1 / 14

The Power of Explicit Instruction

The Power of Explicit Instruction. 3C’s of Explicit Instruction. Clear C oncise C onnected. Clear. One step at a time Visual example Feedback loop. Clear: Examples. One step at a time:. Visual example:. Read the first paragraph.

caldwell-mcclain
Télécharger la présentation

The Power of Explicit Instruction

An Image/Link below is provided (as is) to download presentation 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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Power of Explicit Instruction

  2. 3C’s of Explicit Instruction • Clear • Concise • Connected

  3. Clear • One step at a time • Visual example • Feedback loop

  4. Clear: Examples One step at a time: Visual example: • Read the first paragraph. • Find and circle the vocabulary words listed on the board. • Write down each vocabulary word and the sentence it’s found in. • Create a vocabulary card for each word. • Repeat these steps for the next paragraph. Simplest concepts first!

  5. Clear: Examples • What did I want you to do? • What was the most challenging part of this? • What is something you learned from this? Feedback loop:

  6. Concise • Teach only necessary information • Instruct no more than 5 minutes without student involvement • Avoid teaching concepts that are similar, but different, close in time

  7. Concise: Examples Three options for driving directions: One is clearly the best, but all three are given. Most words that end in the /ch/ sound are spelled ‘tch’. There are 5 exceptions: rich, such, much, which and touch.

  8. Connected • Assume nothing • Draw explicit lines • Connect new information to prior knowledge

  9. Connected: Assume Nothing & Draw Explicit Lines run running

  10. Connected: Drawing Lines Between Prior Knowledge and New Information • What does “bad” mean? • What does “horrible” mean? • Have you ever had a bad day? • What is it like to have a bad day? • How could Alexander’s bad day be like your bad day?

  11. Activity: • How am I making this harder on students by not being clear, concise and connected? • What are some specific ways I can be clearer, more concise and more connected?

  12. Questions?

  13. Thank you for your time today! Contact Information: shantell@readinghorizons.com mail@readinghorizons.com

More Related