Explicit Instruction Webinar #2 Designing Lessons - Skills and - PDF document

Explicit Instruction Webinar #2 Designing Lessons - Skills and Strategies Presented by: Gina Hopper, SESTA Director With permission from Dr. Anita A. Archer 1 Permission & Acknowledgements • The content of this session is expanded in Chapter 2 of this book: Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications. • Videos that illustrate explicit instruction can be found on this website. www.explicitinstruction.org • The slides in this presentation were designed by Anita Archer and modified as needed by the trainer, Gina Hopper. Special thanks to the Idaho Department of Education, Special Education Division and Boise State University’s, The Center for School Improvement and Policy Studies. 2 Session Purposes The participant will be able to: 1. Outline the three components of an Explicit Instruction lesson 2. Describe the elements of a lesson opening 3. Describe the elements of a lesson closing 4. Describe the components of the body of a lesson when teaching a skill or strategy (I do it. We do it. You do it.) 3 1

Design of Instruction Focus on: • General lesson design • Lesson design when teaching skills and strategies 4 Review Elements of Explicit Instruction Let’s get started… 5 Elements of Explicit Instruction Design of Instruction Lessons 1. Are organized and focused 2. Begin with a statement of goals 3. Provide review of prior skills and knowledge 6 2

Elements of Explicit Instruction Design of Instruction 4. Provide step-by-step demonstrations 5 5. Use clear and concise language Use clear and concise language 6. Provide a range of examples and non-examples 7. Provide guided and supported practice 7 General Lesson Design • Opening • Attention • Review • Preview • Preview • Body • Closing • Review • Preview • Independent Work 8 General Lesson Design Lesson Opening - Attention Attention • Provide a verbal cue such as • “ Listening ” • “ We are going to begin ” • “ Eyes and ears on me ” • Follow the verbal cue with silence • Regain attention throughout the lesson 9 3

General Lesson Design Lesson Opening - Review Review • Review content of previous lessons • Review necessary prerequisite skills (preskills) for Review necessary prerequisite skills (preskills) for target skill being taught • Review background knowledge needed for today’s lesson • Review must be interactive • Request responses during review 10 General Lesson Design Lesson Opening - Review What are the benefits of an interactive review? Benefits to students Benefits to teacher 11 General Lesson Design Lesson Opening - Preview Preview • State goal of lesson • Use student-friendly language • Discuss relevance of target skill (or larger goal) 3 W’s • W here? • W hy? • W hen? 12 4

General Lesson Design Lesson Opening • Attention • Provide a verbal _________such as “Listening” or “We are going to begin ” • Follow the verbal cue with ____________________ • Review Review • Review content of previous lessons • Review necessary _____________________ for target skill being taught • Review ___________ _______________ needed for today’s lesson • Review must be ____________________________ • Preview • State _________________ of lesson • Discuss _______________ of target skill (or larger goal) • 3 W ’ s __________ ___________ ____________ 13 General Lesson Design Lesson Closing • Review • Review critical content • Review must be interactive • Preview • Preview content of next lesson • Independent Work • Assign independent work • Review assignments, quizzes, projects, performances due in future 14 General Lesson Design Lesson Closing • Review • Review _____________ content • Review must be _______________________ • Preview • Preview ______________ of next lesson • Independent Work • Assign __________________ work • Review assignments, quizzes, projects, performances due in the ____________ 15 5

General Lesson Design • Opening • Attention • Review • Preview Preview • Body • Closing • Review • Preview • Independent Work 16 General Lesson Design Body of Lesson Varies across subjects and grades May include instruction on: May include instruction on: • Skills and strategies (How to do something) • Vocabulary and concepts (What something is) • Rules (If ______ then ______ ) • Facts 17 General Lesson Design Are you teaching a: • Skill or strategy • Vocabulary or concept • Rule R l • Fact Students are preparing for reading a passage about the United Nations. 18 6

