1. Classroom Rigor in Bracken County Schools
Content provided by Explicit Instruction- Dr. Anita Archer– Edited and summarized by Leah Jefferson.

2. Bracken County rigor defined:
Academic rigor is learning through …
strategically, intentionally planned curriculum
focused and aligned standards
diverse and multiple learning styles, needs, and experiences
immersing students as workers, investigators, and problem solvers
utilizing critical, creative, and higher order thinking skills
generating student self-discovery and intellectual engagement through new ideas, meanings, and knowledge
working with challenging text and mediums that pose dilemmas, conduct inquiry, take positions, examine multiple meanings, and apply to current life situations.
Focus Areas:
Questioning and Engagement

3. Questioning –How will I know I am successful?
Teachers will:
Students will:
Intentionally and strategically plan questions and how to ask them at the right time to be a catalyst for powerful, exciting, and memorable learning.
Frame their questions around knowledge, skills, and big ideas that students needs to learn.
Choose the right type, kind, and level of questioning to reinforce and intensify different kinds of learning.
Formulate questions and initiate topics.
Initiate discussion participation through self or teacher direction.
Build upon the contributions of others through relevant and meaningful responses/ questions.
Effective questioning puts learning ahead of activities.

4. Engagement – How will I know I have it?
Teachers will:
Students will:
Strategically and intentionally utilize the questions planned for their instructional purpose.
Provide learning tasks that are relevant, meaningful, and important.
Provide a productive mix of different types of groupings and learning opportunities suitable for lesson objectives.
Be passionate about teaching.
Show an observable attraction to their work.
Persist in their work despite challenges and obstacles.
Show application of their work in real time connections.
Passionate: Be physically energized, emotionally connected, mentally focused, and purposeful.
Engagement is NOT just keeping students busy!

5. Round 1 Data Retreat We looked at the following: Questions that arose:
Active Engagement –vs- Passive Engagement Strategies
Instructional Groupings Observed
Questions that arose:
If we had serval active engagement strategies being utilized, then why are we still having trouble meeting grade level and state standards?
Are the learning activities utilized resulting in active, intellectual student engagement with important and challenging content for this grade level/subject area?
How do you know? How can you prove?
Within the active engagement strategies, what are the students actually doing?
Students completing, writing, or typing assignment/bell work/worksheet.
Students raising hand and/or speaking to participate in Q & A.
Are the learning activities utilizing important and challenging content for this grade level/subject area?
Are the students engaged with important and challenging content enough to attend, intend, rehearse, and retrieve what is taught?
Does observed instructional groupings affect the achievement of students?

6. THE MAGIC IS IN THE INSTRUCTION
Explicit Instruction:
Effective & Efficient Teaching –
A Key to Prevention & Intervention

7. Anita L. Archer, Ph. D. Author – Consultant – Teacher archerteach@aol
Anita L. Archer, Ph.D. Author – Consultant – Teacher
Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications.

8. Quality Instruction
“The quality of teachers is the single most important factor in the educational system.” Wiliam, 2012
Reworded
The quality of TEACHING is the single most important factor in the educational system.

9. Quality Instruction
Benefits of high teacher quality is greater for low performing students than higher performing students.
Slater, Davis, and Burgess, 2008
Reworded
Benefits of quality TEACHING is greater for low performing students than higher performing students.

10. What is Explicit Instruction?
Explicit instruction is a structured, systematic instructional approach for teaching academic skills that includes a set of delivery and design procedures derived from effective schools research……….
Ideas that Work
Explicit instruction is an unambiguous and direct approach to teaching that incorporates both instructional design and delivery procedures.
Archer & Hughes, 2011

11. Explicit Instruction Hattie & Yates, 2014
Teacher as Activator d
Teacher as facilitator
Teaching students self-verbalization
.76
Inductive teaching
.33
Teacher clarity
.75
Simulation and gaming
.32
Reciprocal teaching
.74
Inquiry-based teaching
.21
Feedback
Smaller classes
Metacognitive Strategies
.67
Individualized instruction
.22
Direct Instruction
.59
Web-based learning
.18
Mastery Learning
.57
Problem-based learning
.15
Providing worked examples
Discovery method in math instruction
.11
Providing goals
.50
Whole language
.06
Frequent effects of testing
.46
Student control overlearning
.04
Behavioral organizers
.41
Average activator
.61
Average facilitator
.19

12. #11 of the 16 elements of Explicit Instruction Elicit frequent responses
Opportunities to respond can be related to:
Increased academic achievement
Increased on-task behavior
Decreased behavioral challenges
Caveat - Only successful responding results in these outcomes.

