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Common Board Configuration (CBC)

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  1. Common Board Configuration (CBC) DATE: June 10, 2013 VOCABULARY: introduction; guided practice; collaborative practice; independent practice; scaffolding; recursive; modeling; think-aloud; gradual release of responsibility; progress monitoring; corrective feedback • EXIT SLIP: 3-2-1 • List three things that explicit instruction is. • List two things that explicit instruction is not. • List the one component of explicit instruction that you still have questions about. BELL RINGER: “Do’s and Won’ts” • AGENDA: • I Do: facilitate and model the characteristics of explicit teaching utilizing a power point presentation and relevant activities. • We Do: read and respond to the “Sixteen Elements” of explicit instruction. • They Do: collaboratively provide examples of select components of the explicit instruction model. • You Do: Reflect on teacher practice and student engagement in a video setting. OBJECTIVE: To provide information on how to plan and conduct lessons on which literacy skills are explained, demonstrated, and taught using explicit instruction. • HIGHER ORDER QUESTIONS: • How will I ensure that teachers successfully incorporate collaborative strategies during group work? HOME LEARNING: Utilizing the ELA Common Core Standards for your grade level, develop an explicit lesson. BENCHMARK: Demonstrate an understanding of the elements of explicit instruction . ESSENTIAL QUESTION: How can the consistent use of systematic explicit instructional techniques enhance students’ learning?

  2. “Do’s and Won’ts” List two best practices and/or instructional strategies that were effective this year. Briefly explain. List one practice and/or instructional strategy that was ineffective this year. Briefly explain.

  3. Objectives At the end of this training session, you will be able to: • state a definition of explicit instruction • list the components of explicit instruction • provide examples for each of the components

  4. “Tell me and I forget. Teach me and I remember. Involve me and I learn.” –Benjamin Franklin

  5. Explicit Instruction: Why Embrace It? • Research supports that explicit instruction is more effective and efficient, especially for struggling students, including those with disabilities • Explicit instruction is instruction that does not leave anything to chance, and it does not make assumptions about skills and knowledge that children will acquire “on their own.” • Through explicit and systematic teaching, teachers can actually help “rewire” the brains of struggling readers and help them overcome reading problems. Chall, The Academic Challenge: What Really Works in the Classroom

  6. Activity

  7. Explicit Instruction

  8. Read Like a Detective! • Read the Sixteen Elements of Explicit Instruction. • With your table group, select the elements that are directly related to the component you were assigned (Planning, I Do, etc.). • After a brief discussion, use the attached worksheet to record its’ instructional impact on teaching and learning; describe what your component looks and sounds like in action.

  9. Explicit Instruction = Effective Instruction Explicit: • an unambiguous and direct approach that supports or scaffolds learning Effective: • research based proven strategies • Design and Delivery Components Efficient: • maximizes learning in the shortest amount of time

  10. Essential Components to EI (Hall, 2002)

  11. Let’s Think About It… • When students actively participate in their learning, they achieve greater success. • The teacher must elicit student responses several times per minute, for example ask students to say, write, or do something. Highly interactive instructional procedures keep students actively engaged, provide students with adequate practice, and help them achieve greater success. • Frequent Student Responses

  12. Let’s Think About It… • Appropriate Pacing • The pace of instruction is influenced by many variables such as task complexity or difficulty, relative newness of the task, and individual student differences. • When tasks are presented at a brisk pace, three benefits to instruction are accomplished: (a) students are provided with more information, (b) students are engaged in the instructional activity, and (c) behavior problems are minimized (students stay on‐task when instruction is appropriately paced).

  13. Provide Adequate Processing Time Let’s Think About It… • Think time (adequate processing time) is the amount of time between the moment a task is presented and when the learner is asked to respond. • Time to pause and think should vary based on the difficulty of the task relative to the student(s). If a task is relatively new, the amount of time allocated to think and formulate a response should be greater than that of a task that is familiar and in the learners' repertoire.

