Transcript Document

Explicit Instruction
Webinar #2
Designing Lessons Skills and Strategies
Presented by: Gina Hopper, SESTA Director
With permission from Dr. Anita A. Archer
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Permission &
Acknowledgements
• 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.
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Session Purposes
The 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…
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Elements of Explicit Instruction
Design of Instruction
Lessons
1. Are organized and focused
2. Begin with a statement of goals
3. Provide review of prior skills and knowledge
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Elements of Explicit Instruction
Design of Instruction
4. 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 practice
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General Lesson Design
• Opening
• Attention
• Review
• Preview
• Body
• Closing
• Review
• Preview
• Independent Work
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General Lesson Design
Lesson 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
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General Lesson Design
Lesson 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
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General Lesson Design
Lesson Opening - Review
What are the benefits of an interactive review?
Benefits to students
Benefits to teacher
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General Lesson Design
Lesson 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?
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General Lesson Design
Lesson 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 __________ ___________ ____________
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General Lesson Design
Lesson 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 future
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General Lesson Design
Lesson Closing
• Review
• Review _____________ content
• Review must be _______________________
• Preview
• Preview ______________ of next lesson
• Independent Work
• Assign __________________ work
• Review assignments, quizzes, projects, performances due
in the ____________
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General Lesson Design
• Opening
• Attention
• Review
• Preview
• Body
• Closing
• Review
• Preview
• Independent Work
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General Lesson Design
Body of Lesson
Varies 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
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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.
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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.
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Body - Skill or Strategy
How to do something
•
Sound out word
•
•
Determine meaning of
word using context clues
Take notes on
information text*
•
Determine meaning of
word using root and
affixes
Write a summary of
content*
•
Write an opinion piece*
•
Spell an unknown word
•
Solve an equation
•
Determines cause and
effect*
•
Write up a science
experiment
•
Make Inferences*
•
*=aligns to Marzano’s research
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Body - Skill or Strategy
How to do something
What are some of the skills or strategies that
you teach?
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Body - Skill or Strategy
• The Three Components
• Model
I do it
• Prompt
We do it
• Check
You do it
Anita Archer, 1977
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Body - Skill or Strategy
Simple skill or strategy
• Model
I do it
• Prompt
We do it
• Check
You do it
Teacher performs
Students watch
Teacher performs
Students perform
Teacher watches
Students perform
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Body - Skill or Strategy
Simple Examples
Example A.
Example B.
Letter/sound association
Counting by fives
1. Listen as I count by 5’s.
5, 10, 15, 20
1. (Writes letter m) This
sound is /mmmmmm/
2. Count by 5’s with me.
5, 10, 15, 20
2. Say the sound with me.
/mmmmmmm/
3.Again. 5, 10, 15, 20.
Again. 5, 10, 15, ____.
Again 5, 10, ___ ___. Again.
5, ___ ___ ___.
3. What sound? /mmmmm/
4.Count by 5’s on your own.
5, 10, 15, 20
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Body - Skill or Strategy
Simple Examples
Example C. Reading
difficult to pronounce
words
Example D. Segmenting
long word for spelling
1. 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
1. (Writes fastidious) This word is
fastidious
2. Say the word with me. fastidious
Again. fastidious
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. What word? /fastidious/
3. Your turn. The word is
unproductive. Say the parts. un pro
duc tive
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Body - Skill or Strategy
I do it More complex skills and strategies
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
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Body - Skill or Strategy
I do it More complex skills and strategies
• The 3 C’s
• The model should be:
• Clear
• Consistent
• Concise
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Body - Skill or Strategy
I 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)
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Body - Skill or Strategy
I 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 practices
Share out
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Body - Skill or Strategy
I 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
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Body - Skill or Strategy
I 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.
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Body - Skill or Strategy
Video Activity
I do it
As you watch Grade 6 video “Pronunciation of
Multisyllabic Words”, determine the potential errors that
the teacher is anticipating.
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Body - Skill or Strategy
We 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
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Body - Skill or Strategy
We do it
More complex skills and strategies
Levels of Prompts
Tell them what to do
Ask them what to do
Remind them what to do
Gradually fade prompts.
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Body - Skill or Strategy
We do it
Video Activity
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—secondary
Look for good practices—use following slide to
monitor what was observed during the “we do”
portion
Record the good practices
Share out
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Body - Skill or Strategy
We 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
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Body - Skill or Strategy
You 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
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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?
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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)
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Questions
Special Education Statewide Technical
Assistance (SESTA)
Center for School Improvement & Policy Studies, BSU
Gina Hopper
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Director
Coordinator
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