13. Elicit frequent responses – What and How?
Opportunities to Respond
Verbal Responses
Written Responses
Action Responses
All Students Respond.
When possible use response procedures that
engage all students.

14. Elicit frequent responses Preview of Procedures
Verbal Response Procedures Inclusive Passage Reading Choral Silent Partners Choral Teams/Huddle Groups Cloze Individual Discussion Partner Written Response Procedures Literacy Circles Types of writing tasks Whiteboards (Tablets, Virtual Whiteboards) Action Response Procedures Acting out/Simulations Gestures Facial Expressions Hand Signals Response Cards/Response Sheets (Clickers, Plickers)

15. Elicit frequent responses
The active participation procedure should:
Involve all students
Be structured
Allow adequate thinking time

16. Active Participation Essentials Think Time
Given a question where thinking time is desired… If thinking time was extended beyond 3 seconds these benefits occurred:
Greater participation by all learners
Length of student responses increased
Use of evidence to support inferences increased
Logical consistency of students’ explanations increased
Number of questions asked by students increased

17. Students are looking at teacher
Verbal Responses – Structured Choral Responses * Use when answers are short & the same * Use when recall and rehearsal of facts is desired * Use for quick review of information
Students are looking at teacher
Ask question
Put up your hands to indicate “Silence” or “Thinking gesture” to indicate you are Giving them thinking time
Lower your hands as you say, “Everyone” OR
Simply say “Everyone”

18. Verbal Responses - Choral Responses
Students are looking at a common stimulus
Point to stimulus
Ask question
Give thinking time
Tap for response

19. Verbal Responses - Choral Responses
Hints for Choral Responses
When given a question that requires thinking time….Provide adequate thinking time
Have students put up their thumbs or look at you to indicate adequate thinking time. (Have students put that thumb in front of them at stomach area to be less distracting)
If students don’t respond for your choral answers– Prompt them, “I am not hearing ALL respond.” OR
If you have a student blurt out an answer state a gentle redo, “Remember, the silence is for thinking time not call outs or hands to be raised.”

20. Verbal Responses – Structured Partners
Verbal Responses – Structured Partners * Use when answers are long or different * Use for foundational and higher order questions
Partners
Assign partners
Pair lower performing students with middle performing students
Give partners a number (#1 or #2)
Sit partners next to each other not across
Utilize triads when appropriate (#1 #2 #2)

21. Verbal Responses — Structured Partners
You may also need to do this For Partner Work:
Teach students how to work together using the “Look, Lean, and Whisper” procedures OR
“Look, Lean, Listen, and Whisper”
Change partnerships occasionally
(every three to six weeks or more frequently)

22. Uses of Partners Responding to a question, task, or directive
Teaching information to a partner
Studying with a partner
Repeating/checking understanding of teacher directions
Read to each other
Gentle correction or direction to one another.

23. Uses of Partners Responding to a question, task, or directive
Think - Pair - Share
Brainstorming ideas

24. Elicit frequent responses - Brainstorming
Think (Write)
Have students think and record responses.
As students are writing, move around the classroom and write down students’ ideas and their names.
Pair (Write)
Have students share their ideas with their partners.
Have them record their partners’ best ideas.
As students are sharing, continue to circulate around the room, recording ideas and names.
Share
Display the ideas and names on the screen. Use this as the vehicle for sharing.

25. Partner Uses Teaching Information
Teach information using:
graphic organizers
worked math problems
maps
diagrams
notes
drawings
vocabulary log

26. Partner Uses Studying with a Partner
Give the students a minute or two to study notes, text material, graphic organizer, or handout
Tell
Ask partners (#1 or #2) to retell what they remember about topic
Help
Have the second partner assist by:
Asking questions
Giving hints
Telling additional information
Check
When both partners have exhausted recall, they check with their notes, text material, graphic organizer, or handout

27. Partner Uses Responding to a question, task, or directive
Saying answer to partner (Partners First similar to Think-Pair-Share but….) 1. Ask a question 2. Give students thinking time 3. Provide a verbal or written sentence starter 4. Have students share answers with their partners using the sentence starter 5. Call on a student to give answer

28. Partner Uses – Sentence Starters
Support student responding by providing sentence
starters (stems).
In what ways are emperor penguins different from
other birds you know about?
Begin by saying:
Emperor penguins are different from other birds in
a number of ways. First, ……………

29. Verbal Responses - Partners
Other Uses of partners
Monitor partner to see if directions are followed
Share materials with partners
Assist partners during independent work
Collect papers, handouts, assignments for absent partners

30. Verbal Responses - Individual Turns
Less desirable practices
#1. Calling on volunteers
Guidelines:
The calling on volunteers are usually students who are the most assertive, highest-performing.
Call on volunteers only when answer relates to the personal experience of the student.
If you do call on students, do it Randomly and say the student’s name after the question is stated and thinking time is given.

