D005 - Mod 5

The 16 elements of explicit instruction

1. Focus instruction on critical content 2. Sequence skills logically. 3. Break down complex skills and strategies into smaller instructional units 4. Design organized and focused lessons. 5. Begin lessons with a clear statement of the lesson's goals and your expectations 6. Review prior skills and knowledge before beginning instruction 7. Provide step-by-step demonstrations 8. Use clear and concise language. 9. Provide an adequate range of examples and non-examples 10. Provide guided and supported practice 11. Require frequent responses 12. Monitor student performance closely 13. Provide immediate affirmative and corrective feedback 14. Deliver the lesson at a brisk pace. 15. Help students organize knowledge 16. Provide distributed and cumulative practice.

Teach skills, strategies, vocabulary terms, concepts, and rules that will empower students in the future and match the students' instructional needs.

1. Focus instruction on critical content.

ways of optimizing instructional time

1. Increase allocated time and time spent teaching in critical content areas. 2. Ensure an appropriate match between what is being taught and the instructional needs of students. Consider the importance of the skill and the level of difficulty. Verify that students have the prerequisite knowledge to learn the skill. 3. Start lessons on time and stick to the schedule. 4. Teach in groups as much as possible. Teaching students in large and small groups increases both ALT and the amount of instruction for each student. 5. Be prepared. Often instructional time is lost because teachers don't have their teaching materials 6. Avoid digressions. When teaching, stay on topic 7. Decrease transition time. Often instructional time is lost through inefficient and disorganized transitions. 8. Use routines. classrom managment

Principles of Effective Instruction

1. Optimize engaged time/time on task. The more time students are actively participating in instructional activities, the more they learn. 2. Promote high levels of success. The more successful (i.e., correct/accurate) students are when they engage in an academic task, the more they achieve. 3. Increase content coverage. The more academic content covered effectively and efficiently, the greater potential for student learning. 4. Have students spend more time in instructional groups. The more time students participate in teacher-led, skill-level groups versus one-to-one teaching or seatwork activities, the more instruction they receive, and the more they learn. 5. Scaffold instruction. Providing support, structure, and guidance during instruction promotes academic success, and systematic fading of this support encourages students to become more independent learners. 6. Address different forms of knowledge. The ability to strategically use academic skills and knowledge often requires students to know different sorts of information at differing levels: the declarative level (what something is, factual information), the procedural level (how something is done or performed), and the conditional level (when and where to use the skill).

Explicit instruction - six teaching isntruction

1. Review a. Review homework and relevant previous learning. b. Review prerequisite skills and knowledge. 2. Presentation a. State lesson goals. b. Present new material in small steps. c. Model procedures. d. Provide examples and non-examples. e. Use clear language. f. Avoid digressions. 3. Guided practice a. Require high frequency of responses. b. Ensure high rates of success. c. Provide timely feedback, clues, and prompts. d. Have students continue practice until they are fluent. 4. Corrections and feedback a. Reteach when necessary. 5. Independent practice a. Monitor initial practice attempts. b. Have students continue practice until skills are automatic. 6. Weekly and monthly reviews

Scaffolding instruction can be applied by using several elements of explicit instruction:

1. Taking a complex skill (e.g., a multistep strategy) and teaching it in manageable and logical pieces or chunks. 2. Sequencing skills so that they build on each other. 3. Selecting examples and problems that progress in complexity. 4. Providing demonstrations and completed models of problems. 5. Providing hints and prompts as students begin to practice a new skill. 6. Providing aids such as cue cards and checklists to help students remember the steps and processes used to complete tasks and solve problems.

Hattie & Timperley (2007) Model of feedback

1. feedback about the task (right or wrong) 2.feedback about the processing of the task (what strategies could be used) 3. feedback about self-regulation (self confidence) 4. feedback as a student as a person(good or smart) * 1 and 2 are most helpful *comments like "good girl" don't draw attention to learning

Effective feedback

1. is goal directed (how to improbe performance to get closer to the goal) 2. is constructive (what steps to the student take to get there? helps students identify mistake and what steps to fix it) 3. is immediate ASAP 4. is respectful and positive (focus on students success, focus on the students actions rather than making personal judgements) Don't compair to others performance

In order to promote initial success and build confidence, regulate the difficulty of practice opportunities during the lesson, and provide students with guidance in skill performance. When students demonstrate success, you can gradually increase task difficulty as you decrease the level of guidance

10. Provide guided and supported practice.

Plan for a high level of student-teacher interaction via the use of questioning. Having the students respond frequently (i.e., oral responses, written responses, or action responses) helps them focus on the lesson content, provides opportunities for student elaboration, assists you in checking understanding, and keeps students active and attentive.

11. Require frequent responses.

Carefully watch and listen to students' responses, so that you can verify student mastery as well as make timely adjustments in instruction if students are making errors. Close monitoring also allows you to provide feedback to students about how well they are doing.

12. Monitor student performance closely.

Follow up on students' responses as quickly as you can. Immediate feedback to students about the accuracy of their responses helps ensure high rates of success and reduces the likelihood of practicing errors

13. Provide immediate affirmative and corrective feedback.

Use a rate of presentation that is brisk but includes a reasonable amount of time for students' thinking/ processing, especially when they are learning new material. The desired pace is neither so slow that students get bored nor so quick that they can't keep up.

