What is Explicit Instruction? - Shasta COE · What is Explicit Instruction? ... • Present the...
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Shasta County Curriculum Leads, May 2009 1 What is Explicit Instruction? Explicit Instruction is another way of saying effective, meaningful direct teaching. A. What is Explicit Instruction? What Explicit Instruction is What Explicit Instruction is not Explicit Instruction is skill based, but students are active participants in the learning process. Explicit Instruction is not skill and drill. Explicit Instruction is holistic. For example, teachers can use Explicit Instruction to teach everything that is included in “literacy” (i.e., decoding, comprehension, spelling, and the writing process) Explicit Instruction is not just used to teach isolated facts and procedures. Explicit Instruction integrates smaller learning units into meaningful wholes Explicit Instruction does not teach basic skills in isolation from meaningful contexts. Explicit Instruction is developmentally appropriate. Instruction is tailored specifically to students’ learning and attentional needs Explicit Instruction is not “one size fits all”. The teacher constantly monitors understanding to make sure students are deriving meaning from instruction. Explicit Instruction is not rote Explicit Instruction is used in diverse contexts and curricular areas. Explicit Instruction is not basic skills only Students like it because they are learning! Explicit Instruction is not boring and alienating Students are cognitively engaged throughout the learning encounter. They have opportunities throughout the lesson to self‐monitor and direct their own learning and participation. Explicit Instruction is not all teacher directed Explicit Instruction shares similar goals with other approaches to teaching (e.g., constructivist, holistic, or student centered). These goals include teaching students to enjoy and be competent at reading, writing, and math; to understand what they read and how math works; and to apply their skills in meaningful ways. [Goeke, Jennifer L. Explicit Instruction: A Framework for Meaningful Direct Teaching Pearson, 2008. page 10.]
Transcript of What is Explicit Instruction? - Shasta COE · What is Explicit Instruction? ... • Present the...
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WhatisExplicitInstruction?ExplicitInstructionisanotherwayofsayingeffective,meaningfuldirectteaching.
A. WhatisExplicitInstruction?What Explicit Instruction is What Explicit Instruction is not ExplicitInstructionisskillbased,butstudentsareactiveparticipantsinthelearningprocess.
ExplicitInstructionisnotskillanddrill.
Explicit Instruction is holistic. Forexample,teacherscanuseExplicitInstructiontoteacheverythingthatisincludedin“literacy”(i.e.,decoding,comprehension,spelling,andthewritingprocess)
Explicit Instruction is not just used to teach isolated facts and procedures.
ExplicitInstructionintegratessmallerlearningunitsintomeaningfulwholes
ExplicitInstructiondoesnotteachbasicskillsinisolationfrommeaningfulcontexts.
ExplicitInstructionisdevelopmentallyappropriate. Instructionistailoredspecificallytostudents’learningandattentionalneeds
Explicit Instruction is not “one size fits all”.
Theteacherconstantlymonitorsunderstandingtomakesurestudentsarederivingmeaningfrominstruction.
ExplicitInstructionisnotrote
ExplicitInstructionisusedindiversecontextsandcurricularareas.
ExplicitInstructionisnotbasicskillsonly
Studentslikeitbecausetheyarelearning! ExplicitInstructionisnotboringandalienating
Studentsarecognitivelyengagedthroughoutthelearningencounter.Theyhaveopportunitiesthroughoutthelessontoself‐monitoranddirecttheirownlearningandparticipation.
ExplicitInstructionisnotallteacherdirected
ExplicitInstructionsharessimilargoalswithotherapproachestoteaching(e.g.,constructivist,holistic,orstudentcentered). Thesegoalsincludeteachingstudentstoenjoyandbecompetentatreading,writing,andmath;tounderstandwhattheyreadandhowmathworks;andtoapplytheirskillsinmeaningfulways. [Goeke,JenniferL.ExplicitInstruction:AFrameworkforMeaningfulDirectTeachingPearson,2008.page10.]
