EXPLICIT INSTRUCTION WEBINAR #5: …idahotc.com/Portals/57/Course Files/EIEIO/Session 5/5...Explicit...

EXPLICIT INSTRUCTIONWEBINAR #5:

ORGANIZING FOR INSTRUCTIONP R E S E N T E D B Y: G I N A H O P P E R

F O R M E R D I R E C T O R S E S TA

ACKNOWLEDGEMENTS

• The content of this session is expanded in Chapter 4 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 Gina Hopper.

• Special thanks to the Idaho Department of Education, Special Education Division, and Boise State University’s, The Center for School Improvement & Policy Studies.

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SESSION PURPOSES

The participant will be able to:

1. Organize classroom space to support explicit instruction

2. Select or create classroom goals and rules

3. Introduce routines and procedures to support effective and efficient instruction

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BIG IDEA # 1CLASSROOM ORGANIZATION

C R E A T E A N O R D E R L Y L E A R N I N G E N V I R O N M E N T T H A T S E T S T H E S T A G E F O R O R D E R L Y B E H A V I O R

C R E A T E A P L E A S A N T C L I M A T E F O R Y O U A N D Y O U R S T U D E N T S

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MOTTOSPACE COMMUNICATES

BIG IDEA #1CLASSROOM ORGANIZATION

1. Design areas for specific activities• Whole class instruction• Small group instruction• Rug activities• Quiet reading area• Free choice games and activities• Computers

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2. Arrange space so that :

a. Students face the teacher without turning around

b. Teacher has close proximity to students

c. Students can interact with partner and/or team

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2. Arrange space so that :

c. Teacher can see all areas of room

d. Teacher can easily monitor all areas

e. Teacher and students can move easily around room

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2. Arrange the space so that :

f. Teacher can access necessary instructional materials

g. Students can access necessary materials

See diagrams of possible room arrangements

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PAIRED ROWS

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SLANTED ROWS

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SLANTED TABLES

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DOUBLE U

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DOUBLE E

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• Assign seats• Elementary

• Put student’s name on desk• Secondary

• Number the desks• Make a seating chart with desks, numbers, and names• Give students a seating chart as they enter• Have students keep the seating chart to learn classmate’s names

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PRACTICE ACTIVITY(SEE SUPPORT MATERIALS)

Directions:

Examine the two sets of classroom arrangements.

For each set, inspect the example and note the desirable qualities of the classroom.

Next, examine the corresponding non-example and record suggestions that you would make.

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BIG IDEA # 2CLASSROOM GOALS AND RULES

S T U D E N T S A R E M O R E L I K E LY TO E X H I B I T D E S I R E D B E H AV I O R S W H E N E X P E C TAT I O N S A R E C L E A R

BIG IDEA # 2CLASSROOM GOALS AND RULES

Motto

What you expect = What you get

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BIG IDEA # 2CLASSROOM GOALS

• With grade level team or school faculty, establish goals you would like children to reach

• Goals reflect values you hold for students

• Goals are more global than rules

• Analogy • Goal - Drivers should be courteous• Rules - Speed limit 65

Stop for pedestrians in cross walk

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BIG IDEA # 2CLASSROOM GOALS

Example goals

• Respect others • Be responsible • Do your best work• Cooperate with others

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BIG IDEA # 2CLASSROOM RULES

Rules for RulesRules:1. Are few in number 2. State desired behavior3. Are short and simple4. List observable behaviors5. Begin with a verb6. Clearly define behaviors

(Clarify in lessons)

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Your rules.________________________________________________________________________________________________________________________________________________________________________________________________

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BIG IDEA # 2 CLASSROOM RULES

Example Rules

1. Arrive on time2. Bring school materials only 3. Follow directions immediately4. Participate in activities 5. Work during work sessions6. Use language appropriate to school

and work-place

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What to do…• Introduce rules • Teach lessons on individual rules• Review rules• Post rules• Act as if you expect desired behaviors

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BIG IDEA # 3ROUTINES AND PROCEDURES

I N C L A S S E S W H E R E R O U T I N E S A N D P R O C E D U R E S A R E C L E A R LY D E L I N E AT E D A N D TA U G H T D U R I N G T H E I N I T I A L W E E K S O F S C H O O L , A P P R O P R I AT E B E H AV I O R I S M U C H M O R E L I K E LY T O O C C U R .


• Motto

Predictability predicts ability

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Step 1. Determine situations where a routine or procedure is needed

See list of possible routines in Support Materials—separate document provided next to archived webinar on www.idahotc.com

Check situation where a routine is necessary in your setting

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Step 2: For each situation, determine a routine procedure that:

- Promotes self-responsibility- Doesn’t require teacher involvement- Is effective and efficient- Can be used consistently

Write down routines/procedures!

