The Importance of Explicit Instruction Idaho Title One Conference Boise, ID April 2013 Presenter: Gina W. Hopper 1

The Importance of The Importance of Explicit InstructionExplicit Instruction

Idaho Title One ConferenceBoise, ID

April 2013Presenter: Gina W. Hopper

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Welcome and Welcome and IntroductionsIntroductions

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• The content of this session is expanded in Chapter 1 of the 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.

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ACKNOWLEDGEMENTS

Session PurposesSession PurposesThe participant will be able to:

• Describe the research supporting Explicit Instruction supporting its importance

• Describe the elements of Explicit Instruction • Describe the underlying principles of Explicit

Instruction

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What do you currently What do you currently know about Explicit know about Explicit

Instruction?Instruction?K*W*L Activity #1

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What is Explicit What is Explicit Instruction? Instruction?

• Explicit instruction is a systematic instructional approach that includes a set of delivery and design procedures derived from effective schools research………. Ideas that Work

• …unambiguous and direct approach to teaching that incorporates instruction design and delivery. Archer & Hughes, 2011

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Video Video • Record good practices

• http://explicitinstruction.org/?page_id=364

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Explicit Instruction and Explicit Instruction and DiscoveryDiscovery Not an either or - but a Not an either or - but a

when.when.

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Explicit Instruction Discovery

Little or nobackground knowledge

A good deal of background knowledge in the domain

History of difficulty, of failure

History of success

Support for Explicit Support for Explicit

InstructionInstruction::

40 + years of convergent research40 + years of convergent research • Teacher Effects/Process Research

• Project Follow Through

• Research Syntheses in Special Education

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Support for Explicit Support for Explicit

InstructionInstruction::

40 + years of convergent research40 + years of convergent research • Recent Governmental Reports in Reading and Math

• Findings from research on cognition (working memory vs permanent memory)

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Elements of Explicit Elements of Explicit

InstructionInstructionContentContent

1. Instruction focuses on critical contentSkills, strategies, vocabulary terms, concepts, rules, and facts that will empower students in the future are taught

2. Skills, strategies, and concepts are sequenced logically

• Easier skills before harder skills • High frequency skills before low frequency skills• Prerequisites first• Similar skills separated

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3. Complex skills and strategies are broken down into smaller (easy to obtain) instructional units

Aware of cognitive overloading, processing demands, and capacity of working memory

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1. Instruction focuses on ____________ content

2. Skills, strategies, and concepts are ___________ logically

3. Complex skills and strategies are ______________ into smaller (easy to obtain) instructional units

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InstructionInstruction

Design of InstructionDesign of Instruction

Lessons1. Are organized and focused

2. Begin with a statement of goals

3. Provide review of prior skills and knowledge

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4. Provide step-by-step demonstrations

5. Use clear and concise language

6. Provide a range of examples and non-examples

7. Provide guided and supported practice

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Lessons1. Are ___________ and focused

2. Begin with a statement of _______________

3. Provide _______________ of prior skills and knowledge

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4. Provide step-by-step __________________

5. Use __________ and ___________ language

6. Provide a range of ______________ and _______________________________

7. Provide _______________ and supported practice

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Delivery of InstructionDelivery of Instruction

Teachers:

1. Require frequent responses

2. Monitor student performance closely

3. Provide immediate affirmation and corrective feedback

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Teachers:

5. Deliver instruction at a brisk pace

6. Help students organize knowledge

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Teachers:

1. Require frequent _______________

2. ________________ student performance closely

3. Provide immediate affirmation and corrective ______________________

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Teachers:

4. Deliver instruction at a _________ pace

5. Help students ___________ knowledge

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Practice Practice

Teachers provide judicious practice including:

*Initial practice

*Distributed practice

*Cumulative review

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PracticePractice

Teachers provide judicious practice including:

______________ practice

______________ practice

______________ review

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Foundation Principle # 1Foundation Principle # 1

Optimize academic learning timeOptimize academic learning time

• Optimize academic learning timeo the amount of timeo that students o are successfully engaged o in academic tasks

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A few words about time

• Available Time Amount of time available for school activities About 6 hours

• Allocated Time Amount of time allotted for academic instructionAbout 4 hoursIf increased, slight impact on achievement

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A few words about time

• Engaged Time Amount of time actively engaged in learning taskAbout 2 hoursIf increased, moderate impact on achievement

• Academic Learning Time Amount of time Students are successfully engaged On academic tasks If increased, strong impact on achievement

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Optimize academic learning time.Optimize academic learning time.

