Explicit Teaching and the Role of Automaticity Laura Colligan & Kim St. Martin January, 2014

2 The content for this presentation is mainly developed using excerpts and concepts from: Visible Learning and the Science of How We Learn (Hattie and Yates, 2014) Other work cited: Archer and Hughes, 2012 Rosenshine, 2012 Acknowledgements

3 1.0Sharing Tricks of the Trade! 2.0Review from previous session 3.0Explicit teaching: preventing overloading and ensuring learning 4.0Unpacking automaticity 5.0Expert knowledge: obstacle to teaching to mastery? Agenda

4 1.0Sharing the Tricks of the Trade

5 IMPLEMENTATION

6 Sharing your tricks: How are you having your staff engage in the information presented during these sessions? Part ONE: Use the Frayer Model to have a discussion with your leadership team to unpack this work at your district. OUTCOME: To build a system of implementation to grow this work at all levels in every district. Networking

7 Part TWO: Strategic Discussion Groups Look at your name tag and locate colored dot. There is a corresponding poster on the wall. This is the cross district group you will be in.Look at your name tag and locate colored dot. There is a corresponding poster on the wall. This is the cross district group you will be in. In the group discussion share ways your district has implemented this work, ideas to expand the work, and a question your group may still have.In the group discussion share ways your district has implemented this work, ideas to expand the work, and a question your group may still have. Goal to gather district input for building a implementation plan for growing knowledge with all stakeholders at each local district.Goal to gather district input for building a implementation plan for growing knowledge with all stakeholders at each local district. NETWORKING

8 WHOLE GROUP SHARE OUT NETWORKING

9 2.0Review from Previous Session

10 Pairing Terminology Direction instruction (Hattie, 2009), explicit instruction (Archer, 2011), principles of effective instruction (Rosenshine, 2012), and fully guided instruction are all terms used interchangeably Their core features are the same All terms are used in the literature so pairing is necessary to avoid confusion

“Direct Instruction” Effect and Other “Activators” Teacher as ActivatorTeacher as Facilitator Teaching students self-verbalization / questioning (.76) Inductive teaching (.33) Teacher Clarity (.75)Simulation and gaming (.32) Reciprocal teaching (.74)Inquiry-based teaching (.31) Feedback (.74)Smaller classes (.21) Metacognitive strategies (.67)Individualized instruction (.22) Direct instruction (.59) – can include elements of all in red! Web-based learning (.18) Mastery learning (.57)Problem-based learning (.15) Providing worked examples (.57)Discovery methods in math (.11) Providing goals (.50)Whole language (.06) Frequent / effects of testing (.46) – also known as “retrieval practice” Student control over learning (.04) Graphic / Behavioral organizers (.41) You could also add the following from the barometer: Formative evaluation (.90) Spaced vs. mass practice (.71) Worked examples (.57)

13 How does inquiry / discovery learning or problem-based learning fit with direct instruction? Common Question to Address

14 1.Student-centered learning 1.Small group learning 1.Teacher is a facilitator or guide 1.Authentic problems presented at the beginning of the lesson 1.Problems presented are used as tools to acquire the knowledge / skills to eventually solve the problem 1.Self-directed learning is used for students to acquire new information Characteristics of Problem-Based Learning

15 It is not an either or – but a when Direct / Explicit Instruction and Inquiry Direct / Explicit Instruction Inquiry / Discovery Little or no background knowledge A great deal of background knowledge in the domain (subject or concept) History of difficulty, or failure History of success

16 Integrating Inquiry Learning into the Explicit Instruction Format “Principles of Effective Instruction” (Rosenshine) after #6 and #9: –After you “obtained a high success rate –“Require and Monitor Independent Practice” Explicit Instruction (Archer) #16: –“Provide Distributed and Cumulative Practice” Direct Instruction (Visible Learning, Hattie) #3 and #7: –“Build Commitment and Engagement” and “Independent Practice”

17 3.0Explicit Teaching: Preventing Overload and Ensuring Learning

18 1.How direct (explicit) should teaching be? 1.What if the content to be taught involves complex cognition? Explicit Instruction Common Questions

19 How direct (explicit) should teaching be? –Foundational concepts for explicit teaching Teacher is a coach / model Teacher consciously uses principles of observational learning in demonstrations 1.Modeling (exposure to successful performances) + 2.Verbal instruction, encouragement, scaffolding, lots of practice with immediate feedback Answers to Explicit Instruction Common Questions

20 Read pages in your Visible Learning and the Science of How We Learn books. Highlight things that resonated with you and make note of things that raise further question.Highlight things that resonated with you and make note of things that raise further question. Discuss with your partner or table mates (depending on the size of your group)Discuss with your partner or table mates (depending on the size of your group) Activity

21 What if the content to be taught involves complex cognition? –Studies that have explored this (two are highlighted in Hattie & Yates’ book) found complex cognition in the form of strategic thinking produced significant gains –Students were taught using the components of explicit instruction: 1.Modeling (exposure to successful performances) + 2.Verbal instruction, encouragement, scaffolding, lots of practice with immediate feedback Answers to Explicit Instruction Common Questions (cont.)

