Explicit Mathematics Instruction 2010 Region 3 Education Service Center Region / Texas A&M University

Objectives At the end of this training session, you will be able to state a definition of explicit instruction list the components of explicit instruction provide examples for each of the components Region 3 Education Service Center Region / Texas A&M University

“Tell me and I forget. Teach me and I remember. Involve me and I learn.” –Benjamin Franklin Region 3 Education Service Center Region / Texas A&M University

What is Direct/Explicit Instruction (EI)? A teacher-directed instructional approach that is effective for teaching math to students with math difficulties (Maccini and Gagnon, 2000) A structured and tailored instruction based on student needs and progress An instructional practice that constructs interactions between students and their teacher Region 3 Education Service Center Region / Texas A&M University

Essential Components to EI Instructional Delivery Components Feedback Frequent Student Responses Appropriate Pacing Adequate Processing Time Response Monitoring 5 (Hall, 2002) 2010 Region 3 Education Service Center Region / Texas A&M University

Let’s Think About… What are some common characteristics of students with low-incidence disabilities that impact their ability to learn math? Why is EI important to use in math instruction when teaching students with low-incidence disabilities? Region 3 Education Service Center Region / Texas A&M University

EI Steps Learning objective Opening instructional routine Explanations and directions Modeling/demonstration Guided practice and independent practice Corrective feedback Closure (Carnine, 1997) Region 3 Education Service Center Region / Texas A&M University

Learning Objective TimeframeWithin 12 instructional weeks BehaviorWrite the solution to a series of one-digit numbers to be added ConditionUsing a calculator CriterionGetting 8 out of 10 problems correct on 4 out of 5 trials Handout #1 Handout #2 Activity #1 Activity # Region 3 Education Service Center Region / Texas A&M University

Opening Instructional Routine Gain students’ attention State student objective Provide an advanced organizer of instruction Region 3 Education Service Center Region / Texas A&M University

Opening Instructional Routine Handout #3 Activity #3 Activity #4 10 Gain students’ attention 2010 Region 3 Education Service Center Region / Texas A&M University

Opening Instructional Routine 11 Gain students’ attention State student objective Handout #4 Activity #3 Activity # Region 3 Education Service Center Region / Texas A&M University

Opening Instructional Routine Handout #5 Activity #3 Activity #4 12 Gain students’ attention State student objective Provide an advanced organizer of instruction 2010 Region 3 Education Service Center Region / Texas A&M University

Explicit Instruction with Modeling “…the practice of deliberately demonstrating and bringing to learners’ conscious awareness those covert and invisible processes, understandings, knowledge, and skills over which they need to get control…” (Cambourne, 1999, p. 126) Region 3 Education Service Center Region / Texas A&M University

Task Modeling Demonstrate how to do the learning task Follow the sequential step-by-step process. Use concrete objects when possible Incorporate the think-aloud strategy Use multiple examples Check for student understanding Region 3 Education Service Center Region / Texas A&M University

Think-Aloud 2010 Region 3 Education Service Center Region / Texas A&M University 15 Activity #5

Guided Practice Types: Step-by-step teacher direction Students solving problems with teacher monitoring each step Teacher-led group problem-solving Practice with peers Activity # Region 3 Education Service Center Region / Texas A&M University

Independent Practice Is self-directed by students Involves minimal teacher monitoring Should provide opportunities for students to generalize tasks to real-life settings Region 3 Education Service Center Region / Texas A&M University

Corrective Feedback The teacher corrects the error immediately after it is made by modeling the correct answer/skill The teacher asks the same question later in the lesson, and if answered correctly, the lesson can progress Region 3 Education Service Center Region / Texas A&M University

Closure Relates back to the lesson’s objective Is student-centered Facilitates storage and retrieval of new information Allows teacher to assess students’ learning 19 Handout #6 Activity #3 Activity # Region 3 Education Service Center Region / Texas A&M University

Explicit Instruction Benefits The teacher….Benefit uses a curriculum that teaches prerequisite skills first has a clear, well-defined learning objective. gains students’ attention in a meaningful way that is related to the current lesson tells students what they will be learning or the objective of the lesson explains, models, provides examples/nonexamples, leads students in guided practice, provides opportunities for students to engage in independent practice, and ends the lesson in a closure activity that actively involves students provides corrective feedback to students provides meaningful and purposeful learning engages in a scaffolded method of cueing students Activity # Region 3 Education Service Center Region / Texas A&M University

Closure Take out your Change of Practice Plan. Think about what you learned in this module and relate to your classroom. Put down some ideas of what you want to start to use in your classroom Region 3 Education Service Center Region / Texas A&M University