1. Explicit Instruction an overview
Annette Brinkman/Tim Frost
Induction and Intervention

2. “Norm’s” Norms Watch own airtime: how often and how long you speak.
Give space/time for those who have not spoken.
Suspend personal agenda.

3. 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.
Collect sticky notes. Gather and post as bar graph.

4. 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. Partner Time!
Find FOUR individuals you DO NOT know and who are NOT at your table.
Introduce yourself (all the basics!).
Choose a space and EACH of you sign your name on the other person’s sheet.
(Example: You walk over to someone you do not know. You sign THEIR sheet on the “BIRTHDAY” space and they sign YOUR sheet on the “BIRTHDAY” space.) (Handout)

7. 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

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

9. … so who is learning?

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

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

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

13. TELLING

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

15. MODELING

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

17. 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.

18. 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.

19. What About this Teacher?

21. 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?

22. 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?)

23. Attention Span
Age + or – Two minutes!

24. Telling & Modeling A Structure for Successful Instruction
TEACHER Responsibility
Telling & Modeling
“I do it – students are actively
engaged in responding”
“We do it”
Guided
Practice
“You do it alone”
Independent Practice
STUDENT Responsibility

25. to be physically present and cognitively absent?
Is it possible…
to be physically present and cognitively absent?

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

27. 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????

28. Stop and Go! Begin reading Make Your Questions Count.
Note and discuss one thing you learned about:
Assessment Questions
Open Questions
Engagement Requests

29. We’re not talking about…
Levels of questioning (BLOOMS)

30. We’re are talking about…
The management of questioning
“As we speak, you may have children coming to your class already adept at or accustomed to “hiding” from questions.”

31. Active Engagement – accountability A few tips
Should they all know the answer?
Choral Responses
Is it an “opinion-type” question?
Partner/Small group share
Is it a Yes/No or True/False?
Thumbs up/down, etc…

32. Learning Task
Complete the worksheet at the bottom of the second page.

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

34. 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?

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

37. 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????

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

39. Evidence Students are…
actively participating…
Looks Like
Sounds Like

40. 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

41. Engagement
Strategies
Impact

42. Engagement
Strategies
Impact

43. Engagement
Strategies
Impact

44. Engagement
Strategies
Impact

45. Engagement
Strategies
Impact

46. Engagement
Strategies
Impact

47. 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.

48. 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 the TELLING PHASE?
(How is this DIFFERENT than what you’ve done in the past?)

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

50. 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.

51. Guided Practice
What is Guided Practice? Begin to read As you read: Sentence Phrase Word

52. 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

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

55. 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?)

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

58. 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?

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