1 / 23

EXPLICIT DIRECT INSTRUCTION

EXPLICIT DIRECT INSTRUCTION. Dorchester School District Two. Components of EDI. Standards-based learning objective Activate Prior Knowledge Review/Preview Mini-Lesson Explain/Model/Demonstrate Guided Practice Independent Practice Active Closure Assessment.

hakan
Télécharger la présentation

EXPLICIT DIRECT 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. EXPLICIT DIRECT INSTRUCTION Dorchester School District Two

  2. Components of EDI • Standards-based learning objective • Activate Prior Knowledge • Review/Preview • Mini-Lesson • Explain/Model/Demonstrate • Guided Practice • Independent Practice • Active Closure • Assessment Check for Understanding Throughout the Lesson

  3. Alignment Is The Key Standards-Based Objective Activating Prior Knowledge Mini-Lesson Guided Practice Independent Practice Active Closure Assessment

  4. The Learning Objective should… • guide the lesson and define the expectation • be a component of the grade-level standard, but not the whole standard • describe what the student will demonstrate during the independent work

  5. Learning Objectives Should Have 2 Components: (1) A situation (2) A student behavior • Given a map of the United States, the student will identify all of the states. • Given a set of two factors, the students will determine the multiplication and division fact families.

  6. Activating Prior Knowledge Help students review prior knowledge which builds a bridge to the new learning. • Brainstorming what students already know • Looking for familiar vocabulary • Posing questions to be answered • Scanning content material to learn how it is organized • Looking at pictures and titles and making inferences • Making predictions

  7. Mini-Lesson Explain Model Demonstrate Make sure that all concepts/problems that will be in the independent practice are explained, modeled, and/or demonstrated.

  8. Explain what, why, and how Explicitly Explain: what it is why it is important and exactly step by step how it is done.

  9. Modeling of behavior Model for the students how experts behave or think strategically when finding answers or solutions to problems. (Teacher thinking done out loud, think-aloud, first person, I.) When I come to a word that I don’t know, I try to sound it out, go back and re-read, ask a friend….

  10. Demonstrating with an object Demonstrate how something is done or how something works. It has to be a physical demonstration.

  11. Guided Practice Teacher guides initial practice of new concept or skill and determines if re-teaching is necessary

  12. Components of Guided Practice • Differing Forms • The form of guided practice is modified to fit the intent of the indicator (process v. facts). • Teacher Facilitates the Gradual Release of Responsibility Teacher Does/Students Help Students Do/Teacher Helps • Sufficient Practice and Questioning • Obtain 80% mastery of new content and 95% mastery of review material • Reteach content when necessary

  13. Active Closure and Independent Practice are Interchangeable Components Independent Practice Active Closure

  14. Independent Practice Created to exactly match the studentbehavior and situation described in the learning objective and content standard Examples of Independent Practice • Individual class work • Homework • Projects

  15. Independent Practice is Given… • for students to practice the skill, not to learn the skill • as additional repetition needed to integrate the new information or skill with previous knowledge • to help students become automatic in their use of the information or skill

  16. Active Closure • Closure is a time for students to demonstrate what they have learned during the lesson. • Students remember best what they experience first in a lesson. • Students remember second best what they experience last in a lesson.

  17. Demonstrating Closure • Question and answer • Discussion • Explanation by students regarding what they have learned • Paper-and-pencil activities • Exit Slips

  18. CFUChecking for Understanding

  19. WHAT? • Students paraphrase what you are teaching them (or solve problems for you to see) to demonstrate that they are learning what you are teaching them. • If students are not learning, teaching must be repeated or modified.

  20. WHY? • Checking for Understanding (CFU) is the only way teachers know that students are “getting it”! • We can’t wait until independent practice, homework, quizzes, or PASS to find out if students “got it”!

  21. WHEN?? • Constantly – intersperse throughout the lesson • objectives, explanations, guided practice • With directions for any activity • Before releasing students to complete independent work

  22. A HOW?? • Students respond individually all at once • White boards • Hand signals • Students respond individually one at a time • Paraphrasing • Random selection of students • Popsicle sticks • Colored cards • Playing cards • Include all students over time

  23. Active Closure

More Related