1. Get Ready… ENGAGE! Using Direct Instruction Techniques to Engage Learners Presented by: Leslie Burt Jullie Payne Cache County School District http://www.cachedistrictliteracy.org/

2. It’s a whole new world… Get Ready…ENGAGE!

3. Research What does the research show about the effectiveness of Direct Instruction? John Hattie: Visible Learning A Synthesis of over 800 Meta-Analyses relating to achievement (2009) ❖ Result of 15 years’ research and synthesis ❖ 900+ Meta-analyses ❖ 50,000 research articles ❖ 150,000 effect sizes ❖ 240 million students Get Ready…ENGAGE!

4. Barometer of Influence Anything above.4 is considered a significant effect of influence. A 1.0 would be 2-3 years growth or improving rate of learning by 50% Get Ready…ENGAGE!

5. Ranking (1 Most-8 Least)Effect Size Teaching Phonics Skills 2.6 Comprehension Instruction using DI strategies 1.77 Simulations & Gaming5.33 Matching “Style of Learning” 4.41 Student Control over Learning 7.04 Whole Language6.06 Summer Vacation8-.09 Direct Instruction (overall) 3.59 Get Ready…ENGAGE!

6. Ranking (1 Most-8 Least)Effect Size Teaching Phonics Skills 2.6 Comprehension Instruction using DI strategies 1.77 Simulations & Gaming5.33 Matching “Style of Learning” 4.41 Student Control over Learning 7.04 Whole Language6.06 Summer Vacation8-.09 Direct Instruction (overall) 3.59 Get Ready…ENGAGE!

7. Use effective Tier 2 instructional techniques in Tier 1 instruction ○ Video: Sue RFAL Video: Sue RFAL Get Ready…ENGAGE!

8. Effective DI Elements ○ Teaching to mastery ○ Unison responses – multiple opportunities to respond ○ Signaling – Directed response & questioning ○ Guided Practice – Scaffolding ○ Corrective Feedback Get Ready…ENGAGE!

9. No One Just Sits. If your students aren’t engaged somehow in the lesson, they are still doing SOMETHING, whether it’s visible to you or not. Anyone? We can make difficult things easier to learn and understand if we keep our students engaged. Everyone! Get Ready…ENGAGE!

10. “It is possible to have adopted an evidence- based core reading or intervention program and still not obtain the desired academic gains. The programs must be delivered in a manner that maintains student attention and engagement.” -Anita Archer video series Get Ready…ENGAGE!

11. Unison Responses ○ All students can answer every time. (more active engagement) ○ Each student must make his/her own response. (high quality responses) ○ The teacher can hear a single error in the group. (more information for the teacher) Unison responses are most effective when a clear signal and consistent pace are used, requiring students to answer together. Get Ready…ENGAGE!

12. Focus Teacher asks question, gives direction, points to task Think Time- Vary if needed Cue: “Get Ready” “What Word?” “What sound?” Signal (snap, clap, touch, slash) Verification Pause (approximately 1 second) Signals **Signal should never interfere with academic response Get Ready…ENGAGE!

13. Signals—Let’s Try it! ○ Spent ○ Plain ○ Breeze ○ About Get Ready…ENGAGE!

14. Signals– You Try It! ○ Spent ○ Plain ○ Breeze ○ About Focus Think Time- Vary if needed Cue: Signal Verification Pause Get Ready…ENGAGE! In partners- practice using signal sequence. One person is the teacher, the other will be the student. Then switch.

15. Presentation ○ Perky pace ○ 100% of the students engaged 100% of the time ○ Proximity control ○ Correct all signal errors Get Ready…ENGAGE!

16. Behavioral Feedback ○ Correct all signal errors - Procedure: 1. Tell the students what they should do: “I need everyone to answer.” “I need everyone to wait for my signal.” “I need everyone to answer as soon as I signal “I need you to answer like you normally talk.” 2. Repeat the presentation ○ Monitoring ○ Praise Rate Get Ready…ENGAGE!

17. Presentation – Let’s Try It! Spelling List 1. Create 2. Medium 3. Piano 4. Idea 5. Video 6. Violin 7. Studio ○ Strategy: Read, Spell, Read Get Ready…ENGAGE!

18. Presentation – Your Turn Spelling List 1. Create 2. Medium 3. Piano 4. Idea 5. Video 6. Violin 7. Studio ○ Strategy: Read, Spell, Read Script: Teacher: “First word, (pause), what word?” (signal) create “Spell create” (signal by tapping for each letter) c-r-e-a-t-e, what word?” (signal) create “Yes, create! Next word, what word……” Get Ready…ENGAGE!

19. Scaffolding Get Ready…ENGAGE!

20. Student Engagement Strategies for Group Reading ○ Model ○ Echo Reading ○ Choral ○ Cloze ○ Partners ○ Individual Turns ** Use Strategically and Sparingly ~~~~Idea to note: Mark lesson plans with strategies Get Ready…ENGAGE!

21. Academic Feedback When a student or students answer with the wrong answer. ○ Correct all content (response) errors. ○ If anyone makes an error on a group response, correct the group! ○ If an individual makes an error on an individual turn, correct that person. Get Ready…ENGAGE!

22. Additional Examples of Effective Engagement Strategies ○ Self-Starts or Bell Ringers ○ Quick Write ○ Write-Pair-Share ○ Think-Pair-Share ○ Exit Tickets ○ I’m Confused ○ Sentence Starters ○ Summarize and Share ○ Group Responses ○ Individual Responses ○ Response Cards Get Ready…ENGAGE!

23. “May we teach students with passion and manage them with compassion” ~ Anita Archer Get Ready…ENGAGE!

24. References Adams, G. L. & Engelmann, S. (1996). Research on direct instruction: 25 years beyond distar. Eugene, OR: NIFDI Press. Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge. Stockard, J. (Eds.). 2014. The science and success of Engelmann’s direct instruction. Eugene, OR: NIFDI Press. http://www.cachedistrictliteracy.org/ Get Ready…ENGAGE!