Explicit Instruction Webinar #2 Designing Lessons - Skills and Strategies
Explicit Instruction Webinar #2 Designing Lessons - Skills and Strategies
43
Explicit Instruction Webinar #2 Designing Lessons - Skills and Strategies Presented by: Gina Hopper, SESTA Director With permission from Dr. Anita A. Archer 1
description
Explicit Instruction Webinar #2 Designing Lessons - Skills and Strategies. Presented by: Gina Hopper, SESTA Director With permission from Dr. Anita A. Archer . Permission & Acknowledgements. The content of this session is expanded in Chapter 2 of this book: - PowerPoint PPT Presentation
Transcript of Explicit Instruction Webinar #2 Designing Lessons - Skills and Strategies
Explicit Instruction Webinar #2
Designing Lessons - Skills and Strategies
Presented by: Gina Hopper, SESTA Director
With permission from Dr. Anita A. Archer
1
• The content of this session is expanded in Chapter 2 of this book:
Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications.
• Videos that illustrate explicit instruction can be found on this website. www.explicitinstruction.org
• The slides in this presentation were designed by Anita Archer and modified as needed by the trainer, Gina Hopper.
Special thanks to the Idaho Department of Education, Special Education Division and Boise State University’s, The Center for School Improvement and Policy Studies.
2
Permission & Acknowledgements
Session PurposesThe participant will be able to:1. Outline the three components of an Explicit Instruction lesson
2. Describe the elements of a lesson opening
3. Describe the elements of a lesson closing
4. Describe the components of the body of a lesson when teaching a skill or strategy (I do it. We do it. You do it.)
3
Design of Instruction Focus on: • General lesson design
• Lesson design when teaching skills and strategies
4
Review Elements of Explicit Instruction
Let’s get started…
5
Elements of Explicit Instruction
Design of InstructionLessons1. Are organized and focused
2. Begin with a statement of goals
3. Provide review of prior skills and knowledge
6
Elements of Explicit Instruction
Design of Instruction4. Provide step-by-step demonstrations
5. Use clear and concise language
6. Provide a range of examples and non-examples
7. Provide guided and supported practice7
General Lesson Design
• Opening• Attention • Review• Preview
• Body• Closing
• Review • Preview• Independent Work
8
General Lesson DesignLesson Opening - Attention
Attention• Provide a verbal cue such as
• “Listening” • “We are going to begin” • “Eyes and ears on me”
• Follow the verbal cue with silence
• Regain attention throughout the lesson
9
General Lesson DesignLesson Opening - Review
Review
• Review content of previous lessons• Review necessary prerequisite skills
(preskills) for target skill being taught • Review background knowledge needed
for today’s lesson• Review must be interactive
• Request responses during review
10
General Lesson DesignLesson Opening - Review
What are the benefits of an interactive review?
11
Benefits to students Benefits to teacher
General Lesson DesignLesson Opening - Preview
Preview • State goal of lesson
• Use student-friendly language
• Discuss relevance of target skill (or larger goal)
3 W’s • Where?• Why?• When?
12
General Lesson DesignLesson Opening
• Attention• Provide a verbal _________such as “Listening” or “We are
going to begin”• Follow the verbal cue with ____________________
• Review• Review content of previous lessons• Review necessary _____________________ for target skill being
taught• Review ___________ _______________ needed for today’s lesson• Review must be ____________________________
• Preview • State _________________ of lesson• Discuss _______________ of target skill (or larger goal) • 3 W’s __________ ___________ ____________
13
General Lesson DesignLesson Closing
• Review• Review critical content • Review must be interactive
• Preview• Preview content of next lesson
• Independent Work • Assign independent work• Review assignments, quizzes, projects,
performances due in future14
General Lesson DesignLesson Closing
• Review• Review _____________ content • Review must be _______________________
• Preview• Preview ______________ of next lesson
• Independent Work • Assign __________________ work• Review assignments, quizzes, projects,
performances due in the ____________
15
General Lesson Design
• Opening• Attention • Review• Preview
• Body• Closing
• Review • Preview• Independent Work
16
General Lesson Design
Body of LessonVaries across subjects and grades
May include instruction on:• Skills and strategies (How to do something)• Vocabulary and concepts (What something is)• Rules (If ______ then ______ )• Facts
17
General Lesson Design
Are you teaching a:• Skill or strategy• Vocabulary or concept• Rule• Fact
Students are preparing for reading a passage about
the United Nations. 18
General Lesson Design
The teacher: 1. ______________ introduces the meaning of
humanitarian, disarmament, non-proliferation.
2. ______________ tells students that there are 193 member states in the United Nations.
3. ______________ demonstrates how to take Cornell notes on passage content.
4. ______________ introduces procedure for writing a summary on the passage.
19
Body - Skill or StrategyHow to do something
• Sound out word• Determine meaning of
word using context clues
• Determine meaning of word using root and affixes
• Spell an unknown word
• Determines cause and effect*
• Make Inferences*
• Take notes on information text*
• Write a summary of content*
• Write an opinion piece*
• Solve an equation• Write up a science
experiment
*=aligns to Marzano’s research
20
Body - Skill or StrategyHow to do something
What are some of the skills or strategies that
you teach?