Explicit Instruction is designed to increase Academic Learning Time

List ways to optimize instructional time

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Optimize academic learning time.Optimize academic learning time.

Explicit Instruction is designed to increase Academic Learning Time.

Some ways to optimize instructional time

1. Increase allocated time2. Bell to Bell teaching3. Start lessons on time4. Teach in groups as much as possible5. Be prepared6. Avoid digressions7. Maintain a perky pace 8. Decrease transition time9. Use instructional routines

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Promote high levels of successPromote high levels of success

High level of success• 80% correct responses during initial instruction

• 90 -95% correct responses during independent practice

• High success rates positively correlated with increased learning outcomes

• Low success rates correlated with negative outcomes

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Increase amount of instructional time o Students achieve more in classes in which they

spend much of their time being taught directly by the teacher

• Whole group instruction

• Small group instructiono Small group instruction in general education

classes • Based on instructional needs & current

functioning

o Tier 2 and Tier 3 intervention groups• Groups of 6-8 students more effective than

smaller or larger groups or one-to-one (Elbaum, Vaughn, Hughes, Moody, & Schumm, 2000)

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Provide scaffolding that enhances success



Provide scaffolding that enhances success

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Goal

Current Level



• List scaffolds that could be used to close the gap between current functioning and the desired goal

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Explicit Instruction is designed to increase

student success through scaffolding

1. Teach material that is not too difficult2. Carefully sequence instruction3. Break down complex skills into small steps4. Increase the amount of instruction within groups 5. Teach preskills before target skill6. Provide dynamic models of target skill7. Provide clear presentations

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Explicit Instruction is designed to increasestudent success through scaffolding

8. Provide guided practice9. Provide additional scaffolding to support

performance (e.g., hints, prompts, checklists)10. Provide worked problems (completed problems)11. Systematically reduce the level of scaffolding12. Provide immediate affirmative and corrective

feedback 13. Ensure level of accuracy before independent

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Optimize the amount of content covered Optimize the amount of content covered

WELLWELL

Content Covered

o The amount of content covered WELL, the greater potential for student learning

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Optimize the amount of content covered Optimize the amount of content covered

WELLWELL

Explicit Instruction is designed to increase

amount of content covered WELL

Some ways to optimize content covered 1. Select critical content for instruction2. Teach skills, strategies, and concepts that generalize to

other items 3. Use instructional procedures that are effective but

efficient4. Increase the amount of instruction through grouping of

students.5. Organize content to promote learning (e.g., graphic

organizers)6. “Teach the Stuff and Cut the Fluff”

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Motto Motto

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How well you teach = How well they learn

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Explicit Explicit Instruction - Instruction -

Content Content GuidelinesGuidelines

Applied to the Common Core State Standards

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Prioritize Prioritize What strand will make the most difference? What strand will make the most difference?

Grade 1Literature

Key ideas and detailsCraft and StructureIntegration of Knowledge and Ideas

Informational TextKey ideas and detailsCraft and StructureIntegration of Knowledge and Ideas

Foundation SkillsPrint ConceptsPhonological AwarenessPhonics and Word RecognitionFluency

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Prioritize Prioritize What standards will make the most difference? What standards will make the most difference?

Phonological Awareness2. Demonstrate understanding of spoken words, syllables,

and sounds (phonemes).a. Distinguish long from short vowel sounds in spoken

single-syllable words.b. Orally produce single-syllable words by blending sounds

(phonemes), including consonant blends.c. Isolate and pronounce initial, medial vowel, and final

sounds (phonemes) in spoken single-syllable words.d. Segment spoken single-syllable words into their

complete sequence of individual sounds (phonemes).

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Add Missing StandardsAdd Missing StandardsKindergarten - Phonics and Word Recognition

3. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.

a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.*c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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Add Missing StandardsAdd Missing StandardsKindergarten - Phonics and Word Recognition

Can sound out regular, one-syllable words using knowledge of phoneme-grapheme relationships of vowels and consonants.

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Integrate/Condense StandardsIntegrate/Condense Standards

Reading Standards for Literature - Grade 1Key Ideas and Details

1. Ask and answer questions about key details in a text.

2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

3. Describe characters, settings, and major events in a story, using key details.

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Integrate/Condense StandardsIntegrate/Condense StandardsCraft and Structure

4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses

5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

6. Identify who is telling the story at various points in a text.

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Integration of Knowledge and Ideas

7. Use illustrations and details in a story to describe its characters, setting, or events.

8. (Not applicable to literature.)

