1. Explicit Instruction and the Big 8!
Brinkman-Forlini-Williams
Annette Brinkman/Ellen Williams

2. Learning Task: Warm-Up
Think of a time that you were a student and you were off-task. Were you bored or confused… Why? What was the situation? What was the organization of the class?
Share your story with a partner.
Note the commonalities – one commonality per sticky note.
I will gather your sticky notes from you and build a lovely bar graph
Collect sticky notes. Gather and post as bar graph.

3. Ponder at your table …
How would this be different in your class? Would this be the same in your class?

5. “Bored” Will students who are bored find something else to do?
Is it what you would have selected for them to do?

6. A Structure for Successful Instruction
TEACHER Responsibility
Telling & Modeling
“I do it”
“We do it”
Guided
Practice
“You do it alone”
Independent Practice
STUDENT Responsibility

7. In Some Classrooms … TEACHER Responsibility STUDENT Responsibility
Telling & Showing
“I do it”
Independent Practice
“You do it alone”
STUDENT Responsibility

8. … so who is learning?

9. In Some Classrooms … TEACHER Responsibility STUDENT Responsibility
Independent Practice
“You do it alone”
STUDENT Responsibility

10. Sylvester:
“Doing worksheets in school, prepares students to do worksheets in life.”

11. Explicit Instruction Explanation - Focus Lesson - Guided Practice
Setting the Stage for Learning
Independent Practice
Explanation
- Focus Lesson
Telling
Modeling
- Guided Practice

12. TELLING

13. So, what is the difference between ACTIVE & PASSIVE?

14. MODELING

15. Mr. Lake will split you into groups of 4
Guided Practice
Mr. Lake will split you into groups of 4

16. Round #1
Person #1: write down the equation.
Person #2: factor the quadratic.
Person #3: solve each factor [set = to 0]
Person #4: write the answer in the form of 2 points.
Person #1: sketch the graph of the quadratic.

17. Round #2
Person #2: write down the equation.
Person #3: factor the quadratic.
Person #4: solve each factor [set = to 0]
Person #1: write the answer in the form of 2 points.
Person #2: sketch the graph of the quadratic.

18. What About this Teacher?

20. Explanation Phase
What percentage of students do you want engaged during your explanation phase? (benchmark 80%)
If a child is unengaged during the initial part of instruction what will happen later on?

21. Have you felt this way … “It’s my job to present the material.”
“It’s not my job to make them pay attention.”
(Whose job is it?)

22. Attention Span
Age + or – Two minutes!

23. “Telling” Engagement Stems…
Look at the “Engagement Stems” information sheet.
Put a √ by 3-5 ideas that you could incorporate into the telling phase.
Share your thoughts with a partner.

25. Is it possible …
That during instruction, a student could sit in your class and NEVER answer a question or be called upon… and have it be OK????

26. Engagement Request (Average: 90% respond)
Physical cue to think and then chorally respond.
Students are ACCOUNTABLE to respond.
“Tell your partner the main characters the story.”
“Thumbs up if you want to vote ‘true,’ thumbs down if you want to vote ‘false.’”

28. Open Style Questions (Average: 30-40% respond)
“Fishing” for an answer
Students aren’t accountable to respond
Students don’t know how to respond
Question asked usually with no wait time
Whoever wants to answer responds
“Who are the main characters?”

29. Discuss at your table:
What percentage of kids in your class respond when you ask an OPEN question? And … who are they?

30. Assessment Style Questions (Average: 5% respond)
One student/one response. Other students are not accountable to respond.
Raise of hand – calling on one child.
“Deyanne, who are the main characters?”

32. What happens if students aren’t actively engaged during the “telling” phase of your lesson?

33. Open (1) Assessment (2) Engagement (3) Name That Question
Game Show clip art?

34. Question #1:
What are two foods that Utahns consume more of than any other state?
Open
Game Show Host

35. Question #2: Tim, which state has the “Greatest Snow on Earth”?
Assessment
Game Show Host

36. Question #3:
“Whisper to your neighbor: What do you like about living in Utah.”
Engagement
Game Show Host

37. Questioning during the Telling Phase
The teacher uses: 70% ENGAGEMENT Questions 30% ASSESSMENT Questions

38. The Telling Phase…
Label each question as open, assessment, or engagement.
If it is an open or assessment style question, change it to an engagement request.
(Hint: if it is an opinion use a partner or small group share. If everyone should know – choral response.)

39. Is it possible …
That during instruction, a student could sit in your class and NEVER answer a question or be called upon…
and have it be OK????

40. Engage THEN Assess
Numbered Heads together – Who was the MOST conflicted character in the story and why?
Group Member 3, prepare to answer.
Group Member 3, at Table 7 what is your answer?

41. Assessing for HIGHER Engagement
Dice
Grid
Numbers on popsicle sticks
Randomizers
Selector Tools (Kagan)

42. Ponder …
Is “LISTENING” an “action verb” to describe what your students will do during the explanation phase?
How do you know?
Listening is a PASSIVE activity.

