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EXPLICIT TEACHING

EXPLICIT TEACHING. At the end of the session, the participants will : 1. Define Explicit Teaching 2. Identify the different components of the E xplicit Teaching framework 3.R ecognize the importance of explicit instruction in the teaching and learning process .

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EXPLICIT TEACHING

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  1. EXPLICIT TEACHING • At the end of the session, the participants will: • 1. Define Explicit Teaching • 2. Identify the different components of the Explicit Teaching framework • 3.Recognize the importance of explicit instruction in the teaching and learning process. • 4. Elaborate explicit components in lesson parts Department of Education

  2. Nakukuha ng mgaguronghindimaayosmagturo..

  3. When was the last time • You cried and you’d like to quit

  4. When was the last time • You did not teach well because you were to bored and exhausted.

  5. When was the last time • You uttered that everything you shared was just a waste.

  6. When was the last time • You truly prepared for a lesson and it was SUPERBLY executed.

  7. THE PRACTICAL PRINCIPLE OF EXPLICIT TEACHING • DO NOT ASSUME!

  8. For a clearer understanding EXPLICIT INSTRUCTION (TEACHING)

  9. Now is the time that we must choose between what is easy and what is right! -AlbusDumdledore

  10. EXPLICIT INSTRUCTION REMOVING THE MYSTERY Explicit instruction is characterised by a series of clear statements about the purpose and rationale for learning the new skill, clear explanations, and demonstrations of instructional target and supported practice with feedback until independent mastery has been achieved. -Archer & Hughes

  11. ELEMENTS OF EXPLICIT INSTRUCTION (1- 8) • Focus instruction on critical content. • Sequence skills logically. • Break down complex skills. • Design organised and focused lessons. • Begin lessons with a clear statement of the lesson’s goals and your expectations. • Review prior skills and knowledge before beginning instruction. • Provide step-by-step demonstrations. • Use clear concise language. • Ref Page 2

  12. ELEMENTS OF EXPLICIT INSTRUCTION (9-16) • Provide an adequate range of examples and non-examples. • Provide guided and supported practice. • Require frequent responses. • Monitor student performance closely. • Provide immediate affirmation and corrective feedback. • Deliver the lessons at a brisk pace. • Help students organise knowledge. • Provide distributed and cumulative practice. • Ref Page 2

  13. EXPLICIT INSTRUCTION SIX TEACHING FUNCTIONS • Review • Presentation • Guided practice • Corrections and feedback • Independent practice • Weekly and monthly reviews

  14. EXPLICIT INSTRUCTION SIX TEACHING FUNCTIONS • Review • a. Review homework and relevant previous learning. • b. Review prerequisite skills and knowledge. • Presentation • a. State lesson goals. • b. Present new material in small steps • c. Model procedures. • d. Provide examples • e. Use clear language. • f. Avoid digressions. Ref Page 4

  15. Guided practice • a. Require high frequency of responses • b. Ensure high rates of success. • c. Provide timely feedback, clues and prompts. • d. Have students continue practice until they are fluent. • Corrections and feedback • a. Reteach when necessary. • Independent practice • a. Monitor initial practice attempts. • b. Have students continue practice until skills are automatic. • Weekly and monthly reviews

  16. A Structure for Successful Instruction TEACHER Responsibility Telling & Modeling “I do it – students are actively engaged in responding” “We do it” Guided Practice “You do it alone” Independent Practice STUDENT Responsibility

  17. EXPLICIT INSTRUCTION PRINCIPLES OF EFFECTIVE INSTRUCTION • Optimise engaged time/time on task. The more time students are actively participating in instructional activities, the more they learn. • 2.Promote high levels of success. The more successful (ie. correct/accurate) students are when they engage in an academic task, the more they achieve.

  18. 3.Increase content coverage. The more academic content covered effectively and efficiently, the greater potential for student learning. 4.Have students spend more time in instructional groups. The more time students participate in teacher-led, skill-level groups versus one-to-one teaching or seatwork activities, the more instruction they receive, and the more they learn.

  19. 5. Scaffold instruction. Providing support, structure and guidance during instruction promotes academic success, and systematic fading of this support encourages students to become more independent learners. 6. Address different forms of knowledge. The ability to strategically use academic skills and knowledge often requires students to know different sorts of information at differing levels: the declarative level (what something is, factual information), the procedural level (how something is done or performed) and the conditional level (when and where to use the skill).