31. Verbal Responses - Individual Turns
Less desirable practices
#2. Calling on inattentive students
Guidelines:
Don’t call on inattentive students
Wait to call on student when he/she is attentive
To regain attention of students:
Use physical proximity
Give directive to entire class (Draw a T chart, put your pencil down, Put your finger on the heading)
Ask students to complete quick, physical behavior

32. Verbal Responses - Individual Turns
Option #1 - Partner First
1. Ask a question
2. Give students thinking time
3. Provide a verbal or written sentence starter
4. Have students share answers with their partners using the sentence starter
5. Call on a student to give answer
6. Engage students in discussion using discussion sentence starters

33. Verbal Responses - Individual Turns
Option #2 - Question First 1. Ask a question 2. Raise your hands to indicate silence or thinking gesture 3. Give thinking time 4. Call on a student randomly 5. Teacher provides feedback on answer OR Engage students in the discussion by responding to others answers through building on it or checking if their understanding was or wasn’t correct and why.

34. Verbal Responses- Individual Turns
Procedures for randomly calling on students
Procedure # Write names on cards or sticks (or assign numbers to
students if you have multiple classes). Pull a
stick and call on a student/the #.
Procedure #2 - Use ipad or iphone app (e.g., Teacher’s Pick, Stick Pick, or Pick Me!)
Procedure #3 - Use two decks of playing cards. Tape cards from one deck to desks. Pull a card from other deck and call on a student.

35. Verbal Responses- Individual Turns
Option #3 - Whip Around or Pass
Use when many possible answers
1. Ask a question
2. Give students thinking time
3. Start at any location in the room Have students quickly give answers
- Go up and down rows, limiting teacher comments Allow student to pass
Note: If students are “habitual passers” alter the procedure. Return to students that pass. Have them report the best or most interesting idea of their peers.

36. Passage Reading - Echo Reading
Teacher reads a word, phrase or sentence.
Students “echo” read the word, phrase or sentence.
Useful for building fluency and expression.
Needs to be faded as students grow in reading skills.
Usually a lower grades strategy.

37. Passage Reading-- Choral Reading
Choral Reading– Tell students to “Read with you.”
Read selection with students
Read at a moderate rate
You may need to TELL students “Keep your voice with mine” (ALL students can use practice reading aloud)
Possible Uses: Chorally read wording on a Ppt. slide, Directions at the top of an assignment, Steps in strategy, Narrative or Informative passages.

38. Passage Reading - Cloze Reading
Cloze Reading– Tell students that you will be deliberately pausing for them to fill in the next words.
Teacher reads selection then
Pauses and delete for “meaningful” words
Students read out loud “the deleted words” by the teacher when he/she pauses.
Possible Uses: When you want to read something quickly and have everyone attending to the material. When you are Re-reading a passage for familiarity.

39. Passage Reading - Silent Reading
Augmented Silent Reading (Whisper Reading)
Pose a pre-reading question for all students.
Tell students to read a certain amount and to reread material if they finish early. Don’t forget to answer questions posed.
Monitor students’ reading… when teacher approaches student…Have individuals whisper-read to you
Pose post- reading question for all students.

40. Passage Reading - Partners
Partner Reading
Assign each student a partner
Reader whisper reads to partner
Suggestion-- Narrative - Partners alternate by page or time (min.)
Suggestion-- Informational text - Partners alternate by paragraphs
-Don’t forget to indicate reading length.
* Read - Stop - Respond
Respond by: Highlight critical details, take notes, retell content, or answer partner’s questions

41. Additional Hints for Passage Reading - Partners
Scaffolding lowest readers
Partners read material together
Highest reader in partnership is given the #1 and lower reader is given the #2.
Partner #1 reads material, then Partner #2 rereads the same material. Has a model now.
Lowest reader placed with a triad and reads with another student (#1, #2, #2).
Partners allowed to say “me” or “we” when reading if comfortable.

42. Passage Reading - Partners
Partner Reading- Teach students to….
Partner corrects errors
Ask - Can you figure out this word?
Tell - This word is _____. What word? Reread the sentence.

43. TEACH WITH PASSION MANAGE WITH COMPASSION
How well you teach = How well they learn

44. Summing it up
I intend to use the following Eliciting Frequent response- active participation procedures:

45. Video
Website: if time runs out to view videos for Eliciting frequent responses and more.
What were the Good practices observed in the video?