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B.ExplicitInstructionisasequenceofsupports:1. SettingtheStageforLearning2. Clearexplanationofwhattodo3. Modelingtheprocess(showing)4. GuidedPractice5. IndependentPractice(Whenteacherisconfidentstudentswillbesuccessful)6. Assessment/Closure(informalorformal)**Everylessonmaynothaveeverycomponent,oralessonmayspanseveraldays,sonotallcomponentswouldbeseeneachday.
“AgreatdealofcontentImustteachisbasedontheassumptionthatmystudentshavecertainskills,whichtheydonotpossess.Whenstudentsaregivenstrategiesforaccomplishingatask,theyperformwithgreatersuccess.Oneofthegreatestissuesofconcerntomeisthatmanyofmycolleaguesdonotwanttospendtimeteachingsomethingtheyfeelstudentsshouldhavelearnedpriortoenteringtheirclass.Whatdifferencedoesitmakewhoteachesthestudentaslongasthestudentistaught?Iftheydonotlearnskillsandstrategiestheyneed,theycannotpossiblymoveforwardandaccessthecontentofanycurriculum.Oftenmycolleaguesassumethatastudentcandothework,butchoosesnotto.Thisisdifficulttoassess.HowdoIknowwhenastudentischoosingnottowork?Iftheyaremakingthatchoice,whyaretheymakingit?Aretheyfrustrated?Ithinkmostoftenthestudentisnottaughtstrategiesforhowtoreactwhentheydonotunderstandsomething.Also,theymaynotbetaughthowtogeneralizeastrategy–thatastrategythatwashelpfulinsixthgrademayalsobehelpfulinseventh.”
‐AfifthgraderesourceteacherquotedinExplicitInstruction(byGoeke)DuringExplicitInstruction,teachershaveagreatdealofresponsibilitytomonitorstudentneedsandprovidethekindofscaffoldingmostappropriatethroughoutthelearningprocess.However,studentshaveresponsibilitytoo.Theymustrealizethattheywillbeexpectedtoperformthetaskbythemselves,andtheyshouldthenworktowardachievingthatgoal.Attheoutsetofanylesson–beforetheteacherexplains,models,distributestheorganizerorframe,theteachershouldmaketheresponsibilitycleartothestudents:“I’mgoingtoteachyouhowtowriteagoodparagraph.FirstI’lltellyouwhattodo.ThenI’llshowyouhowtodoit.ThenwhatdoyouthinkI’llexpectyoutodo?”Thestudentsdiscernthattheywillneedtoproducesomethingthemselves.“So,whatdoyouthinkyoushouldbedoingwhileIteachyou?”Theconsensusis“payattention.”“Yes,”‐bydirectingstudentattentiontowardpurposefullearning–“YoushouldbethinkingabouthowYOUwillwriteYOURparagraphwhenitisYOURturn.”C.WhenisExplicitInstructionAppropriate?Oneofthefirstordersofbusinesswhenconsideringaconcept,skillorstandardtoteachiswhatformatwouldhelpthemoststudentsbesuccessful.ExplicitInstructionisoneofseveralsuccessfulteachingstrategiesthatteacherscanchoosetoincorporate.“Explicit
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instructionmustbeusedforappropriatepurposesandinresponsetoidentifiedstudentneeds.”(Goeke,p.12)Explicitinstructionisprovidedwhenthefollowingoccur:
• “Thegoalisteachingawell‐definedbodyofinformationorskillsthatallstudentsmustmaster.
• Assessmentdataindicatethatstudentshavenotacquiredfundamentalskills,strategies,andcontent.
• Assessmentdataindicatethatstudentprogresstowardmasteryofskills,strategies,orcontentneedstobeaccelerated.