  20. 1. ENGAGED TIME / TIME ON TASK • Increase allocated time and time spent teaching in critical content areas. • Ensure an appropriate match between what is being taught and the instructional needs of students. Consider the importance of the skill and the level of difficulty. Verify that students have the prerequisite knowledge to learn the skill. • Start lessons on time and stick to the schedule

  21. 4. Teach in groups as much as possible. Teaching students in large and small groups increases both ALT and the amount of instruction for each student, as compared to other instructional arrangements such as one-to-one instruction or seatwork. 5. Be prepared. Often instructional time is lost because teachers don’t have their teaching materials organised and ready for instruction. Thus they must spend time gathering their thoughts and materials that they could be using for teaching.

  22. 6. Avoid digressions. When teaching, stay on topic and avoid spending time on unrelated content. Appropriate humour or providing anecdotes or analogies to illustrate and illuminate content should serve an instructional purpose. 7.Decrease transition time. Transition timerefers to moving from one instructional activity to another. Often instructions time is lost through inefficient and disorganised transitions.

  23. 8. Use routines. Routines refer to the usual unvarying way activities carried out in the classroom. Routines save time because both students and teachers know how and what they are supposed to do without having to think or ask about it. Ref Page 7

  24. 2. HIGH LEVELS OF SUCCESS • Students learn the most when they are engaged and successful. • Learning is more efficient for students by minimising and correcting errors as soon as they occur. • Optimal rates of correct responding should be 80% during instruction and 90-95% when students are engaged in independent practice.

  25. Factors that increase levels of success: • teaching material that is not too difficult • clear presentations • dynamic modelling of skills and strategies • supported practice and active participation • careful monitoring • immediate corrective feedback.

  26. 3. CONTENT COVERAGE / OPPORTUNITY TO LEARN • “The more you teach, the more they learn”. • Be selective on what is important for students to learn. • Content coverage can be maximised when teachers focus on skills, concepts, or rules that will generalise to many other items or situations. • Avoid digressions, decrease transition times, increase opportunities for student response.

  27. 4. GROUPING FOR INSTRUCTION • Teacher-led group instruction has the most positive impact on achievement because of clear explanations, modelling, practice, feedback and frequent responding. • Small-group instruction is often more effective in targeting student needs. • Instructional groups of 6-8 are generally more effective than smaller or larger groups or one-to-one instruction. • Grouping by academic skill levels allows students to learn the skills most appropriate to them, thus increasing success.

  28. 5. SCAFFOLDING INSTRUCTION • Through deliberate, careful and temporary scaffolding, students learn new basic skills as well as more complex skills, maintain a high level of success as they do so, and systematically move towards independent use of the skill. • Elements of scaffolding instruction: • Taking a complex skill (eg. a multistep strategy) and teaching it in manageable and logical pieces or chunks. • Sequencing skills so that they build on each other. • Selecting examples and problems that progress in complexity. • Providing demonstrations and completed models of problems. • Providing hints and prompts as students begin to practise a new skill. • Providing aids such as cur cards and checklists to help students remember the steps and processes used to complete tasks and solve problems. • Ref Page 11

  29. 6. ADDRESSING DIFFERENT FORMS OF KNOWLEDGE • Provide instruction that targets different levels or forms of knowledge. • Declarative Knowledge – factual (what) • eg. number facts • Procedural Knowledge – how • eg. two digit multiplication • Conditional Knowledge – when and when not to apply • eg. problem solving

  30. Far North Queensland Region • “DRILL AND THRILL” Vs “DRILL AND KILL” • Routine practice is an extremely powerful tool that helps students learn and retain basic skills and facts in a fluent fashion. • Teaching for automaticity • Rote learning – repetition (chanting, jingles etc) • Flashcards • Interactive Whiteboards • Games • Choral Responses – teacher, stimulus, worksheet. “Development of basic knowledge and skills to the necessary levels of automatic and errorless performance requires a great deal of drill and practice… Drill and practice activities should not be slighted as “low level”. Carried out properly, they appear to be just as essential to complex and creative intellectual performance as they are to the performance of a virtuoso violinist.” - Brophy, 1986

  31. Opening of the Explicit Lesson • Gain students’ attention • Preview • Review "Opening it up" • Body of the Explicit Lesson • Modelling (I do it.) • Prompted or guided practice (We do it.) • Unprompted practice (You do it.) "Teaching it" STRUCTURE OF AN EXPLICIT LESSON • Throughout lesson: • Involve students • Monitor performance • Provide feedback • Ref Page 40 • Body of the Explicit Lesson • Review • Preview • Assign independent work "Closing it up"