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Step 3. Teach most important routines/procedures

Step 4. Review routines/procedures as needed

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MOVEMENT INTO THE CLASSROOM - ELEMENTARY

1. Students assemble in designated area.2. Teacher greets students.3. Students and teacher walk to classroom.4. OUTSIDE classroom, teacher gains students’

attention and gives directions for next activity.5. Teacher opens the door and students enter.

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MOVEMENT INTO THE CLASSROOM - SECONDARY

1. Before bell rings, the teacher opens door and stands in doorway.

2. Teacher greets students as they arrive.3. When the bell rings, the teacher closes the door.4. Students begin warm-up activity when bell rings.

ORThe teacher immediately begins a new lesson.

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MOVEMENT OUT OF THE CLASSROOM - ELEMENTARY

1. Line leader goes to door.2. Teacher dismisses rows, tables, or groups when

materials are organized.3. When all children are lined up, line ender goes to

end of line.4. If necessary, the teacher reviews the guidelines for

walking to new location (e.g., Stay with the group. Keep your hands and body to yourself. Use a “whisper” voice.)

5. Teacher walks in middle of line.

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MOVEMENT OUT OF THE CLASSROOM - SECONDARY

1. Students DO NOT pack up materials until teacher indicates end of class. The teacher NOT the bell dismisses students.

2. Teacher moves to door and dismisses students.3. Teacher may require an exit task.

- Show me tomorrow’s assignment on yourcalendar.- Write a 10 word summary of today’s lesson.Show it to me as you exit.- Show me your notes from today’s lesson.- Show me the rough draft of your paper.

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USE OF THE BATHROOM

1. Students should use the bathroom before school, before class, during recess, during passing period.

2. If there is an emergency, students should go to the bathroom during independent work time.

3. Students must sign out, turn over sign, or take a pass.4. If the privilege is abused, the teacher will meet with

the student.

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USE OF PENCIL SHARPENER

1. Sharpen your pencil BEFORE class.2. Have more than one pencil in your pencil/pen pouch.3. If your pencil lead breaks,

- use your extra pencil- use a pen- borrow a writing tool from your partner

4. NEVER interrupt a lesson to sharpen your pencil.

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CORRECTING WORK IN CLASS

1. Students take out correcting pen (pen, red pen, crayon).

2. Teacher shows or tells each answer.3. Students indicate if answer is correct or incorrect on

their paper.4. Teacher reteaches difficult items.5. Students use remaining time to correct any items.

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Big Idea # 3Routines and Procedures

Tardy to Class

1. Student arrives late.2. Teacher continues teaching.3. Student signs in Tardy Notebook. Checks “excused”

or “unexcused”. 4. Partner assists late-arriving student. 5. When free, the teacher talks to tardy student.6. When appropriate, uses “payback” time as

consequence.

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Absent - Elementary School

1. Partner collects assignments, homework, and notices and puts in desk of absent student.

2. Student returns to school and examines work in desk.

3. Student checks class calendar, noting work to be completed.

4. Student has same number of days to make up work as he/she missed.

5. Completed work is placed in Make-up Work box.

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Absent - Secondary

1. Partner picks up folder and writes name of absent student on it.2. Partner collects assignments, homework, and notices and

places in folder. 3. Partner may also fill out form with class information including:

reading assignments, test dates, homework assignments, long term assignments.

4. At end of period, the folder is placed in box labeled “Work for students who are absent”.

5. Student returns and examines work in folder.6. Student checks class calendar, noting work to be completed.7. Student has same number of days to make up work as he/she

missed. 8. Completed work is placed in Make-up Work box.

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No materials in class

1. Teacher sets clear expectations concerning materials.

2. Extra materials are available.3. Student gets materials and fills out an IOU

form.4. If student has forgotten book, looks on with

partner.OR

Uses loaner book with VERY bright book cover.

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BIG IDEA # 3ROUTINES AND PROCEDURESTURNING IN OR COLLECTING WORK

1. Students write number on assignment.2. Students pass work forward.3. Student Monitor collects all papers from front row

seats.4. Monitor puts in numerical order.5. Monitor places papers in box labeled by subject or

period.

If more accountability is required:1. Students place homework on corner of desk.2. Teacher circulates and collects homework.

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ASKING QUESTIONS DURING A LESSON - ELEMENTARY/MIDDLE SCHOOL

1. Students raise their hands when they have a PUBLIC QUESTION, one for which the answer will be useful to all students.

2. Students put their hands on their hearts when they have a PRIVATE question (Can I go to the restroom? Can I sharpen my pencil?).

When the teacher has a natural break, he/she will go to student.

