1. Secondary Explicit Direct Instruction and Differentiation for Student Mastery

2.  Learning Outcome and Establish Relevance LEARNING OUTCOMES Articulate understanding of connection between Explicit Direct Instruction (EDI) and Cultural Responsive Teaching (CRT). Apply acquired knowledge related to educational equity. Enhance professional skill set as measured by Lesson Plan and Thinking Map. STUDENT ACHIEVEMENT

3. LENS: QUALITY INSTRUCTION, EQUITY FOR ALL Culturally Responsive Teaching Learning Outcome and Establish Relevance

4. BIRTH ORDER ACTIVITY In the four corners of this room, you will see four large pieces of Post-It paper. The chart paper is divided by birth order: first born, middle child, youngest child, only child. Please go to the chart paper that represents your place in your family’s birth order. Learning Outcome and Establish Relevance

5. With your group please brainstorm those characteristics which you feel are associated with being the oldest, youngest, middle or only child. YOU WILL HAVE 5 MINUTES. When the music ends, please stop talking and listen for next direction. BIRTH ORDER ACTIVITY (Cont.) Learning Outcome and Establish Relevance

6. CRT STRATEGY #1 AWARENESS Gender Age Birth Order Race/Ethnicity Learning Outcome and Establish Relevance

7.  SJUSD DEMOGRAPHICS http://www.ed-data.org Learning Outcome and Establish Relevance

8.  ACHIEVEMENT BY ETHNICITY Learning Outcome and Establish Relevance

9.  DATA: THE COURAGEOUS CONVERSATION Modified expectations @ State and Federal level *10-15% of all Title I monies go to PD *ARRA ($3,000,000) “% of Teachers trained in SB curriculum?” Distinguished School Demonstrated ability to Close the Achievement Gap Learning Outcome and Establish Relevance

10.  DATA: THE COURAGEOUS CONVERSATION (CONT.) Similar School Rankings (Secondary) 4/12 schools with a ranking of 3 or less Asian/White Achievement Gap Within our top four schools between 50-116 points (API) - Within our District 7%-14% gap (AYP) Graduation rate - Declining (as measured by a static bar) Learning Outcome and Establish Relevance

11. BRAINSTORM EVERYTHING YOU KNOW ABOUT EXPLICIT DIRECT INSTRUCTION Source of Knowledge 1 Source of Knowledge 2 Explicit Direct Instruction Idea 1 Idea 2 Idea 3 Activation Prior Knowledge

12.  Explicit Direct Instruction EDI Lens Quality instruction High Expectations Equity for ALL students High Expectations: belief on the part of the teacher that each student can be a successful learner and the communication of this belief to each student through positive personal interactions, quality instruction, and rigorous grade level assignments Turn and Talk Quality Instruction: Well- designed, well-taught lessons that students get. A relentless focus on improving how students are taught in the classroom. Presentation

13. EXPLICIT DIRECT INSTRUCTION RESEARCH Teacher-centered explicit direct instruction versus the progressive student-centered approach produced higher achievement among all students, and its effect is even stronger for students who are under- prepared. Jeanne Chall 2000 Presentation

14. EXPLICIT DIRECT INSTRUCTION RESEARCH More effective for: students with learning disabilities at all social levels GATE students at-risk students at all social levels all students of color Jeanne Chall et. al 2008 Presentation

15. EXPLICIT DIRECT INSTRUCTION DEFINED Strategic collection of instructional practices combined together to design and deliver well-crafted lessons that explicitly teach content, especially grade level content, to all students Presentation

17. PUTTING IT TOGETHER Optional Lesson Planning Template Presentation

18. EXPLICIT DIRECT INSTRUCTION (EDI) EDI always includes: chunking of information continuous checking for understanding during the lesson Goal: 85% students achieve correct answer before/during independent practice

19. SPECIFIC LESSON DESIGN STRATEGIES Check for Understanding Learning Objective Lesson Importance Skill Development Concept Development Activate Prior Knowledge Presentation Guided Practice Closure Independent Practice Presentation

20. SPECIFIC LESSON DELIVERY STRATEGIES Explaining Modeling and/or Demonstrating Checking for Understanding Presentation

21. EDI ALWAYS INCLUDES SPECIFIC LESSON DESIGN STRATEGIES Learning Objective Presentation

22. LEARNING OBJECTIVE A statement that describes what students will be able to do successfully and independently at the end of a specific lesson as a result of your classroom instruction. Presentation

23. LEARNING OBJECTIVE SUMMARY Ensure students are taught concepts and skill as opposed to filling out worksheets Focus on specific concepts/skill Know what to measure Clear expectations Ensure grade level content Presentation

24. LEARNING OBJECTIVE Solve Write Identify Compute Describe NON- EXAMPLES Learn Understand Know Appreciate Examples Presentation, Guided Practice, Check for Understanding