  32. Far North Queensland Region STRUCTURE OF AN EXPLICIT LESSON • Opening of the Explicit Lesson • Gain students’ attention • Preview: • State the goal of the lesson. • Discuss the relevance of the target skill (or the larger goal). 3 W’s: Why? When? Where? • Review: • Review critical prerequisite skills. "Opening it up" • Throughout lesson: • Involve students • Monitor performance • Provide feedback • Ref Page 40 (Demonstrate understanding)

  33. Body of the Explicit Lesson • Prompted or guided practice (We do it.) • Physical prompts Fade physical prompts • Verbal Prompts Fade verbal prompts • Visual prompts Fade visual prompts Levels of Scaffolding Tell them what to do. Ask them what to do.Remind them what to do. STRUCTURE OF AN EXPLICIT LESSON • Body of the Explicit Lesson • Modelling (I do it.): • Show and tell (Demonstrate and describe). 3 C’s = Clear, Consistent, Concise. • Involve students. • Throughout lesson: • Involve students • Monitor performance • Provide feedback • Ref Page 40 "Teaching it" (Demonstrate understanding) (Demonstrate understanding) (High rates of accuracy) • Body of the Explicit Lesson • Unprompted practice (You do it.) (Demonstrate understanding) (High rates of accuracy)

  34. STRUCTURE OF AN EXPLICIT LESSON • Closing of the Explicit Lesson • Reviewcritical content. • Previewthe content of the next lesson. • Assign independent work. • Throughout lesson: • Involve students • Monitor performance • Provide feedback • Ref Page 40 "Closing it up"

  35. INDEPENDENT PRACTICE • OTHER IMPLICATIONS • If a student does not have fluent basic computation skills, complex operations will be interrupted – Woodward, 2006 • When handwriting and spelling are not automatic processes, these deficits can conflict with generating and structuring content – Torrance & Galbraith, 2006 • Even the most gifted among us reach their pinnacles through practice – and lots of it – Ericsson & Charness, 1994 • Expertise does not simply depend on innate capacity or ability but to a large degree on • frequency (every day) • deliberate (to achieve a specific goal) • practice over a long period of time • along with supervision (feedback on performance). • “How do you get to Carnegie Hall? Practice, Practice, Practice”

  36. FEEDBACK • One of the most powerful instructional acts is to provide feedback to students on their performance. • When providing corrective feedback provide: • Corrections – teachers must notice every error • Immediate corrections • Specific, informative corrections • A focus on the correct answer versus the incorrect answer • Corrections using the appropriate tone. Correction should be positive not punitive, constructive not destructive, respectful not insulting, encouraging not demoralising. • Opportunities to end every correction with the students giving a correct response.

  37. PRAISE • When students consistently respond correctly, meet behavioural expectations, or demonstrate exemplary academic or behavioural performances, more elaborate praise can se offered. • Characteristics of Effective Praise • Contingent on behaviour that meets requirement • Specific rather than global • Highlights success or effort on difficult tasks • Focuses on effort and achievement • Compares students past performance • Is positive, credible and genuine • Flows with the lesson.

  38. LESSON PACE • Students engage when lessons are delivered at a lively pace, in which the lesson moves smoothly and quickly from input, to response, to feedback, and back again to input. • Practices to Improve Lesson Pace • Be prepared • Provide just enough thinking time – 3 to 5 seconds • Provide just enough time for oral, written and action responses • After providing feedback on a response move on • Avoid digressions • Utilise instructional routines.

  39. EXPLICIT VOCABULARY INSTRUCTION ROUTINE Step 1: Introduce the word. Step 2: Introduce the meaning of the word. Step 3: Illustrate with examples. Step 4: Check student’s understanding. Ref Page 75

  40. Charter of Expectations for Teaching School-wide Pedagogy • Each teacher: • builds effective relationships with all students • accepts accountability for each student’s learning • uses data to inform their teaching and student learning • plans and teaches each lesson using the accepted explicit teaching model • uses strategies to move student knowledge from short term to long term memory. Learning Environment • Each teacher: • sets a positive classroom learning tone. • establishes an atmosphere of high expectations • focuses on high standards of student presentation and handwriting • regularly corrects student work and provides feedback to each student • has a high standard of classroom display that is relevant and educationally stimulating Student Engagement • Each teacher: • ensures that each student feels valued and respected by them • ensures that each student is given work and other learning experiences at their ability level • supports each student to have friends at school • engages each student in their progress towards their annual learning goals.

  41. SAMPLE EXPLICIT LESSON PLAN CW_Quarter-1-Week-2-Edited (2).docx

  42. It has been the love for our learners that would inspire us to share our best at all times • Gurong may mabutingbudhi kaya magtuturongmabuti- EDC

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