21
Body - Skill or Strategy
• The Three Components
• Model I do it• Prompt We do it• Check You do it
Anita Archer, 1977
22
Body - Skill or Strategy
Simple skill or strategy
• Model I do it Teacher performsStudents watch
• Prompt We do it Teacher performsStudents perform
• Check You do it Teacher watches Students perform
23
Body - Skill or StrategySimple Examples
Example A. Letter/sound association1. (Writes letter m) This sound is /mmmmmm/ 2. Say the sound with me. /mmmmmmm/3. What sound? /mmmmm/
Example B. Counting by fives1. Listen as I count by 5’s. 5, 10, 15, 202. Count by 5’s with me. 5, 10, 15, 203.Again. 5, 10, 15, 20. Again. 5, 10, 15, ____. Again 5, 10, ___ ___. Again. 5, ___ ___ ___.4.Count by 5’s on your own. 5, 10, 15, 20
24
Body - Skill or StrategySimple Examples
Example C. Reading difficult to pronounce words 1. (Writes fastidious) This word is fastidious
2. Say the word with me. fastidious Again. fastidious
3. What word? /fastidious/
Example D. Segmenting long word for spelling1. When you spell a long word, it is useful to break the word into parts. Let’s practice that skill. My turn. The word is convention. I slow it down, and tap and say the parts. con ven tion 2. The next word is demonstrate. What word? Say and tap the parts with me. dem on strate (Do the following words with students: represent, lovely). 3. Your turn. The word is unproductive. Say the parts. un pro duc tive
25
Model (I do it)• Show (Demonstrating)
• Proceed step-by-step• Exaggerate the steps
• Tell (Describing)• Tell students what you are doing• Tell students what you are thinking
• Gain Responses• Ask for responses
• What they already know• What you have told them
26
Body - Skill or StrategyI do it More complex skills and strategies
Body - Skill or StrategyI do it More complex skills and strategies
• The 3 C’s • The model should be:
• Clear• Consistent• Concise
27
Body - Skill or StrategyI do it More complex skills and strategies
Paragraph Shrinking
1. Name the who or what.(The main person, animal, or thing.)
2. Tell the most important thing about the who or what.
3. Say the main idea in 10 words or less.(From the PALS program by Fuchs, Mathes, and Fuchs)
28
Body - Skill or StrategyI do it Video Activity
Complete this activity independently or in a group at your school.
Review the 8th grade Social Studies Video found on www.explicitinstruction.org
Look for good practices—use following slide to monitor what was observed
Record the good practicesShare out
29
Body - Skill or StrategyI do it Video Activity
Did the teacher:
____ Show students how to perform the skill or strategy
____ Proceed step-by-step
____ Exaggerate the steps
____ Tell students how to perform the skill or strategy
____ Tell students what he/she was doing
____ Tell students what he/she was thinking
____ Gain responses
____ What they already know
____ What you have told them
____ Presented models that were clear, consistent, concise 30
Body - Skill or StrategyI do it More complex skills and strategies
Before modeling
a. Ask yourself, what are common errors that students might make?b. Precorrect those errors as you model.
31
Body - Skill or StrategyI do it Video Activity
As you watch Grade 6 video “Pronunciation of Multisyllabic Words”, determine the potential errors that the teacher is anticipating.
32
Body - Skill or StrategyWe do it More complex skills and strategies
• Purposes of guided practice• Promote high level of success• Build confidence
Types of prompts • Prompt physically• Prompt visually• Prompt verbally
Step - do - Step - do - Step - do - Step - do
Three C’s = clear, consistent, concise
33
Body - Skill or StrategyWe do it More complex skills and strategies
Levels of Prompts
Tell them what to doAsk them what to doRemind them what to do
Gradually fade prompts.
34
Body - Skill or StrategyWe do it Video Activity
35
Complete this activity independently or in a group at your school as a continuation of the video already previewed. Review the Social Studies video of Mrs. Lee and Class, part I. Paragraph shrinking—secondaryLook for good practices—use following slide to monitor what was observed during the “we do” portionRecord the good practicesShare out
Body - Skill or StrategyWe do it Video Activity
Did the teacher:___ Guide students in performing the
skill/strategy___ Guide the students step-by-step___ Use language that was clear, consistent,
concise___ Gradually fade the prompting
36
Body - Skill or StrategyYou do it
• Check for understanding • Unprompted practice• Verify students’ understanding before
independent work is given
• Carefully monitor students’ responses
• Continue until students are consistently accurate
37
Opening Body Closing
Reflection Activity (to be completed on your own or with a
training group)Using one of Anita’s many videos found on www.explicitinstruction.org, look for critical elements in the Opening, Body, and Closing of the lesson. What did you notice?
38
Final Thoughts
Not a static procedure
• Depends on what you are teaching (e.g., complexity, familiarity)
• Depends on who you are teaching(e.g., prior knowledge, learning history)
39
Questions
Special Education Statewide Technical Assistance (SESTA)
Center for School Improvement & Policy Studies, BSU
Gina Hopper Director
Sydney Fox Program Manager
Katie Bubak
Coordinator
David Klungle
Program Coordinator
www.idahotc.comFind the following on the ITC:
•Statewide Calendar
•Online Training Registration
•Online Communities
•Webinars
•Resource Links
•In-service Credit Offerings
Cari MurphyProject Director
Shawn WrightWebmaster/ISD
Jesse HewittWeb Specialist
Ben TrokaWeb Specialist
Email: [email protected] at: Center on Disabilities and Human Development, University of Idaho
Idaho Training Clearinghouse
Cari [email protected]
Autism SupportsBarbara Broyles
Professional DevelopmentRobin Greenfield
[email protected] Technology Technical Assistance
Janice [email protected]
