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Mitzi Hoback and Suzanne Whisler ESU 4 September 26, 2012

DO YOUR LESSONS IMPACT STUDENT LEARNING?. Mitzi Hoback and Suzanne Whisler ESU 4 September 26, 2012. Explicit Instruction: Chapter 2. Anita Archer. Charles Hughes. http://explicitinstruction.org /. Today’s Outcomes. 1. Outline the three components of an Explicit Instruction lesson

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Mitzi Hoback and Suzanne Whisler ESU 4 September 26, 2012

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  1. DO YOUR LESSONS IMPACT STUDENT LEARNING? Mitzi Hoback and Suzanne Whisler ESU 4 September 26, 2012

  2. Explicit Instruction: Chapter 2 Anita Archer Charles Hughes http://explicitinstruction.org/

  3. Today’s Outcomes 1. Outline the three components of an Explicit Instruction lesson 2. Describe the elements of a lesson opening 3. Describe the elements of a lesson closing 4. Describe the components of the body of a lesson when teaching a skill or strategy I do it. We do it. You do it.

  4. Good teachers know how to bring out the best in students.~Charles Kuralt

  5. Think & Share • Think back on a well designed lesson you’ve taught or experienced as a student. • What features of the design—not the teacher’s style or your interests—made the learning so engaging and effective?

  6. 7 Elements of Explicit InstructionDesign of Instruction Lessons 1. Are organized and focused 2. Begin with a statement of goals 3. Provide review of prior skills and knowledge

  7. 7 Elements of Explicit InstructionDesign of Instruction 4. Provide step-by-step demonstrations 5. Use clear and concise language 6. Provide a range of examples and non-examples 7. Provide guided and supported practice

  8. General Lesson Design • Opening • Attention • Review • Preview • Body • Closing • Review • Preview • Independent Work

  9. General Lesson DesignLesson Opening - Attention Attention • Provide a verbal cue such as • “Listening” • “We are going to begin” • “Eyes and ears on me” • Follow the verbal cue with silence • Regain attention throughout the lesson

  10. General Lesson DesignLesson Opening - Review Review • Review content of previous lessons • Review necessary prerequisite skills (preskills) for target skill being taught • Review background knowledge needed for today’s lesson • Review must be interactive • Request responses during review

  11. General Lesson DesignLesson Opening - Review What are the benefits of an interactive review?

  12. General Lesson DesignLesson Opening - Preview Preview • State goal of lesson • Use student-friendly language • Discuss relevance of target skill (or larger goal). 3 W’s • Where? • Why? • When?

  13. General Lesson DesignLesson Opening • Attention • Provide a verbal _________such as “Listening” or “We are going to begin” • Follow the verbal cue with ____________________ • Review • Review content of previous lessons • Review necessary _____________________ for target skill being taught • Review ___________ _______________ needed for today’s lesson. • Review must be ____________________________ • Preview • State _________________ of lesson • Discuss _______________ of target skill (or larger goal). • 3 W’s __________ ___________ ____________

  14. General Lesson DesignLesson Closing • Review • Review critical content • Review must be interactive • Preview • Preview content of next lesson • Independent Work • Assign independent work • Review assignments, quizzes, projects, performances due in future

  15. General Lesson DesignLesson Closing • Review • Review _____________ content • Review must be _______________________ • Preview • Preview ______________ of next lesson • Independent Work • Assign __________________ work • Review assignments, quizzes, projects, performances due in future

  16. General Lesson Design Body of Lesson Varies across subjects and grades May include instruction on: • Skills and strategies (How to do something) • Vocabulary and concepts (What something is) • Rules (If ______ then ______ ) • Facts

  17. Body - Skill or StrategyHow to do something • Sound out word • Determine meaning of word using context clues • Determine meaning of word using root and affixes • Determine cause and effect • Make Inferences • Take notes on information text • Write a summary of content • Write an opinion piece • Solve an equation • Write up a science experiment

  18. Body - Skill or StrategyHow to do something What are some of the skills or strategies that you teach?

  19. Body - Skill or Strategy • The Three Components • Model I do it • Prompt We do it • Check You do it

  20. Body - Skill or Strategy Simple skill or strategy • Model I do it Teacher performs Students watch • Prompt We do it Teacher performs Students perform • Check You do it Teacher watches Students perform

  21. Body - Skill or Strategy What are some of the more complex skills or strategies that you teach?

  22. Body - Skill or Strategy I do it More complex skills and strategies Model (I do it) • Show (Demonstrating) • Proceed step-by-step • Exaggerate the steps • Tell (Describing) • Tell students what you are doing • Tell students what you are thinking • Gain Responses • Ask for responses • What they already know • What you have told them

  23. Body - Skill or StrategyI do it More complex skills and strategies • The 3 C’s • The model should be: • Clear • Consistent • Concise

  24. Body - Skill or StrategyI do it More complex skills and strategies Before modeling a. Ask yourself, what are common errors that students might make. b. Precorrect those errors as you model.

  25. Body - Skill or StrategyWe do it More complex skills and strategies • Purposes of guided practice • Promote high level of success • Build confidence Types of prompts • Prompt physically • Prompt visually • Prompt verbally Step - do - Step - do - Step - do - Step - do Three C’s = clear, consistent, concise

  26. Body - Skill or StrategyWe do it More complex skills and strategies Levels of Prompts Tell them what to do Ask them what to do Remind them what to do Gradually fade prompts.

  27. Body - Skill or StrategyYou do it • Check for understanding. • Unprompted practice. • Verify students’ understanding before independent work is given • Carefully monitor students’ responses • Continue until students are consistently accurate

  28. General Lesson DesignLesson Body – Skill or Strategy The three components are: __________________, __________________, _______________. The 3 C’s of modeling are: ______________, _______________, ______________. Before modeling ask yourself what are ________ _________ that students might make. ______________ those errors as you model. Tell students what you are _____________. Tell students what you are _____________.

  29. Review of General Lesson Design • Opening • Attention • Review • Preview • Body • I Do, We Do, You do • Closing • Review • Preview • Independent Work

  30. Effective teaching may be the hardest job there is. ~William Glasser

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