• Inquiry‐orientedordiscussion‐basedinstructionalapproacheshavefailed.”~JenniferGoeke,p.18
D.ConstructsthatFacilitateEffectiveExplicitInstruction
1.TeacherPresentationVariablesTeacherpresentationvariableshavebeenidentifiedasfundamentalbehaviorsforcommunicatingeffectivelywithallstudentsandpromotingstudentachievement(Mastropieri&Scruggs,1997)Teachersshouldbeconsciousofdeliveringclear,dynamicinstructionthatisappropriatetostudents’needs.InthefirstfourcomponentsofExplicitInstruction,teacherpresentationvariablesplayakeyroleinthesuccessofthelesson.
a.TeacherClarityincludesspeakingclearly,avoidingunclearterminologyandvagueterms.
b.TeacherEnthusiasminvolvesvariedinflection,activelyacceptingstudentideas,andmaintainingahighoverallenergylevel.
c.AppropriateRateofPresentationdiversifiesopportunitiestoparticipate,requiringparticipation,andadjustingtostudentunderstanding.
2.StudentEngagementForExplicitInstructiontobeeffective,“students
mustbeencouragedtoprovidethesecond,complementaryhalfofthetransaction:activeengagement.AnoptimalExplicitInstructionlessoninvolvesaneffective,dynamicteacherandanactive,engagedlearner.”(Goeke,p.37)Learningisanactiveprocessduringwhichstudentsgainunderstandingbyconnectingnewconcepts,skills,andstrategiestopriorunderstandings.Teachersshouldhelpstudentsstayactivelyinvolvedinthelessoninordertohavethegreatestimpactontheirlearning.JenniferGoekehasidentifiedthreestudentengagementvariablesthatcanbeusedtohelpallstudentsbecomeactiveandengagedduringExplicitInstruction.
A.StudentsActivelyParticipatewhenthey:
• Focusonwhatisbeingtaught• Trytounderstandandmakesenseofnewmaterial• Relateideasandinformationtopriorknowledgeandexperience• Useorganizingtools(graphicorganizers,etc.)orprinciplestointegrateideas
• Relatesupportingdetailsandevidencetoconclusions• Thoughtfullyrespondafterthinktimeisprovided
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• Lookforprinciplesorpatterns“Researchhasshownthatwhenstudentsarerequiredtogiveovertresponsesusingresponsecardsorothermechanismsforsimultaneouslysignalingtheirresponses,participationandlearningareincreasedascomparedtothe‘onestudentansweringatatime’method.”(Gardner,Heward,&Grossi,1994;Heward,1994)
B.ProceduralPromptsareconcrete,skill‐specificreferencesonwhich
studentscanrelyforsupportuntiltheybecomeindependent.FredJonesinToolsforTeachingreferstothesepromptsasVIPs(VisualInstructionalPlans).Promptsshouldshowonestepatatime,includeapictureforeverystep,andhaveaminimalrelianceonwords.AVIPissimple,clear,andself‐explanatory.Studentscanlookatitwhenevertheyneedclarification.KeepinmindwhatFredJonesshares:“Ofcourse,aVIPisnotasubstituteforteaching.Youinvolvestudentsintheactivityofthelearningasyoualwayshave.Rather,aVIPissimplyapermanentrecordofthatteaching.ItservesasthesetofplansforindependentworkduringGuidedPracticesoyouwon'thavetoreteachthesamematerialoverandover.”
C.MonitorUnderstandingMonitoringstudents’understandingiscritical
throughoutthelesson.Itisawaythestudentsshowtheirengagementinthelessonandtheirunderstandingoftheinstructionalobjective.AccordingtoSchmoker,feedbackshouldbegiven4‐6timesperlesson.Monitoringstudentunderstandinginvolvestwocomplementaryskills:• CheckingforUnderstanding• ProvidingCorrectiveFeedbackAccordingtoDouglasReeves,“Effectivefeedbacknotonlytellsstudentshowtheyperformed,buthowtoimprovethenexttimetheyengagethetask.Effectivefeedbackisprovidedinsuchatimelymannerthatthenextopportunitytoperformthetaskismeasuredinseconds,notweeksormonths.”
