Explicit Instruction an overview Annette Brinkman/Tim Frost Induction and Intervention

“Norm’s” Norms Watch own airtime: how often and how long you speak. Give space/time for those who have not spoken. Suspend personal agenda.

“Bored” Will students who are bored find something else to do? Is it what you would have selected for them to do?

A Structure for Successful Instruction TEACHER Responsibility Telling & Modeling “I do it” “We do it” Guided Practice “You do it alone” Independent Practice STUDENT Responsibility

Telling & Modeling A Structure for Successful Instruction TEACHER Responsibility Telling & Modeling “I do it – students are actively engaged in responding” “We do it” Guided Practice “You do it alone” Independent Practice STUDENT Responsibility

Attention Span Age + or – Two minutes!

to be physically present and cognitively absent? Is it possible… to be physically present and cognitively absent?

Engagement Strategies Impact Adults do not learn from experience, they learn by discussing the experience. Do we make the same mistake twice? We have learned by discussing this with others/self.

Is it possible … That during instruction, a student could sit in your class and NEVER answer a question or be called upon… and have it be OK????

YOUR Lessons Think about a lesson you are going to teach soon. or Look at the questions listed in one of your textbooks. WRITE down 4 or 5 of the questions you find or will ask.

“Telling” Engagement Stems… Look at the “Engagement Stems” information sheet. Put a √ by 3-5 ideas that you could incorporate into the telling phase. Share your thoughts with a partner.

Stop and Go! Begin reading Make Your Questions Count. Note and discuss one thing you learned about: Assessment Questions Open Questions Engagement Requests

We’re not talking about… Levels of questioning (BLOOMS)

We’re are talking about… The management of questioning “As we speak, you may have children coming to your class already adept at or accustomed to “hiding” from questions.”

Active Engagement – accountability A few tips Should they all know the answer? Choral Responses Is it an “opinion-type” question? Partner/Small group share Is it a Yes/No or True/False? Thumbs up/down, etc…

Learning Task Complete the worksheet at the bottom of the second page.

Learning Task Complete the worksheet at the bottom of the second page. NOW: Look at YOUR questions on the Blue sheet.

Ponder … Is “LISTENING” an “action verb” to describe what your students will do during the explanation phase? How do you KNOW they are listening? Listening is a PASSIVE activity.

Engage THEN Assess Numbered Heads together – Who was the MOST conflicted character in the story and why? Group Member 3, prepare to answer. Group Member 3, at Table 7 what is your answer?

Assessing for HIGHER Engagement Dice Grid Numbers on popsicle sticks Randomizers Selector Tools (Kagan)

Is it possible … That during instruction, a student could sit in your class and NEVER answer a question or be called upon… and have it be OK????

What happens if students aren’t actively engaged during the “telling” phase of your lesson?

Learning Task: Teacher Habits for Engagement Think forward to a lesson you will teach during the 1st week of school. What will you do and what will your students do during the TELLING PHASE? (How is this DIFFERENT than what you’ve done in the past?)

“Now is the time that we must choose between what is right and what is easy!” -Albus Dumbledore

Have you ever “taught” a lesson and then turned your kids loose for independent practice with the question, “do you have any questions?” Suddenly you have 80% of hands in the air. The other 20% don’t know you asked the question… The explanation phase (especially modeling and guided practice) is where you cement the foundation (background knowledge) for Independent Practice.

Guided Practice What is Guided Practice? Begin to read As you read: Sentence Phrase Word

During Guided Practice, Frequent responses are elicited. Partner Responses The teacher assigns students a partner placing lower performing students with middle performing students. The teacher asks a question, provides thinking time, asks partners to discuss their ideas, and then has a number of students share their ideas with the class. Team Responses The teacher establishes teams of four by combining two partnerships. The teacher poses a question. Students share with team members until all agree on an answer. One member of each team reports to class. Individual/Team Tools White boards, yes/no response cards, games

Guided Practice In groups of 4, discuss strategies you use to keep students engaged during guided practice. Share your “best” strategy with the group.

Learning Task: Teacher Habits for Engagement Think forward to a lesson you will teach during the 1st week of school. What will you do and what will your students do during Guided Practice? (How is this DIFFERENT than what you’ve done in the past?)

“Now is the time that we must choose between what is right and what is easy!” -Albus Dumbledore

Refinement (Change) in Practice… How will refining your practice with the Explanation Phase of Explicit Instruction Telling Modeling Guided Practice change how your students respond and ultimately comprehend and transfer information?

“We learn what we are doing.” Jane Vella “We learn what we are doing.”