43. Learning Task: Teacher Habits for Engagement
Think forward to a lesson you will teach during the 1st week of school. What will you do and what will your students do during Telling?
(How is this DIFFERENT than what you’ve done in the past?)

44. Explanation Phase Planning Guide
Teacher DO
Student DO
Telling:
Modeling:
Guided Practice:

45. “Now is the time that we must choose between what is right and what is easy!”
-Albus Dumbledore

46. Average Retention Rates practice by doing discussion group
Arrange these strategies
from least impact (at
top) to greatest
impact (at bottom)
with respect to
their capacity
to foster
engagement.
Average
Retention
Rates
practice by doing
discussion group
demonstration
teach others
audio-visual
lecture
reading

47. Engagement
Strategies
Impact

48. Engagement
Strategies
Impact

49. Engagement
Strategies
Impact

50. Engagement
Strategies
Impact

51. Engagement
Strategies
Impact

52. Engagement
Strategies
Impact

53. Engagement Strategies Impact
Adults do not learn from experience, they learn by discussing the experience. Do we make the same mistake twice? We have learned by discussing this with others/self.

54. Learning Task: Teacher Habits for Engagement
Think forward to a lesson you will teach during the 1st week of school. What will you do and what will your students do during Modeling?
(How is this DIFFERENT than what you’ve done in the past?)

55. Explanation Phase Planning Guide
Teacher DO
Student DO
Telling:
Modeling:
Guided Practice:

56. Have you ever “taught” a lesson and then turned your kids loose for independent practice with the question, “do you have any questions?” Suddenly you have 80% of hands in the air. The other 20% don’t know you asked the question…
The explanation phase (especially modeling and guided practice) is where you cement the foundation (background knowledge) for Independent Practice.

57. Guided Practice
What is Guided Practice? Begin to read Read until the signal is given and Do Something: Ask a question Note a surprise Make connection(s) Begin to read again when signal is given

58. During Guided Practice, Frequent responses are elicited.
Partner Responses
The teacher assigns students a partner placing lower performing students with middle performing students. The teacher asks a question, provides thinking time, asks partners to discuss their ideas, and then has a number of students share their ideas with the class.
Team Responses
The teacher establishes teams of four by combining two partnerships. The teacher poses a question. Students share with team members until all agree on an answer. One member of each team reports to class.
Individual/Team Tools
White boards, yes/no response cards, games

59. Guided Practice
In groups of 4, discuss strategies you use to keep students engaged during guided practice.
Share your “best” strategy with the group.

60. Learning Task: Teacher Habits for Engagement
Think forward to a lesson you will teach during the 1st week of school. What will you do and what will your students do during Guided Practice?
(How is this DIFFERENT than what you’ve done in the past?)

61. Explanation Phase Planning Guide
Teacher DO
Student DO
Telling:
Modeling:
Guided Practice:

63. “Now is the time that we must choose between what is right and what is easy!”
-Albus Dumbledore

64. What About the Management?

65. Think Time: Bring to mind your most difficult class.
On average, are they:
actively engaged?
somewhat engaged?
“ACTIVE” but not at all engaged?

66. Classroom Management Terms and Explicit Instruction
Take 3 minutes to review the list of Classroom Management Terms.
Mark [as follows] the terms that are vital for student success (and your sanity):
T Telling
M Modeling
G Guided Practice
I Independent Practice

67. Prioritizing the “Big 8” during Explicit Instruction
Determine your top “Big 8” priority for each phase
Telling
Modeling
Guided Practice
Independent Practice

68. M & M: Mix and Mingle
Move to the BIG chart that has your #1 classroom management priority for Telling.
Read the information that is there and discuss your thoughts with the people around you.
Identify 3 BIG ideas on your note-taking guide.

69. M & M: Mix and Mingle
Move to the BIG chart that has your #1 classroom management priority for Modeling.
Read the information that is there and discuss your thoughts with the people around you.
Identify 3 BIG ideas on your note-taking guide.

70. M & M: Mix and Mingle
Move to the BIG chart that has your #1 classroom management priority for Guided Practice.
Read the information that is there and discuss your thoughts with the people around you.
Identify 3 BIG ideas on your note-taking guide.

71. M & M: Mix and Mingle
Move to the BIG chart that has your #1classroom management priority for Independent Practice.
Read the information that is there and discuss your thoughts with the people around you.
Identify 3 BIG ideas on your note-taking guide.

72. Give One
Get One

73. Transfer Go back to your lesson planning guide…
Add in the management strategies that you especially want to focus on for each part of the explanation phase of explicit instruction.

74. Refine… Change…

75. Refinement (Change) in Practice…
How will refining your practice with the Explanation Phase of Explicit Instruction
Telling
Modeling
Guided Practice
change how your students respond and ultimately comprehend and transfer information?

76. “We learn what we are doing.”
Jane Vella
“We learn what we are doing.”