The6ComponentsofExplicitInstructionInDetail:SettingtheStage
• Theanticipatoryset–theteacher’shooktocapturestudentinterestandconnectpriorknowledgetothenewlearningofthelesson
• Theteacherstates/clarifiesthestandards/learningobjective/goal• Thepurposeofthelessonisexplained• Studentsareabletorestatethelessonobjectivebacktotheteacherintheirown
words.• Theteacherspecificallyconnectsthelessonto:
o studentinteresto backgroundknowledgeo thebigidea/conceptthattheskill/standardislinkedto,and/oro thepreviousday’slesson
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ExplainingtoStudentsWhattodo
• Studentsneedexplicitdetailsaboutthelesson.• Theteacherre‐explainsinthiscomponentwhatthetaskis,whyitisimportant,and
addstoithowitisdone.• Giveno‐frillsexplanationsthatgivestudentsjustenoughinformationtocoverthe
basicsandgetthemstarted.Lessismore.• Don’ttellthekidsthatitwillbehard.Thatdiscourageskidsrightoffthebat.They
maytunethelessonoutrightthenandthere.• MakeitsimpleanddirectenoughtomakethelearningaccessibletoALLstudentsin
theclass.• Dividethetaskintoafewstepsthatarelogicallyordered.• Presentthestepsbothorallyandvisuallytomeetneedsofkidswithdifferent
modalitystrengths.(VisualInstructionalPlans–FredJones)
ModelingforStudents
• Somepeoplebelievethatexplainingissynonymouswithinstruction.WhentheextentoftheinstructionisONLYanexplanation,withoutmodelingorguidedpractice,teachershavenoideawhetherornotstudentsunderstandthelessoncontentuntilitistoolate.Justhearingorreadingdirectionsisnotenough.
• Modelingofferskidstheopportunitytowatchtheprocessunfoldbeforetheireyes.TheteacherengagesinwhateverisinvolvedinthelearningtaskEXACTLYasthestudentswillbeexpectedtoperformit.
• Theteachersharesinnerthoughts–modelingthethinkingprocess,andtheteacheroftenusesavisualmodeltodemonstratetheconceptbeingtaught.
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• Itisimportantduringthiscomponentfortheteachertoconnectwiththekids,toseetheireyesalertandfocused,ratherthanglazedover!
• Duringthiscomponent,teachersneedtoelicitinformalinputfromthekidsandkeepthemactivelyengaged–
Askingstudentstounderlineaportionoftextonboardoroverhead Usetheminiwhiteboards Repeattoapartner Askstudentstoreadthecompletedresponsealoudwithyoutomakesureit
soundsgoodandmakessense. Askforpossiblerevisions. Teachermakesgoodstrategiesconspicuousforkids Asklotsofquestions–useBloom’sTaxonomy Delveandprobeintoquestions–tryingtoelicitdeeperresponsesfromkids Appropriateinstructionalpacing Adequateprocessingtime(ThinkTime) Constantcheckforunderstanding
GuidedPracticeNancyFreyandDouglasFisher,in“TheReleaseofLearning”(PrincipalLeadership,February2009)describeagradualreleaseofresponsibilitytostudents.“Unfortunately,”saytheauthors,“inalltoomanyclassroomsreleasingresponsibilityistoosuddenand
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unplannedandresultsinmisunderstandingsandfailure.”FreyandFisherbelievethatguidedinstructionshouldconsistofcues,promptsandquestionstohelptheteacherunderstandthestudents’thinking,providescaffolding,getstudentsdoingsomeofthecognitivework,andgraduallyincreasetheirunderstanding.GraphicorganizersandframesworkGREATduringthiscomponent.Thesetoolssimplifythetaskofrepresentingknowledgeonpaperbyprovidinggraphiccues.Theyarehelpfulinstructionalaidsthathelpkidsmoveeasilyfromteacher‐controltowardtheirownindependentapplicationofthelearning.BUT….TheyareNOTasubstituteforinstruction.Ifkidsaretodowellinatestingsituation,theyneedtohaveheardtheexplanation,seenthemodel,practicedwiththeorganizerorframeasmanytimesasneeded,andthenworkedbackward,removingonesupportatatime.Afterenoughtrialswiththegraphicaide,theteachercantakethatawayandexpectkidstobeabletobesuccessfulwithjustareviewofthemodel.Eventuallythemodelshoulddisappeartoo!
