1. Reconsidering Explicit Instruction June 1, 2010

2. Hallmarks of special education instruction Calibrated to the student in relation to standardsCalibrated to the student in relation to standards IntenseIntense –Purposeful –“Stick with it-ness” –Often associated with small groups SystematicSystematic –“Master plan” –Goes from A to B ExplicitExplicit

3. EXPLICIT INSTRUCTION What has EXPLICIT INSTRUCTION meant? “Put down the 6 and carry the 1”

4. Where does a procedural focus come from? Concern about students’ challenges –Language –Abstract reasoning –Knowing where to start –Using what they know –Making connections –Attention

5. The literature is replete with step-by- step directions for algorithms and mnemonic devices designed to foster recall of specific procedures. Although these techniques might be useful in certain circumstances, an exclusive emphasis on memory results in passive learning. When students then encounter unfamiliar situations, they are often at a loss for how to apply the procedures they have memorized. My Kids Can: Making Math Accessible to All Learners, K-8, p. 1) (

6. A more useful way of being explicit is to make visible the assumptions and processes involved in problem solving that lead to successful solution strategies. ( My Kids Can: Making Math Accessible to All Learners, K-8, p. 1 )

7. Characteristics of Explicit Instruction Clear Flows from a goal Structure Focuses students’ attention on what is important

8. Teaching Moves- Guiding students to…. Elaborate their answers and explain why solutions work Think about what they know Make connections among strategies Make connections among representations Work through errors and misunderstandings

9. After you read pgs. 5-11; 13-14 and discuss with your group How does the students’ link procedural and conceptual knowledge? How does the cookie tray example support students’ understanding of key mathematical ideas? How is the teacher being explicit? What tools does the example give students to reason through the problem? What connections are you seeing from this teacher to what we have done in class from January?