  14. Let’s Think About It… • Monitor Responses • This is an essential teacher skill to ensure that all learners are mastering the skills the teacher is presenting. Watching and listening to student responses provides the teacher with key instructional information. • Adjustments may be made during instruction. Teachers should be constantly scanning the classroom as students respond in any mode.

  15. Let’s Think About It… • Students should receive immediate feedback to both correct and incorrect responses. • Corrective feedback needs to be instructional and not accommodating. • Feedback to reinforce correct responses should be specific. Feedback should not interfere with the timing of the next question/response interaction of the teacher and student. • Feedback that does not meet these criteria can interrupt the instructional episode and disrupt the learner's ability to recall. • Corrective Feedback

  16. Effective Instruction Steps Closure Corrective feedback Independent practice Guided practice Modeling/demonstration Explanations and directions Opening instructional routine (Carnine, 1997) Learning objective

  17. Implementing Lessons with EI Phase 1: Introduction and Review • Students are drawn into the lesson • Teacher attracts students’ attention • Teacher activates background knowledge through a thorough review of prerequisite knowledge or skills

  18. Implementing Lessons with EI Phase 2: I DO (Modeled Instruction) • New content is presented and explained • Teacher begins schema production by explaining and illustrating the concept or thinking aloud and modeling the skill being taught • Teacher promotes involvement by modeling, providing examples, and actively questioning students to guide their understanding

  19. Implementing Lessons with EI Phase 3 Guided Practice (We Do /They Do) • Students practice the concept or skill under the teacher’s guidance with high levels of interaction • Teacher helps students develop perceptions of competence • Teacher ensures success • Teacher monitors progress • Role of teacher changes. Teacher moves from information provider and modeler to COACH, withdrawing instructional support as students master skill.

  20. Increasing Motivation with EI The guided practice of EI develops perceptions of competence. Perception of competence is highly motivating. As students become more competent in using the concept or skill, they equate their hard work with success.

  21. Implementing Lessons with EI Phase 4 Independent Practice (You Do) • Students practice using the concept or skill on their own • Students develop automaticity • Students develop the ability to transfer their understanding to new contexts • Two stages: (1) students practice on their own under teacher supervision and (2) students work completely on their own

  22. Activity

  23. A As you watch the video, use the T-chart to reflect on the lesson delivery and the students’ engagement. Student Engagement Lesson Delivery

  24. Video

  25. Planning for an Explicit Lesson

  26. Planning for an Explicit Lesson

  27. Planning for an Explicit Lesson

  28. ETO Template • Discuss the process aloud as you are doing it. “This is what I do first, next, etc….. • I will show you how to… • This is how I remember what I'm reading… • This is what I thought… • I say to myself… • Do you see how I talk to myself as I read? • I knew right here (point to text) that… • As I was reading I realized… • As I was reading I wondered… • Now that I've read, I realize… • Now that I've read, I understand… • The secret to this is… • Before you read on your own, let me show you how I… • Direct Definition and reason this is an important skill. • Today we are going to learn about… • The reason we are going to learn about… • This is important because… • The strategy we are going to learn about is called: This means: • By the end of the lesson, you will be able to…

  29. ETO Template • How can students practice (e.g., teacher/students, students/students) the concept while the teacher monitors their understanding? • Now let’s practice together, remember I did it like this, you try it, what was the next step…… • We will read this together and I expect you to… • Students practice together and engage in student accountable talk

  30. ETO Template Now you do it and I will watch you, remember the steps we used to……. While the students are doing this circulate and immediately give feedback and correct mistakes. VERY IMPORTANT: Make the relevant connections. Discuss why this is an important skill. Why do they need to know it and where they might apply this skill.

  31. 3-2-1…EXIT • List three things that explicit instruction is. • List two things that explicit instruction is not. • List the one component of explicit instruction that you still have questions about.

  32. HOME LEARNING Utilizing the ELA CCSS for your grade level, develop an explicit lesson.

  33. Thank You! Mrs. Karen L. Moore, Ed.S. Ms. Darlene Diaz