• Providescaffoldingasatemporarysupport/guidanceintheformofsteps,tasks,materials,andpersonalsupport
• Provideexamples/non‐examples,andgraphicorganizers,studyguides,KateKinsellastarterstems
• Checkforunderstandingthroughongoingassessmentandconstantfeedback• Highlystructured• Usemini‐whiteboards,highlighters• Studentssummarizeintheirownwords,turntoaneighborandtellthem….
Asstudentsbecomesuccessfulwithsupport(80%fornewmaterial,95%forreview),beginreducingthelevelofsupporttomovestudentstowardindependence.
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IndependentPractice• StudentspracticetheSAMEkindsofproblemsasduringtheguidedpracticetime.• Don’tallowfortoomuchtimeforthis.Studentsgetofftask,attentionwanders,and
timeiswasted.• Duringthistime,teachershouldbemovingabouttheroom,watching,guiding,and
movingstudentsalong.• Besurestudentsareabletoaccuratelycompletetaskindependently.
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Closure/Assessment• Theassessmentportioncanbeinformal‐usingFist‐to‐Five,12WordSummary,
BrainBark,ExitCards,IdeaWave,ThumbsUp,ThumbsDown,etc.• Theassessmentportioncanbeformal–amethodtomeasurestudent
understandingorproficiencyofthelearningobjectiveintestorquizformatoressaywriting,project,report,etc.
• Itisatimetocollectstudentlearningevidenceofstandards/objectives.
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Asawaytosummarize…WhatisExplicitinExplicitInstruction(e.i.)?WhatisExplicit? Why?Theteacherknowspreciselywhatshewantsstudentstolearn(beabletodo)attheendofthelesson.
Unclearlearningobjectivesresultinvagueteachingandlearning.
Theteachertellsstudentswhattheywillbelearning.
Studentsaregivenasenseofpredictabilityandcontrol.Theyarejoinedwiththeteacherintheinstructionalencounter.
Theteacherfocusesherattentionandstudents’attentiononthetaskathand.
Studentsknowwheretodirecttheirattentionsothatlearningismaximized.
Theteacherexplains,models,givesexamplesandnon‐examples,restateswhennecessary,andhelpsstudentstostateandrestategoalsandstrategies.
Knowledgethatisusuallycovertismadeovertandexplicit;studentsare“letin”onthesecretofhowindependentlearnerslearn.
Thecurriculumisarrangedsothatstudentsaretaughtprerequisiteskillsaheadoftime.
Studentsaresetupforsuccess!
Thelearningismeaningfulandpurposeful.
Studentsarenottaughtuselessfactsandconcepts;whatstudentsaretaughtnowtheyusenowandinthefuture;explicitconnectionsaremadebetweenpriorandcurrentlearning.
Theinstructionaltransactionfollowsastructuredframework.
Thee.i.frameworkcombineselementsthatmaximizeachievementformanystudents.
Theteacherprovidescorrectivefeedback.
Particularlyintheacquisitionstage,theteachercorrectsallerrors.Otherwise,studentswillpracticeerrorsandhavedifficultylearningmorecomplexskillslateron.
TakenfromExplicitInstruction:AFrameworkforMeaningfulDirectTeachingbyJenniferL.Goeke(2008),Table1.4,page11.
