Transcript Explicit Instruction: Effective and Efficient Instruction

Explicit Instruction: Effective and
Efficient Instruction
Webinar Series
Session 2
Anita L. Archer, Ph.D.
Author and Consultant
[email protected]
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Archer, A., & Hughes, C. (2011). Explicit
Instruction: Effective and Efficient
Teaching. NY: Guilford Publications.
www.explicitinstruction.org
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Webinar Participation
1.
Choral Responses:
If the answer is short and the same, you will say an answer together.
2.
Partner Responses:
If you are viewing this with fellow educators, divide into partners and give
each partner a number (either #1 or #2).
3.
Written Responses:
Record written responses on the handout or on plain paper.
4.
Recorder: Select one person in your group to be the recorder of “best
answers” when asked. Type into “Chat Box.”
5.
Best Practices: On a separate piece of paper, maintain a list of best
practices.
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Questions
If you have a question, type it into the “Chat
Box”. At intervals during the session, I will
respond to the questions.
OR
Email the question to me and I will address it
within our next session. [email protected]
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Schedule
February 8
March 21
Topic: Delivery of Instruction- Part 1
Chapter 6
Topic: Design of Instruction:
Concepts and Vocabulary
Chapter 3
February 22
Topic: Delivery of
Instruction- Part 2
Chapter 6 and 7
March 7
Topic: Design of Instruction:
Teaching Skills and Strategies
Chapter 2
April 4
Topic: Judicious Practice
Chapter 8
Note: Those taking the course for
university credit are required to read
the corresponding chapters.
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Delivery of Instruction
1)
Frequent responses are elicited.
2)
Student performance is carefully monitored.
3)
Immediate affirmative and corrective feedback is
provided.
4)
The lesson is delivered at a brisk pace.
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Review - Choral Responses
• Choral responses can be used when the
response is short and the same.
• Students are looking at the teacher.
– Ask a question.
– Put up your hands to indicate silence.
– Give thinking time.
– Lower your hands as you say, “Everyone.”
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Review - Partners
• Partners are useful when the requested
responses are long and/or different.
• Partners
– Teacher assigns partners.
– Pair lower performing students with middle performing
students.
– Give partners a number (#1 or #2).
– Sit partners next to each other.
– Give partners a “sentence starter”.
– Change partners every three to six weeks.
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Review - Individual Turns
Volunteers
– Call on volunteers only when the answer comes
from personal experience.
Calling on inattentive students.
– Avoid calling on inattentive students.
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Review - Individual Turns
Option #1 - Partner First
1.
Ask a question.
2.
Give students thinking time.
3.
Have students share answers with their partners.
Provide a sentence starter (stem).
4.
Call on a student to give an answer.
5.
Engage students in discussion.
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Share with your partner.
Tell your partner one practice that you
used in your classroom based on our last
session.
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Feedback
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Written Responses
• Written response
– Gauge the length of the written response to avoid “voids”.
• Make the response fairly short OR
• Make the response “eternal.”
– To keep students from “sneaking” ahead.
• Expose limited items on the screen. OR
• Have students put their pencils down to indicate completion
OR have them turn their paper over.
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Written Responses
Written response
• Paper
Notes on paper
• Graph paper
Computer
• Journal
Electronic Tablet
• Vocabulary Log
Smartboard
• Post - it
Whiteboard
• Poster Paper
Response Slate
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Written Responses
• Response Slates
– Give a directive.
– Have students write their answers on individual
whiteboards, slates, or chalkboards.
– When adequate response time has been given,
have students display their slates.
– Give feedback to students.
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Benefits of Response Slates
• Discuss with your partner the benefits of
using response slates (White Boards).
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Feedback
1.The students will feel more accountable.
“ If you can’t hold them accountable, they
believe it is optional.”
2. The teacher can monitor the responses of
all students. As a result, of this ‘formative
assessment’, the teacher can better adjust the
lesson.
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Written Responses
Response cards
–
–
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Have students write possible responses on cards or paper or
provide them with prepared cards.
Examples:
Simple responses: Yes, No; Agree, Disagree
Content specific responses:
Graphemes: sh, wh, ch, th
Punctuation Marks: . ? ! ,
Math Operations: + - X
Types of Rocks: Igneous, metamorphic, sedimentary
Vocabulary Terms: perimeter, area
Ask a question.
Have students select best response and hold it under their chin.
Ask students to hold up response card.
Carefully monitor responses and provide feedback.
–
NOTE: Electronic “clickers” are the high tech version of response cards.