General Lesson Design The teacher: 1. ______________ introduces the meaning of humanitarian, disarmament, non-proliferation. 2. ______________ tells students that there are 193 member states in the United Nations. 3. ______________ demonstrates how to take Cornell notes on passage content. 4. ______________ introduces procedure for writing a summary on the passage. 19 Body - Skill or Strategy How to do something • Sound out word Take notes on • information text* • Determine meaning of word using context clues • Write a summary of content* • Determine meaning of word using root and g • Write an opinion piece* W it i i i * affixes • Solve an equation • Spell an unknown word • Determines cause and • Write up a science effect* experiment • Make Inferences* *=aligns to Marzano’s research 20 Body - Skill or Strategy How to do something What are some of the skills or strategies that you teach? 21 7

Body - Skill or Strategy • The Three Components • Model • Model I do it I do it • Prompt We do it • Check You do it Anita Archer, 1977 22 Body - Skill or Strategy Simple skill or strategy • Model I do it Teacher performs Students watch • Prompt We do it W d i Teacher performs Students perform • Check You do it Teacher watches Students perform 23 Body - Skill or Strategy Simple Examples Example B. Example A. Counting by fives Letter/sound association 1. Listen as I count by 5 ’ s. 1. (Writes letter m) This 5, 10, 15, 20 sound is /mmmmmm/ 2. Count by 5 ’ s with me. 2. Say the sound with me. 5, 10, 15, 20 /mmmmmmm/ 3.Again. 5, 10, 15, 20. Again. 5, 10, 15, ____. 3. What sound? /mmmmm/ Again 5, 10, ___ ___. Again. 5, ___ ___ ___. 4.Count by 5 ’ s on your own. 5, 10, 15, 20 24 8

Body - Skill or Strategy Simple Examples Example C. Reading Example D. Segmenting long word for spelling difficult to pronounce words 1. When you spell a long word, it is useful to break the word into parts. Let ’ s practice that skill. My turn. 1. (Writes fastidious) This word is The word is convention. I slow it f fastidious tidi down, and tap and say the parts. con ven tion 2. Say the word with me. fastidious 2. The next word is demonstrate. Again. fastidious What word? Say and tap the parts with me. dem on strate (Do the 3. What word? /fastidious/ following words with students: represent, lovely). 3. Your turn. The word is unproductive. Say the parts. un pro duc tive 25 Body - Skill or Strategy I do it More complex skills and strategies Model (I do it) • Show (Demonstrating) • Proceed step-by-step • Exaggerate the steps • Exaggerate the steps • Tell (Describing) • Tell students what you are doing • Tell students what you are thinking • Gain Responses • Ask for responses • What they already know • What you have told them 26 Body - Skill or Strategy I do it More complex skills and strategies • The 3 C ’ s • The model should be: • C lear • C lear • C onsistent • C oncise 27 9

Body - Skill or Strategy I do it More complex skills and strategies Paragraph Shrinking 1. Name the who or what. (The main person animal or thing ) (The main person, animal, or thing.) 2. Tell the most important thing about the who or what. 3. Say the main idea in 10 words or less. (From the PALS program by Fuchs, Mathes, and Fuchs) 28 Body - Skill or Strategy I do it Video Activity Complete this activity independently or in a group at your school. Review the 8 th grade Social Studies Video found on www.explicitinstruction.org wwwexplicitinstruction org Look for good practices—use following slide to monitor what was observed Record the good practices Share out 29 Body - Skill or Strategy I do it Video Activity Did the teacher: ____ Show students how to perform the skill or strategy ____ Proceed step-by-step ____ Exaggerate the steps ____ Tell students how to perform the skill or strategy ____ Tell students what he/she was doing ____ Tell students what he/she was thinking ____ Gain responses ____ What they already know ____ What you have told them ____ Presented models that were clear, consistent, concise 30 10

Body - Skill or Strategy I do it More complex skills and strategies Before modeling a. Ask yourself, what are common errors that students might make? b. Precorrect those errors as you model. 31 Body - Skill or Strategy I do it Video Activity As you watch Grade 6 video “Pronunciation of Multisyllabic Words”, determine the potential errors that the teacher is anticipating. 32 Body - Skill or Strategy We do it More complex skills and strategies • Purposes of guided practice • Promote high level of success • Build confidence Types of prompts Types of prompts • Prompt physically • Prompt visually • Prompt verbally Step - do - Step - do - Step - do - Step - do Three C ’ s = clear, consistent, concise 33 11