Kelly Schroering Academic Coach. email@example.com 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….
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.
Statements of what we want students to learn and be able to do.
Are they S.M.A.R.T.?
Mastery of substantive subject content where mastery includes both knowing and understanding it.
The ability to use knowledge and understanding to figure things out and to solve problems.
The development of proficiency in doing something where the process is most important.
The ability to create tangible products that meet certain standards of quality and present concrete evidence of academic proficiency.
Clear targets help us:
What is the difference between a
When should these be
added and/or developed?
Using the math standards from Unit 1 or 2 from your grade level, create 2-3 Clear Targets you can use in your classroom.
Checks For Understanding
The teacher continually verifying that students are learning what is being taught while it is being taught.
Your students ability to successfully answer the CFU lessons determines the pace of the lesson.
All the time to keep the lesson interactive , but an easy rule to follow is every 2-3 minutes.
Teach, then check.
Teach, then check.
Teach, then check!
Don’t talk your way through the wait time!
If you do not pause, some students never bother to think!
TABLE TALK! How do you randomly call on students in your class?
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
Listen carefully to how the students answer so you can guide your instructional decisions after the response.