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Uses of Response Cards
• Share with your partner specific times
that you could use response cards.
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Feedback
• quick answers - short answers
• write
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–
–
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letters for dictated sound
spelling words
math problem/equation to be solved
answer to mental math
needed punctuation mark
type of genre
vocabulary word
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Action Responses
• Touch stimulus.
– Ask students to “Put their finger” on stimulus.
– Increases attention given to stimulus.
– Allows monitoring to determine if students are looking at the
desired stimulus.
• Act out.
– Students act out story, concept, or process.
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Action Responses
• Gestures
– Students use gestures to indicate answer or to facilitate recall
of process.
• Facial Expressions
– Students indicate answer by changing facial expression.
(“Show me glum.” Show me not glum.”)
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Action Responses
Hand signals.
– Use thumbs up/thumbs down to indicate yes/no or agree/disagree.
– Level of understanding. Students place their hand to indicate level
of understanding (high-forehead, OK-neck, low-abdomen).
a. Write items on the board/overhead and number them.
1. concentrate 2. absurd 3. enemy 4. disgusting
1. shield volcano 2. composite volcano
3. cinder cone volcano
b. Carefully introduce and model hand signals.
c. Ask a question. Have students form answers on their desk.
d. When adequate thinking time has been given, have students hold
up their hands showing responses.
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Passage Reading Procedures
• Discuss this question with your partner.
• What are some disadvantages of
“round-robin reading” when the group
size is large?
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Feedback
BIG DISADVANTAGE - Reduces amount of practice given to each
student.
Disadvantages to reader
– Poor reading since it is a cold read with no rehearsal
– Anxious students
– Embarrassing for struggling readers
Disadvantages to listeners
– Inattentive
– Not following along
– A void resulting in management problems
– Anticipating the section they might read
– Boring
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Active Participation Passage Reading
• Choral Reading
– Read selection with your students.
– Read at a moderate rate
– Tell your students, “Keep your voice with mine.”
(Students may silently read material before choral
reading.)
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Active Participation Passage Reading
Cloze Reading
– Read selection.
– Pause on “meaningful” words.
– Have students read the deleted words.
(Excellent practice when you need to read
something quickly.)
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Active Participation Passage Reading
Individual Turns
• Use with small groups.
– Call on an individual student.
– Call on students in random order.
– Vary the amount of material read.
• If you select to call on individuals in a large group, use one of
these procedures.
– Assign each student a section of the selection to rehearse.
– Give students the option of saying ME (I will read the material.) or
WE (Please read with me class.).
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Active Participation Passage Reading
• Silent Reading
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Pose pre reading question.
Tell students to read a certain amount.
Ask them to reread material if they finish early.
Monitor students’ reading. Have them whisperread to you.
– Pose post reading question.
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Active Participation Passage Reading
•
Partner Reading
–
Assign each student a partner.
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Reader whisper reads to partner. If the material is narrative, have students
alternate by sentence, page, or time. If the material is expository, have the
students alternate by the paragraph (Read - Stop - Respond).
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Coach corrects errors.
Ask - Can you figure out this word?
Tell - This word is _____. What word?
Reread the sentence.
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Alternatives to support lowest readers
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Lowest readers placed on a triad and read with another student.
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First reader (better reader) reads material. Second reader reads
the SAME material.
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Students read the material together.
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Partners allowed to say “me” or “we”.
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Active Participation Passage Reading
Tell your partner which procedure you could use
to support the struggling readers during partner
reading.
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Delivery of Instruction Passage Reading - Echo Reading
Echo Reading
– Teacher reads a word, phrase or sentence.
– Students “echo” read the word, phrase or
sentence.
– Useful for building fluency and expression.
– Needs to be faded as students grow in reading
skills.
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Delivery of Instruction Passage Reading - Choral Reading
Choral Reading
– Read selection with your students.
– Read at a moderate rate.
– Tell your students, “Keep your voice with mine.”
(You may wish to have the students pre-read the
material silently before choral reading.)
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Delivery of Instruction Passage Reading - Cloze Reading
Cloze Reading
– Read selection.
– Pause on “meaningful” words.
– Have students read the deleted words.
(Excellent practice for reading initial part of a chapter or
when you need to read something quickly.)
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Delivery of Instruction Passage Reading - Individual Turns
Individual Turns
– Use with small groups.
– Call on an individual student.
– Call on students in random order.
– Vary the amount of material read.
If used with large group,
– Assign paragraphs for preview and practice. OR
– Utilize the me or we strategy. When called on, student has the
option of saying “we” and asking everyone to join in reading.