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Gaining assistance during independent/cooperative tasks

Red and Green Card1. Student attempts task, consulting with worked examples

in the text or from lesson.2. When student has a question, the RED side of the card

is placed up.

(Other signals can be used such as a “Help Wanted”sign or a book on the corner of desk.)

3. Student must continue working. 4. Teacher moves around room monitoring (Walk around.

Look around. Talk around.)5. When teacher sees a RED card, assistance is provided.

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Gaining assistance during independent/cooperative tasks

Only When Near1. When the student has a question and the teacher

is NOT near, the student may consult with his/her partner or uses the rule “Three Before Me”.

2. If assistance is not adequate, student circles the item and continues working.

3. The teacher moves around the room monitoring (Walk around. Look around. Talk around.)

4. When the teacher is NEAR, the student may raise his/her hand and request assistance.

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Signals for speaking

• 0 - Silence (Teacher raises closed fist.)• 1 - Whisper (Teacher puts up one finger.)• 2 - Quiet conversation• 3 - Speaking voice• 4 - Outside voice

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WORKING WITH A PARTNER

Looks Like Sounds Like

You are:• Looking at your partner•Leaning toward your partner•Smiling (pleasant face)•On-task

You are:•Whispering•Giving “put ups”•Encouraging•On-task

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BIG IDEA # 3ROUTINES AND PROCEDURES WALKING TO ANOTHER LOCATION

Looks Like Sounds LikeYou are:• Keeping your hands and your body to yourself• Moving quickly without running• Carrying necessary materials

You are:•Whispering

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INDEPENDENT WORK

(WHEN TEACHER IS TEACHING SMALL GROUP)


You are:•Working at your desk• Doing assignments

•Comprehension exercises•Handwriting practice•Spelling practice•Summary writing

•Correcting work with keys•Reading book

You are:•Not talking as you work •Quietly asking your partner for help•Quietly asking the “Expert” for help

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BIG IDEA # 3ROUTINES AND PROCEDURES ORAL PRESENTATIONS - SPEAKER


You are:• Standing in front of class• Facing classmates• Smiling (pleasant face)• You have support materials

ready (overheads, charts, notes)

• NOT fidgeting

You are:• Prepared• Presenting information

with clarity• Using a voice that is

easy to hear• Answering questions

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PRACTICE ACTIVITYSITUATION: _________________________


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BIG IDEA # 4BUFFER AND SPONGE ACTIVITIES

W H E N S T U D E N T S D O N O T H AV E A TA S K T O C O M P L E T E O R A N A C T I V I T Y T O PA R T I C I PAT E I N O R H AV E T O W A I T F O R T H E N E X T A C T I V I T Y, B E H AV I O R C H A L L E N G E S W I L L S U R FA C E .

BIG IDEA # 4BUFFER AND SPONGE ACTIVITIES

• Motto

Avoid the void for they will fill it.

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BIG IDEA # 4BUFFER ACTIVITIES

• Determine buffer activities that students can do when work is done

• These activities should be:• Quiet• Independent (one child)• Done for variable amounts of time

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List possible buffer activities________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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EXAMPLE - ELEMENTARY

When you are done:1. Check your work for completion, accuracy, and neatness.2. Correct your work with a key if available.3. Work on other assignments that are due today or in the near

future.4. If ALL of your work is done, select one of these activities:

• Read a book• Study your spelling words• Complete a “Bonus” assignment from the work box• Assist your partner or others if help is requested

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EXAMPLE - SECONDARY

When you are done:1. Check your work for completion, accuracy, and neatness.2. Check your work for completion, accuracy, and neatness.3. Correct your work with a key if available.4. Work on long term assignments for this class.5. Work on homework from other classes.6. If ALL of your work is done, select one of these activities:

• Read a book• Study for an upcoming test• Assist your partner or others if help is requested

DO NOT interrupt the work or thinking of classmates.

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BIG IDEA # 4SPONGE ACTIVITIES

• Sponge activities will be used when you have a few moments

• These sponge activities should:• Be short• Require no materials or special preparation• Reinforce content (If possible)• Be easy for all students.• FUN FUN FUN

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• Categories• I will say a category. Be ready to add your example.• I will say four items. Figure out the category and be ready to add

your example.

• Telephone Number• Make as many problems as you can using your telephone number.• Rearrange the numbers to make the largest number possible.

• Fortunately, Unfortunately• “I will start the story. Be ready to add to it. Fortunately….

Unfortunately …..

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• Plan a number of sponge activities that match your content area and age of students.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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MANAGEMENT MOTTO

Teach with passionManage with compassion

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QUESTIONS

EXPLICIT INSTRUCTION WEBINAR #5: …idahotc.com/Portals/57/Course Files/EIEIO/Session 5/5...Explicit...

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