25. NON-EXAMPLES Students will know the Quadratic formula. Students will use Excel. Students will have a conversation in Spanish. Students know local history Students will understand differences and similarities between metamorphic igneous and sedimentary rock. Students will learn fallacies of logic. Presentation, Guided Practice, Check for Understanding

26. LEARNING OBJECTIVE Standards-based Learning Objectives come from the state content standards. However, Learning Objectives are usually not the content standards. Presentation, Guided Practice, Check for Understanding

27. LEARNING OBJECTIVE COURSE or CONTENT-ALIKE GROUPS Create 2 - 3 standards-based learning objectives Write LO on Lesson Plan Template. Presentation, Guided Practice, Check for Understanding

28. ACTIVATING PRIOR KNOWLEDGE Used to provide a connection between something the students already know and the new content they are going to learn Activate students’ prior knowledge related to either the Learning Objective’s concept or skill Activate prior knowledge through universal experience (prior life experience) or sub-skill review (prior academic experience) Presentation

29. ACTIVATE PRIOR KNOWLEDGE Read Pages 87-88: Three Steps in Activating Prior Knowledge #1 Activate (Concept or Skill, Universal Experience or Sub-skill Review) #2 Interact (Facilitate student interaction) #3 Connect (Explain connection to new Lesson) Presentation

30. From NCTM’s Mathematics Teaching in the Middle School, Vol. 5, No. 9 May 2000 ACTIVATING PRIOR KNOWLEDGE Activating Prior Knowledge through story. Read the PEMDAS Story about (4+2) x 2 ÷ 4 Presentation, guided practice, check for understanding

31. Activating Prior Knowledge steps Teacher actionsStudent actions Activate (prior life experience) Provide PEMDAS story Students take turns reading the story out loud InteractAsk students what they think the title, a numeric expression, has to do with the story. Ask whether the story followed any particular sequence or order Respond to teacher prompts ConnectRelate the events to basic operations and show the need for establishing an order Discover the relationship between the events in the story to math operations and their order Adapted from NCTM’s Mathematics Teaching in the Middle School, Vol. 5, No. 9 May 2000 Presentation, Guided Practice, Check for Understanding

32. ACTIVATING PRIOR KNOWLEDGE CONTENT-ALIKE GROUPS Create an Activating Prior Knowledge activity for each standards-based learning objective you created earlier. Write APK on Lesson Plan Template. Guided Practice, Check for Understanding

33. BREAK

34. CHECK FOR UNDERSTANDING The use of this one strategy alone could truly revolutionize education … helping students everywhere. The teacher continually verifying that students are learning what is being taught while it is being taught. Presentation

35. CHECK FOR UNDERSTANDING Your students’ ability to successfully answer CFU questions determines the pace of the lesson. Guarantees high student success because you provide additional examples and reteaching in direct response to their ability to successfully answer your questions. Confirms they know how before independent practice. Presentation

36. CHECK FOR UNDERSTANDING Teach First Ask a Question Pause Pick a Non-Volunteer Listen to the Response Effective Feedback Presentation

37. CHECK FOR UNDERSTANDING Teach First – pp. 23 Ask a Question – pp. 26 Pause – pp. 28 Pick a Non-Volunteer – pp. 32 Listen to the Response – pp. 35 Effective Feedback – pp. 36 Teach your concept to the rest of the group Guided Practice, Check for Understanding

38. CHECK FOR UNDERSTANDING CONTENT ALIKE GROUPS Create a Check for Understanding strategy for each standards-based learning objective you created earlier. Write CFU on Lesson Plan Template. Guided Practice, Check for Understanding

39. G UIDED P RACTICE CRITICAL COMPONENT Initial practice under supervision A llows you to correct misconceptions or errors Where you start to provide repetitions needed for students to internalize the information Presentation

40. G UIDED P RACTICE Guided Practice, Check for Understanding

41. G UIDED P RACTICE CONTENT ALIKE GROUPS Create a Guided Practice activity for each standards-based learning objective you created earlier. Write GP on lesson plan template. Guided Practice, Check for Understanding

42. Presentation, Closure LESSON CLOSURE Summarizing Our Learning Learning Objective Activating Prior Knowledge Checking For Understanding Guided Practice

43. REVIEW EVERYTHING YOU KNOW ABOUT EXPLICIT DIRECT INSTRUCTION Explicit Direct Instruction Source of Knowledge 1 Source of Knowledge 2 Idea 1 Idea 2 Idea 3 Closure, Check for Understanding

44. Lesson Closure PD CLOSURE Check for Understanding Learning Objective Lesson Importance Skill Development Concept Development Activate Prior Knowledge Presentation Guided Practice Closure Independent Practice

45. SESSION FEEDBACK