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Delivery of Instruction Passage Reading - Silent Reading
Augmented Silent Reading
– Pose pre- reading question.
– Tell students to read a certain amount and to reread
material if they finish early.
– Monitor students’ reading. Have individuals whisper-read to
you.
– Pose post- reading question.
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Delivery of Instruction Passage Reading - Partner Reading
Assign each student a partner.
–
Reader whisper reads to partner. Students alternate by sentence,
page, or time.
–
Coach corrects errors.
Ask - Can you figure out this word?
Tell - This word is _____. What word?
Reread the sentence.
paragraph,
Alternatives to support lowest readers
1.
Lowest readers placed on a triad.
2.
First reader (better reader) reads material.Second reader reads the SAME material.
3.
Students read the material together.
4.
Before reading, students can say ME (I will read.) OR WE (Please read with me.)
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Passage Reading Procedures
Discuss this question with your partner.
Which of these passage reading
procedures will you use in your
classroom?
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Delivery of Instruction
1)
Frequent responses are elicited.
2)
Student performance is carefully monitored.
3)
Immediate affirmative and corrective feedback is
provided.
4)
The lesson is delivered at a brisk pace.
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Delivery of Instruction Monitor Students’ Responses
•
Walk around.
•
Look around.
•
Talk around.
» Correct incorrect responses.
» Acknowledge correct responses.
» Encourage effort.
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Delivery of Instruction Monitor Students’ Responses
With your partner, list the benefits of circulating and monitoring.
1. _____________________________________________
2.
_____________________________________________
3.
_____________________________________________
4.
_____________________________________________
5.
_____________________________________________
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Feedback
Benefits of circulating and monitoring.
• Promotes on-task.
• Promotes appropriate behavior.
• Feedback to the teacher
– Do they understand the directions?
– Do they understand the task?
– Do they understand the skill or concept?
– How do I need to adjust the lesson?
• Feedback to the student
– Corrections
– Affirmations (praise)
– Encouragement
• Individual instruction
• Connection to students
• Positive individual interactions
• Conveys that the work is important
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Delivery of Instruction Provide Immediate Feedback
• Acknowledge/Praise
• Encourage/Support
• Correct errors
– Correct errors with the individual or the group.
– Correct with a neutral affect.
– Use: I do it. We do it. You do it.
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Monitor and Provide Feedback
Correct and
quick
response
Acknowledge
and move on.
“Correct”
“Yes, that’s right.”
Correct but
hesitant
response
Acknowledge
and add brief
‘firm-up
explanation’.
“Correct. Since this
is a telling sentence,
we would end the
sentence with a
period.”
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Monitor and Provide Feedback
Students should ALWAYS practice correct response.
Incorrect
response
when “fact”
requested.
1. Model the correct
answer.(I do it.)
2. Check understanding.
(You do it.)
3. Check again.
(Student says /o/ for /a/.)
“This sound is /a/?”
Incorrect
response
when strategy
or rule used.
1. Guide student(s) to the
correct answer by asking
questions on the steps of
the strategy or rule. (We
do it.)
2. Check understanding.
(You do it.)
3. Check again.
(Students spell siting for
sitting.)
“What sound?” /a/
“What sound?” /e/
“What sound?” /o/
“What sound?” /a/
“Does sit end with a
CVC?” yes
“Does the ending begin
with a vowel?” yes
“So do we double the final
consonant?” yes
“Everyone, write sitting on
your slate.”
“Show me.”
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Delivery of Instruction Immediate Feedback
Corrective Feedback is:
• Provided
• Immediate
• Specific and informative
• Focused on the correct versus incorrect
response
• Delivered with appropriate tone
• Ended with students giving correct response
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Delivery of Instruction Provide Immediate feedback
Praise is:
• contingent (IF – THEN)
• specific
• provided for noteworthy performance
• focused on achievement and effort rather than
personality attributes
• comparing students to themselves rather than to
other
• positive, credible, genuine
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Delivery of Instruction Pace
The lesson is delivered at a brisk pace.
• Prepare for the lesson.
• Use instructional routines.
• After a response is given, move on.
• Avoid digressions
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Best Practice List
Share your best practice list with your
partner. Tell your partner two practices that
you intend to implement in your classroom.
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Thank You
In the next two weeks,
1) Implement at least two of the procedures we
discussed.
2) Read Chapter 2.
3) View some of the video clips on the website.
4) If you have additional questions, send the question
to me. [email protected]
5) Teach with passion.
6) Manage with compassion.
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