14. Deliver the lesson at a brisk pace. Deliver instruction at an appropriate pace to optimize instructional time, the amount of content that can be presented, and on-task behavior.

Because many students have difficulty seeing how some skills and concepts fit together, it is important to use teaching techniques that make these connections more apparent or explicit. Well-organized and connected information makes it easier for students to retrieve information and facilitate its integration with new material.

15. Help students organize knowledge.

Distributed (vs. massed) practice refers to multiple opportunities to practice a skill over time. Cumulative practice is a method for providing distributed practice by including practice opportunities that address both previously and newly acquired skills. Provide students with multiple practice attempts, in order to address issues of retention as well as automaticity

16. Provide distributed and cumulative practice.

Consider several curricular variables, such as teaching easier skills before harder skills, teaching high-frequency skills before skills that are less frequent in usage, ensuring mastery of prerequisites to a skill before teaching the skill itself, and separating skills and strategies that are similar and thus may be confusing to students

2. Sequence skills logically.

Teach in small steps. Segmenting complex skills into smaller instructional units of new material addresses concerns about cognitive overloading, processing demands, and the capacity of students' working memory. Once mastered, units are synthesized (i.e., practiced as a whole).

3. Break down complex skills and strategies into smaller instructional units.

Make sure lessons are organized and focused, in order to make optimal use of instructional time. Organized lessons are on topic, well sequenced, and contain no irrelevant digressions.

4. Design organized and focused lessons.

Tell learners clearly what is to be learned and why it is important. Students achieve better if they understand the instructional goals and outcomes expected, as well as how the information or skills presented will help them.

5. Begin lessons with a clear statement of the lesson's goals and your expectations.

Provide a review of relevant information. Verify that students have the prerequisite skills and knowledge to learn the skill being taught in the lesson. This element also provides an opportunity to link the new skill with other related skills.

6. Review prior skills and knowledge before beginning instruction.

Model the skill and clarify the decision-making processes needed to complete a task or procedure by thinking aloud as you perform the skill. Clearly demonstrate the target skill or strategy, in order to show the students a model of proficient performance.

7. Provide step-by-step demonstrations.

The complexity of your speech (e.g., vocabulary, sentence structure) should depend on students' receptive vocabulary, to reduce possible confusion.

8. Use clear and concise language. Use consistent, unambiguous wording and terminology.

In order to establish the boundaries of when and when not to apply a skill, strategy, concept, or rule, provide a wide range of examples and non-examples. A wide range of examples illustrating situations when the skill will be used or applied is necessary so that students do not underuse it. Conversely, presenting a wide range of non-examples reduces the possibility that students will use the skill inappropriately

9. Provide an adequate range of examples and non-examples.

Good feedback function should describe student work and identify the student's strengths and weaknesses so he or she can improve. The purpose of this type of feedback is formative to encourage students to continue to try and improve. Types of feedback function include:

Comparison feedback evaluates work by comparing student work to a learning target. Criterion-referenced feedback compares student work to a learning target. Self-referenced feedback helps students learn how they can make progress and describes the process students used. Norm-referenced feedback that compares a student's performance to other students is not recommended. . Focused feedback should describe specific qualities of the assignment or task in relation to the learning objectives and should help students understand how to improve.

("I do"), guided practice ("We do"), and then independent practice ("You do") so that students can gradually demonstrate their understanding and work independently.

Explicit instruction follows the steps of modeling:

Timing

Feedback needs to come while students are still mindful of the topic assignment or performance in question. Provide feedback as often as sensible, with a pause to allow for thinking or immediately for fact recall. Prompt

Amount

For real learning, what makes the difference is a usable amount of information that connects with something students already know and takes them from that point to the next level. Judging the right amount of feedback to give— how much, on how many points— requires deep knowledge and consideration of the following: • The topic in general and your learning target or targets in particular • Typical developmental learning progressions for those topics or targets • Your individual students

Explicit teaching involves breaking down a complex skill or concept into small chunks. Using clear language, the teacher demonstrates (shows and explains) the skill, giving students the opportunity to observe how the process of implementing the skill works. In order to effectively demonstrate a skill, the teacher must prepare in advance by thinking through the key steps required to successfully implement the skill. Teachers should relate the new skill to what students already know. This is sometimes referred to as the "I do" phase. After the teacher has clearly demonstrated the skill, students must have time to practice the skill with teacher guidance and feedback. It is important that the practice opportunities focus on applying the skill or subskills to the overall process being taught. The amount of teacher support needed will depend on learner need and typically is provided at a high level initially and then gradually reduced to ensure the learner's eventual independence in applying the skill. In addition to modeling the skill, it is important to provide non-examples of the concept or how not to apply a skill. This is sometimes referred to as the "we do" phase. Finally, students must be given opportunities to try out the skill independently and repeatedly so that independence can be achieved. This is sometimes referred to as the "you do" phase.

I do we do you do

types of feedback

Timing Amount audience Mode

Good feedback should occur

after summative assessments, but it should also occur before during formative assessments as well. Research supports that given both summative grades and comments, students will ignore the comment and respond to only the grade. Feedback is especially beneficial when given with time for the student to practice the improvement toward goals.

how does the student experience the comment—

as information or as judgment?

Feedback that will inspire growth addresses both

progress toward specific explicitly stated goals and scaffolding strategies on how to attain the goal. Having students feel empowered increases their motivation to keep trying.

Feedback about learning goals is most affective

when specific information about learning goals