Identify and Write Clear Targets. Explicit Direct Instruction. The EDI Instructional Approach….

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kelly schroering academic coach

Kelly SchroeringAcademic Coach

Cell: 989-941-1544

the edi instructional approach
The EDI Instructional Approach…
  • Is effective (students learn) and efficient (students learn quickly)
  • Is based on research, and the strategies can be used over and over again
  • Is clear and well defined
  • Is independent of grade level, content, and student’s age
  • Produces a high percentage of sucessful students
edi lesson format
EDI Lesson Format
  • Choose the standard to be taught
  • Plan how you will assess this standard
  • Write the Learning Objective (Clear Target)
  • Activate Prior Knowledge
  • Explain, Model and Demonstrate (I do)
  • Guided Practice (We do)
  • Check For Understanding
  • Closure (restate the Target)
  • Independent Practice (You do)
Students who can identify what they are learning significantly outscore those who cannot.Robert J. Marzano

Learning/Achievement Targets

Statements of what we want students to learn and be able to do.



Are they S.M.A.R.T.?

  • Specific
  • Not too broad
  • Clearly a daily target and not a weekly standard
  • Measurable
  • DOK verbs are highlighted, underlined, circled or identified in some way
  • Achievable
  • Students will be able to complete the task included in the target by the end of the lesson
  • Relevant
  • Task in the target is made relevant of application to the real world
  • Targeted for All Learners
  • Posts are esthetically pleasing, ligible and clearly visible throughout the room

A Mathematics Example


  • Math
  • Decimals
  • Page 152 in the book
  • Going on a decimal hunt
  • Read decimals and put them in order




Learning Target

learning targets
Learning Targets
  • Knowledge
  • Reasoning
  • Performance/ skills
  • Products
knowledge targets
Knowledge Targets

Mastery of substantive subject content where mastery includes both knowing and understanding it.

knowledge examples
Knowledge Examples
  • Identify metaphors and similes
  • Read and write quadratic equations
  • Describe the function of a cell membrane
  • Know the multiplication tables
  • Explain the effects of an acid on a base
reasoning targets
Reasoning Targets

The ability to use knowledge and understanding to figure things out and to solve problems.

reasoning examples
Reasoning Examples
  • Use statistical methods to describe, analyze, evaluate, and make decisions.
  • Make a prediction based on evidence.
  • Examine data/results and propose a meaningful interpretation.
  • Distinguish between historical fact and opinion.
performance skill targets
Performance/Skill Targets

The development of proficiency in doing something where the process is most important.

performance skill examples
Performance/Skill Examples
  • Measure mass in metric and SI units
  • Use simple equipment and tools to gather data
  • Read aloud with fluency and expression
  • Participates in civic discussions with the aim of solving current problems
  • Dribbles to keep the ball away from an opponent
product targets
Product Targets

The ability to create tangible products that meet certain standards of quality and present concrete evidence of academic proficiency.

product examples
Product Examples
  • Construct a bar graph
  • Develop a personal health-related fitness plan
  • Construct a physical model of an object
  • Write a term paper to support a thesis
clear targets
Clear Targets

Clear targets help us:

  • Recognize if the formative assessment adequately covers and samples what we taught.
  • Correctly identify what students know/don’t know, and their level of achievement.
  • Plan the next steps in instruction.
  • Give meaningful descriptive feedback to students.
clear targets continued
Clear Targets (continued)
  • Have students self-assess or set goals likely to help them learn more.
  • Keep track of student learning target by target or standard by standard.
  • Complete a standards-based report card.

What is the difference between a


and a


an example
An Example
  • STANDARD: An excellent golf swing
    • Proper placement for feet (stance)
    • Proper grip while maintaining stance
    • Swing A, B, C (3-parts to swing)
    • Watch videos of great golfers and imitate their stance

When should these be

added and/or developed?


Creating Targets for “Driving a Car with Skill”

  • What knowledge will students need to demonstrate the intended learning?
  • What patterns of reasoning will they need to master?
  • What skills are required, if any?
  • What product development capabilities must they acquire, if any?

Driving a Car with Skill

  • Knowledge
    • Know the law
    • Read signs and understand what they mean
  • Reasoning
    • Evaluate ‘am I safe’ and synthesize information to take action if needed
  • Skills
    • Steering, shifting, parallel parking, …
  • Products
    • (not appropriate target for standard)
without clear targets we can t do any of the following
Without Clear Targets We Can’t Do Any of the Following…
  • Know if the assessment adequately covers and samples what we taught.
  • Correctly identify what students know and don’t know and their level of achievement.
  • Plan next steps in instruction.
  • Give detailed, descriptive feedback to students.
  • Have students self-assess or set goals likely to help them learn more.
  • Keep track of student learning target by target or standard by standard.
  • Complete a standards-based report card.
your turn
Your Turn

Target…..Or Not?

let s try it
Let’s Try It!!

Using the math standards from Unit 1 or 2 from your grade level, create 2-3 Clear Targets you can use in your classroom.

explicit direct instruction1

Explicit Direct Instruction

Checks For Understanding

what is cfu
What is CFU?

The teacher continually verifying that students are learning what is being taught while it is being taught.

why cfu
Why CFU?
  • Real-time lesson that allows for making instructional decisions during the lessons.
  • You are providing additional examples and re-teaching in direct response to your students ability to answer them.
  • Confirmation that the students can do the homework BEFORE it is assigned.

Your students ability to successfully answer the CFU lessons determines the pace of the lesson.

when cfu
When CFU?
  • After stating the Learning Objective
  • After giving a definition
  • After providing the steps for solving a problem
  • After students solve a problem, have another student interpret the answer

All the time to keep the lesson interactive , but an easy rule to follow is every 2-3 minutes.

  • EDI goal is to verify that your students are learning what you are teaching them while you are teaching it.
  • You have to TEACH first BEFORE you can verify that your students are learning.

Teach, then check.

Teach, then check.

Teach, then check!

  • Do not ask students for their opinions.
      • Does everybody understand?
      • Are there any questions?
      • Is it perfectly clear?
      • Thumbs up if you understand.
  • Instead ask specific questions.
      • What is a prime number
      • Which continent is the largest?
      • Who was the first to sign the Declaration of Independence?
  • Pause, Wait Time, Think Time
  • 3-5 seconds or 8-10 seconds for challenged or ELL students
  • Students never know who is going to be called on so they are more engaged in mentally preparing the answer.
      • Stir the sticks.
      • Walk around.
      • Repeat the question.
  • Enhance the pause with a pair-share

Don’t talk your way through the wait time!

If you do not pause, some students never bother to think!

  • Picking only volunteers can fool us into thinking all students have learned.
  • Randomly call on at least 3 students each time you CFU.
      • 2 or more students answer incorrectly: Reteach
      • 3 or more students answer correctly: Reinforces the information being said!

TABLE TALK! How do you randomly call on students in your class?

free random name selector random name generator

Free Random Name SelectorRandom Name Generator

Sticks in a cup (students names, teacher choice, student choice)

Spinner with students names, numbers, tables, groups, etc.

Dice and table tents

Playing Cards with names OR 2 decks

Poker chips in a cup with student names or numbers


In a





know the

right answer!

Listen carefully to how the students answer so you can guide your instructional decisions after the response.

  • Effective Feedback
      • Echo
        • When answer is correct
      • Elaborate
        • When answer is partially correct
      • Explain (actually re-explain)
        • When answer is incorrect