Secondary Curriculum, Instruction & EL SERVICES Explicit Direct instruction

1. Secondary Curriculum, Instruction & EL SERVICES Explicit Direct instruction September 2011

2. Today’s Outcomes • Coaches will be able to identify the five phases of EDI • Coaches will be familiar with the components of each of the five phases • Coaches will be able to articulate why teachers in SJUSD are using EDI • Training will continue through the coaching academy

3. Presentation Phase • Howwe teach depends on what we teach • Procedural Knowledge - a skill, process or set of steps to produce an answer or product. • Declarative Knowledge -information such as facts, time sequences, names, generalizations. • Discuss what type of knowledge Higher Order Thinking skills would fall under and why. • Share out

4. What type of knowledge? • Procedural Knowledge = a skill, process or set of steps to produce an answer or product. • Example – solve a two step equation • Example – How to Compare and Contrast Facilitate students in learning to execute the steps. • Declarative Knowledge = information such as facts, time sequences, names, generalizations. • Example – US system of Checks and Balances • Example – Geometric theorems Facilitate students in understanding and remembering. • Higher order thinking????

5. Check for Understanding – White Boards UP! • What type of knowledge is How a Bill becomes a Law? • What type of knowledge is how to carry out the steps in a science lab?

6. Three methods of instruction • Explain • Model • Demonstration

7. Three Methods of Instruction • Explain = What we usually think of as “teaching” or “lecturing”. Explain to students. Best used to deliver Declarative Knowledge. • 2 Minutes – Discuss the following statement “I will never use EDI because I lecture most days” • Report out

8. Three methods of instruction • Model = Think Aloud. Describe your thought process or strategic thinking. You model the thinking more than the process. Modeling is NOT just working a problem on the board! Highly effective and seldom used at Secondary. Highly effective for low performing students. Students learn from the expert. Explicitly teach higher order thinking skills by modeling. • 2 minutes – What is the obvious type of knowledge that would be best developed using a modeling approach to instruction.

9. Three methods of instruction • Demonstration = using physical objects to advance students’ understanding of the lesson. This does not include referring to a poster, using a power point presentation or demonstrating how to solve a problem. Allow students to handle objects if possible Taps into kinesthetic and tactile modalities. Don’t force fit a demonstration for the sake of a demonstration. • 2 minutes – Discuss a lesson that you have taught but could have been improved with the addition of a demonstration.

10. Three methods of instruction • PAGE 101 • Create a bullet proof definition for the three methods of instruction: Explain,Model and Demonstrate. • Discuss an example and non-example of each type of teaching for a lesson in: • English • Math 7 minutes

11. Let’s review – white boards up! • What are the two types of knowledge? • Is the water cycle Declarative or Procedural. • Is the process of writing a 5 paragraph essay procedural or declarative. • List the three types of instruction. • Which method of instruction teaches strategic thinking? • Which method is being used by a teacher who is using algebra tiles with a doc viewer? • Which method is being used when a teacher explains or lectures?

12. Concept development, skill development and lesson relevance • Learning Objective includes a concept and a skill. • Concept = Main Idea in the objective. What is is, generalization, the Big Idea. • Skill = Measurable student behavior in the objective, how to do it. Concepts: solutions to one step equations, inferences in To Kill a Mocking Bird, persuasive techniques, average speed, checks and balances Skills: calculate, solve, build, describe, create, evaluate, compose, write

13. Why is concept development important? • Students can generalize information or a skill to new situations in other examples or real life situations. • Students can internalize the information or process. • Students can perform well on tests.

14. These lessons do not develop a concept and the student will not internalize the information. • Lessons that focus only on skills • Lessons that focus only on details • Materials become more important than the development of a concept • Completion of a worksheet becomes the main objective.

15. Check for understanding – White Boards up! • Identify one of the three reasons why Concept Development is so important to the success of or students.

16. Steps to Concept development • Identify the concept in the learning objective • Provide a bulletproof definition or rule that contains the concepts critical attributes • Provide examples and non-examples thus clarifying the concept by revealing critical, non-critical and shared attributes • Teach by Explain, Model or Demonstrate • Have students interact with the concept • Use CFU questions of the concept - RAJ

17. Your turn to work – 15 minutes Using the following list, sketch out the framework of a lesson. • State Concept • Bulletproof definition • List critical attributes • Give examples • List noncritical attributes • Give non-examples • Choose Explain, Model or Demonstrate • How would students interact with the concept • Describe the CFU

18. Skill Development • Skill Development = Teaching students the steps or processes used to execute the skills in the Learning Objective. Teaching students how to apply the skill to the specific concept. The skill describes how the student will interact with the concept.

19. Skill development • Skill Development for Declarative Knowledge – focus on teaching the details about a concept or how to engage in the concept. Examples: • Describe the three types of rocks • Explain how the food chain is essential to a balanced ecosystem • Compare and Contrast the causes of WWI and WWII

20. Skill development • Skill Development for Procedural Knowledge – teaches how to do something. Examples: • Divide three digit numbers by one digit numbers • Analyze authors use of illiteration • Identify the order of events leading to the Civil War

21. Time to Reflect • Discuss the Idea of Skill Development as it differs for • Procedural Knowledge • Declarative Knowledge Refer to the book if needed.

22. Steps to Skill development • Skill Development for Procedural Knowledge • Identify the skill in the Learning Objective, • Provide a step by step process, method or approach for the student to use. • Model the steps while using a real model. • Provide CFU questions. Include questions on Concept Development. CFU questions on strategic thinking CFU questions that tie the process to the concept or the real example. Use what, why, how questions.

23. Steps to Skill development • Skill Development for Declarative Knowledge – • Separate Concepts from Skills. Identify the details related to the concept. • Provide a schema to organize the details. • Teach the details by Explain, Model or Demonstrate. • Include methods to help students remember the information. • Provide CFU questions.

24. Lesson Relevance • Personal Importance • Academic Importance • Real Life Importance Can be addressed at any point in the lesson. Insert once students understand the concept and not before. Include more than one type of lesson importance and it can not always be academic.

25. Welcome to check for Understanding