22 Goal is to get information automatic such that it is in Long Term Memory (LTM) and reduces cognitive load Explicit teaching includes: modeling, verbal instruction, encouragement, scaffolding, lots of practice with corrective feedback The absence of direct information and corrective feedback students must rely on prior knowledge (not a sure bet) Explicit Teaching - Bottom Line

23 Explicit teaching can be used to teach complex tasks Observational learning does build knowledge and is evolutionary for the human species Information gained through direct teaching can be more durable and more readily available Explicit Teaching - Bottom Line (cont.)

24 “When your knowledge becomes so automatic that you can access it quickly, with virtually no effort, then the working memory system is said then to be bypassed through to the automaticity stage – a more desirable place to be.” (Hattie and Yates, 2014, p. 147)

25 Recall: Sources of Overload Little prior knowledge Weak mental strategies or inappropriate strategies to learn the information or cope with overload Unrealistic expectations for learning (goal too high, over confident) Poor instruction Learning conditions were not favorable for learning the information Anxiety around assessment

26 1.Intrinsic: –This is fixed and based on the nature of the task. –Determined based on the learner’s prior knowledge (e.g., learning about brakes) 2.Extraneous: –Imposed by the learning conditions and instructional context (way in which we are teaching the content) Sources of Cognitive Load

27 Recall: Conditions for Learning 1.Time, effort and motivation 1.Concentration (spans are short) 1.Distributed practice - more effective than massed practice (or cramming) 1.Prior knowledge - effects are powerful 1.Multimedia input - is important (mind responds to the combination of visual and auditory information) 1.Mind needs to do something with the information

28 Recall: Sources of Overload Little prior knowledge Weak mental strategies or inappropriate strategies to learn the information or cope with overload Unrealistic expectations for learning (goal too high, over confident) Poor instruction Learning conditions were not favorable for learning the information Anxiety around assessment Intrinsic Extraneous Intrinsic

29 “Several studies have shown how learners may tolerate relatively high levels of extraneous load in simple learning situations. But as learning gets harder, learners benefit markedly from any condition that reduces sources of extraneous load.” (Hattie and Yates, 2014, p. 149)

30 4.0Unpacking Automaticity

31 Phonics instruction (ES =.60) Repeated reading (ES =.67) Providing goals (ES =.50) Whole language (ES =.06) Automaticity Chapter and Connections to VL Effect Sizes

32 Read pages in your Visible Learning and the Science of How We Learn books. Highlight things that resonated with you and make note of things that raise further question.Highlight things that resonated with you and make note of things that raise further question. Discuss with your partner or table mates (depending on the size of your group)Discuss with your partner or table mates (depending on the size of your group) Activity

33 Not an attribute that can be quickly “trained up” or done through many classroom lessons Takes years for elite level skills to be developed…so automaticity is something every child has to achieve by having consistent support and opportunities to apply learning. This involves all the adults in the child’s life BUT there are many things teachers can do to help the process along! Teaching to Automaticity?

34 Learning to read is of the best ways to demonstrate automaticity. Hattie and Yates also draw parallels in having automaticity in math.

35 Well researched classroom methods: Repeated readings Teacher-directed programs: include opportunities for retrieval practice and include corrective feedback Classroom Methods to Help with Automaticity

36 5.0Expert Knowledge - Obstacle to Teaching to Mastery?

37 Not so cut and dry…

38 Expert knowledge vs. Expert teacher Expert knowledge: expertise in the content area (math, science) Expert teaching: expertise in the domain of teaching Remember: to develop expertise you need a minimum of 10,000 hours of structured practice Distinction

39 Read pages 12-top of 13 in your Visible Learning and the Science of How We Learn books. Highlight things that resonated with you and make note of things that raise further question.Highlight things that resonated with you and make note of things that raise further question. Discuss with your partner or table mates (depending on the size of your group)Discuss with your partner or table mates (depending on the size of your group) Activity

40 A teacher cannot be ignorant about the content area but just having a high level of expertise about the content area does not automatically translate into being able to effectively teach the content area Bottom Line

41 Underestimate the level of difficulty for novice learners Can struggle to effectively communicate the content knowledge Limitations of Experts

42 High level of pedagogical knowledge Higher ability to improvise and adjust instruction based on the situation Deep understanding of why students are successful or are unable to perform a task More apt to provide appropriate learning strategies that engage, challenge intrigue without overwhelming Characteristics of Expert Teachers Hattie, 2009

43 More apt to anticipate and plan for the challenges students will encounter when learning new tasks Higher ability to improvise when things are not going as expected Accurate in hypothesis generation about what is causing students success or failure Distinct passion Characteristics of Expert Teachers (cont.) Hattie, 2009

44 Readings Pre-Reading: Chapter 18: Mnemonics as sport, art and instructional toolsChapter 18: Mnemonics as sport, art and instructional tools Chapter 19: Analyzing your students’ style of learningChapter 19: Analyzing your students’ style of learning Today’s work is further complimented by the following chapters: Chapter 2: Is Knowledge an Obstacle to TeachingChapter 2: Is Knowledge an Obstacle to Teaching Chapter 7: Teaching for automaticity in basic academic skillChapter 7: Teaching for automaticity in basic academic skill Chapter 9: Acquiring complex skills through social modeling and explicit teachingChapter 9: Acquiring complex skills through social modeling and explicit teaching Chapter 12: Expertise in the Domain of Classroom TeachingChapter 12: Expertise in the Domain of Classroom Teaching