Post on 27-Dec-2015
© 2014 Texas Education Agency / The University of Texas System
Explicit Instruction for Diverse Learners
Foundations
Adapted with permission from Anita Archer’s Explicit Instruction Trainers Academy
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Institute Outline
Day 1• Foundations• Lesson Design• Classroom Organization• Instructional Delivery
Day 2• Responsive Literacy
Instruction• Planning for Tier I
Instruction• Planning for Tiers II and
III Instruction• Conclusion
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Session Objectives
• Describe the research supporting explicit instruction.
• Describe the elements of explicit instruction.• Describe the underlying principles of explicit
instruction.
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What is explicit instruction?
…a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students.
Rosenshine, 1987
…unambiguous and direct approach to teaching that incorporates instruction design and delivery.
Archer & Hughes, 2011
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Explicit InstructionArcher and Hughes summarize the explicit instruction approach as• a series of supports or scaffolds;• students being guided through the learning
process;• teachers using clear explanations and
demonstrations; and • teachers supporting practice with feedback.
Archer & Hughes, 2011, p. 1
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Support for Explicit Instruction
30+ years of convergent research:• teacher effects• project follow-through• research syntheses in special education• recent governmental reports
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Elements of Explicit Instruction:Content
1. Instruction focuses on critical content.2. Skills, strategies, and concepts are sequenced
logically.3. Complex skills and strategies are broken
down into smaller (easy to obtain) instructional units.
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Elements of Explicit Instruction:Content
1. Instruction focuses on _______ content.2. Skills, strategies, and concepts are
___________ logically.3. Complex skills and strategies are
_____________ into smaller (easy to obtain) instructional units.
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Elements of Explicit Instruction:Design
Lessons…4. are organized and focused; 5. begin with a statement of goals; and6. provide interactive review of prior skills and
knowledge.
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Elements of Explicit Instruction:Design
Lessons…7. provide step-by-step demonstrations;8. use clear and concise language; 9. provide a range of examples and non-
examples; and10. provide guided and supported practice.
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Elements of Explicit Instruction:Design
Lessons…4. are __________ and focused; 5. begin with a statement of ______; and6. provide interactive _______ of prior skills and
knowledge.
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Elements of Explicit Instruction:Design
Lessons…7. provide step-by-step ______________;8. use _____ and ________ language; 9. provide a range of _________ and
____________; and10. provide _______ and supported practice.
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Elements of Explicit Instruction:Delivery
Teachers… 11. require frequent responses;12. monitor student performance closely;13. provide immediate affirmation and
corrective feedback;14. deliver instruction at a brisk pace; and15. help students organize knowledge.
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Elements of Explicit Instruction:Delivery
Teachers…11. require frequent __________;12. ________ student performance closely;13. provide immediate affirmation and
corrective _________;14. deliver instruction at a _____ pace; and15. help students ________ knowledge.
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Elements of Explicit Instruction:Practice
16. Teachers provide judicious practice including – initial practice;–distributed practice; and– cumulative practice.
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Foundation Principle 1:Optimize academic learning time.
The amount of time that students are successfully engaged in academic tasks
© 2014 Texas Education Agency / The University of Texas System
Foundation Principle 1:Optimize academic learning time.
• Available time: The amount of time available for school activities
• Allocated time: The amount of time allotted for academic instruction
• Engaged time: The amount of time students are actively engaged in a learning task
• Academic learning time: The amount of time students are successfully engaged in academic tasks at the appropriate level of difficulty
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Foundation Principle 1:Optimize academic learning time.
Explicit instruction is designed to increase academic learning time. List ways in which you can optimize instructional time.
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Foundation Principle 2:Promote high levels of success.
• 80% correct responses during initial instruction
• 90%–95% correct responses during independent practice
• High success rates are associated with increased learning outcomes
• Low success rates are associated with negative outcomes
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Foundation Principle 2:Promote high levels of success.
• Whole group instruction• Small group instruction• Tier II and Tier III intervention groups
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Foundation Principle 2:Promote high levels of success.
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Foundation Principle 3:Optimize the amount of content covered.
The greater the amount of content that is covered well, the greater the potential for student learning.