© 2014 Texas Education Agency / The University of Texas System Explicit Instruction for Diverse Learners Foundations Adapted with permission from Anita Archer’s Explicit Instruction Trainers Academy

© 2014 Texas Education Agency / The University of Texas System Institute Outline Day 1 Foundations Lesson Design Classroom Organization Instructional Delivery Day 2 Responsive Literacy Instruction Planning for Tier I Instruction Planning for Tiers II and III Instruction Conclusion 2

© 2014 Texas Education Agency / The University of Texas System Session Objectives Describe the research supporting explicit instruction. Describe the elements of explicit instruction. Describe the underlying principles of explicit instruction. 3

© 2014 Texas Education Agency / The University of Texas System Learning is not a spectator sport. 4

© 2014 Texas Education Agency / The University of Texas System What is explicit instruction? …a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students. Rosenshine, 1987 …unambiguous and direct approach to teaching that incorporates instruction design and delivery. Archer & Hughes,

© 2014 Texas Education Agency / The University of Texas System Explicit Instruction Archer and Hughes summarize the explicit instruction approach as a series of supports or scaffolds; students being guided through the learning process; teachers using clear explanations and demonstrations; and teachers supporting practice with feedback. Archer & Hughes, 2011, p. 1 6

© 2014 Texas Education Agency / The University of Texas System Support for Explicit Instruction 30+ years of convergent research: teacher effects project follow-through research syntheses in special education recent governmental reports

© 2014 Texas Education Agency / The University of Texas System Elements of Explicit Instruction: Content 1.Instruction focuses on critical content. 2.Skills, strategies, and concepts are sequenced logically. 3.Complex skills and strategies are broken down into smaller (easy to obtain) instructional units. 8

© 2014 Texas Education Agency / The University of Texas System Elements of Explicit Instruction: Content 1.Instruction focuses on _______ content. 2.Skills, strategies, and concepts are ___________ logically. 3.Complex skills and strategies are _____________ into smaller (easy to obtain) instructional units. 9

© 2014 Texas Education Agency / The University of Texas System Elements of Explicit Instruction: Design Lessons… 4.are organized and focused; 5.begin with a statement of goals; and 6.provide interactive review of prior skills and knowledge. 10

© 2014 Texas Education Agency / The University of Texas System Elements of Explicit Instruction: Design Lessons… 7.provide step-by-step demonstrations; 8.use clear and concise language; 9.provide a range of examples and non- examples; and 10.provide guided and supported practice

© 2014 Texas Education Agency / The University of Texas System Elements of Explicit Instruction: Design Lessons… 4.are __________ and focused; 5.begin with a statement of ______; and 6.provide interactive _______ of prior skills and knowledge. 12

© 2014 Texas Education Agency / The University of Texas System Elements of Explicit Instruction: Design Lessons… 7.provide step-by-step ______________; 8.use _____ and ________ language; 9.provide a range of _________ and ____________; and 10.provide _______ and supported practice. 13

© 2014 Texas Education Agency / The University of Texas System Elements of Explicit Instruction: Delivery Teachers… 11. require frequent responses; 12. monitor student performance closely; 13. provide immediate affirmation and corrective feedback; 14. deliver instruction at a brisk pace; and 15. help students organize knowledge. 14

© 2014 Texas Education Agency / The University of Texas System Elements of Explicit Instruction: Delivery Teachers… 11.require frequent __________; 12.________ student performance closely; 13.provide immediate affirmation and corrective _________; 14.deliver instruction at a _____ pace; and 15.help students ________ knowledge. 15

© 2014 Texas Education Agency / The University of Texas System Elements of Explicit Instruction: Practice 16. Teachers provide judicious practice including – initial practice; – distributed practice; and – cumulative practice. 16

© 2014 Texas Education Agency / The University of Texas System Foundation Principle 1: Optimize academic learning time. The amount of time that students are successfully engaged in academic tasks 17

© 2014 Texas Education Agency / The University of Texas System Foundation Principle 1: Optimize academic learning time. Available time: The amount of time available for school activities Allocated time: The amount of time allotted for academic instruction Engaged time: The amount of time students are actively engaged in a learning task Academic learning time: The amount of time students are successfully engaged in academic tasks at the appropriate level of difficulty 18

© 2014 Texas Education Agency / The University of Texas System Foundation Principle 1: Optimize academic learning time. Explicit instruction is designed to increase academic learning time. List ways in which you can optimize instructional time. 19

© 2014 Texas Education Agency / The University of Texas System Foundation Principle 2: Promote high levels of success. 80% correct responses during initial instruction 90%–95% correct responses during independent practice High success rates are associated with increased learning outcomes Low success rates are associated with negative outcomes 20

© 2014 Texas Education Agency / The University of Texas System Foundation Principle 2: Promote high levels of success. Whole group instruction Small group instruction Tier II and Tier III intervention groups 21

© 2014 Texas Education Agency / The University of Texas System Foundation Principle 2: Promote high levels of success. 22

© 2014 Texas Education Agency / The University of Texas System Foundation Principle 3: Optimize the amount of content covered. The greater the amount of content that is covered well, the greater the potential for student learning. 23

© 2014 Texas Education Agency / The University of Texas System Foundations Motto How well you teach = How well they learn 24