Explicit Instruction. What does high quality instruction during the whole group portion of a lesson look like? Respond without using the word EXPLICIT!. Think-Write-Pair-Share.
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What does high quality instruction during the whole group portion of a lesson look like?
As a coach, how can I build the capacity of a teacher struggling with explicit instruction? What are some specific strategies I can provide to support teachers as they become more explicit in their instruction?Essential Question
Connecting Students to Learning Through Explicit Teaching.
Explicit literacy instruction is described as “instruction that does not leave anything to chance and does not make assumptions about skills and knowledge that children will acquire on their own” (p. 363).
Torgesen, J. K., (2004)
Lessons Learned from Research on Interventions for Students who have Difficulty Learning to Read.
Boyles, N. (2001)
Chapter 4: Understanding explicit instruction. In N. Boyles, Teaching Written Response to Text: Constructing Quality Answers to Open-Ended Comprehension Questions.
When students actively participate in their learning, they achieve greater success.
Pacing is the rate of instructional presentations and response solicitations.
Think time (adequate processing time) is the amount of time between the moment a task is presented and when the learner is asked to respond.
This is an essential teacher skill to ensure that all learners are mastering the skills the teacher is presenting.
Students should receive immediate feedback to both correct and incorrect responses.
Explicit Instruction is characterized by:
Coyne, M. D., et.al. (2009). Direct instruction of comprehension: Instructional examples from intervention research on listening and reading comprehension.
I DO: Explain, model, think-aloud
WE DO: Student engagement
Immediate corrective feedback
small, flexible group instruction
They Do: Students Collaborate to gain a deeper understanding of the concepts-”Student Accountable Talk”
YOU DO: Independent application
This is the time to ask questions and give explicit feedback.
This portion of the lesson occurs once the teacher has modeled and believes students are ready to practice the presented skill.
Students are fully engaged in this portion of the lesson. The student is participating in guiding practice.
Students may be working in small, flexible groups or pairs.
The teacher is continuously monitoring student attainment of skill through formative assessments
This is the time for students to practice cooperatively together to practice the new knowledge through student accountable talk and active student learning.
During this portion of the lesson, students must now work independently at showing their attainment of the skill.
The teacher must ensure that every student is able to meet with success.
This is the time to be the coach and cheerleader.
Circulate to make sure students are successful.
Replacing the Inquiry method, there is a time and a place for inquiry, when students have learned the skill or to engage the learner in a topic
Ditto or activity based instruction
Lecture Based- teacher stand and deliver
Only for whole group, explicit instruction must be used in the teacher directed group as well
The way to strategically deep teach the State Standards, strategies and skills students need in their learning
A gradual release of responsibility for students