9. Compare and contrast the adventures and

experiences of characters in stories.

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Integrate/Condense StandardsIntegrate/Condense StandardsStudents can:

Answer questionsAsk questionsRetell storiesDescribeCompare and contrast

Story ElementsKey detailsCharacters (including feelings)SettingsMajor events Experiences of charactersCentral messages or lessonsNarrators

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5th Grade Writing Standards

1. Opinion Pieces - To convince

2. Informational Text - To inform

3. Narratives - To convey an experience

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4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

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6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single session.

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8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

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10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, andaudiences.

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Integrate/Condense StandardsIntegrate/Condense StandardsTasks

• Written often• Short and long products• Variety of tasks, audiences, purposes• Purposes

o to convinceo to informo to convey an experience

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Integrate/Condense StandardsIntegrate/Condense StandardsProcessPlan

Gather information o Personal experienceso Print sources o Digital sourceso Literature and informational textsOrganizeo Appropriate to task, purpose, audience

Writeo Clear and coherento Use technology

ReviseEditRewrite

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Break down complex skillsBreak down complex skills

Example - Common Core State StandardsExample - Common Core State Standards

English Language Arts Standards Writing Grade 5

Write opinion pieces on topics or texts, supporting a point ofview with reasons and information.

• Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

• Provide logically ordered reasons that are supported by facts and details.

• Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

• Provide a concluding statement or section related to the opinion presented.

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Example - Common Core State StandardsExample - Common Core State StandardsBody of Opinion Paper Transcription1. When given a reason and related facts and details, can write a paragraph with a topic

sentence stating the reason. 2. When given a reason and related facts and details, can write a paragraph with a topic

sentence stating the reason followed by sentences containing facts and details, connected with transition words and phrases.

3. When given three reasons and related facts and details, can write three paragraphs each containing a topic sentence stating the reason followed by sentences containing facts and details, connected with transition words and phrases.

Planning4. When given a position on a topic, can generate reasons to support that position.5. When given a topic, can generate a position and reasons and details to support that

position.6. When given a topic, can generate a position and reasons to support that position, and

details to logically support each reason. 7. When given a topic, can generate a plan for the body of an essay (the position, the

reasons, details to support each reason) and transcribe the plan into three coherent paragraphs.

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Example - Common Core State StandardsExample - Common Core State Standards

Introduction8. For previously formulated bodies of opinion essays, writes an introduction

that: a) grabs the attention of the reader, b) states the writer’s opinion, and c) introduces reasons to support the writer’s opinion.

Conclusion9. For previously formulated opinion essays, writes a short conclusion that

“wraps it up” by: a) summarizing the opinion and reasons, b) calling for some action to be taken, or c) explaining the outcomes of not following the writer’s suggestions.

Opinion Papers10. When given a topic, can plan, write, and edit an opinion paper that includes:

a) an effective introduction, b) a well structured body with logically organized reasons and related facts and details, linked with appropriate transition words and phrases, and c) a short conclusion that “wraps it up”.

General Lesson DesignGeneral Lesson Design

Lesson Opening - ReviewLesson Opening - Review

What are the benefits of an interactive review?

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Benefits to students Benefits to teacher


Lesson Opening - ReviewLesson Opening - Review

What are the benefits of an interactive review?

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Benefits to students Benefits to teacher


Lesson Opening - Preview Lesson Opening - Preview

Preview o State goal of lesson

• Use student-friendly language

o Discuss relevance of target skill (or larger goal).

3 W’s

oWhere?oWhy?oWhen?

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Lesson Opening Lesson Opening

• Attentiono Provide a verbal _________such as “Listening” or “We are

going to begin”o Follow the verbal cue with ____________________

• Reviewo Review content of previous lessonso Review necessary _____________________ for target skill

being taughto Review ___________ _______________ needed for today’s

lesson.o Review must be ____________________________

• Preview o State _________________ of lessono Discuss _______________ of target skill (or larger goal).

• 3 W’s __________ ___________ ____________61


Lesson ClosingLesson Closing

• Reviewo Review critical content o Review must be interactive

• Previewo Preview content of next lesson

• Independent Work o Assign independent worko Review assignments, quizzes, projects,

performances due in future

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Lesson ClosingLesson Closing

• Reviewo Review _____________ content o Review must be _______________________

• Previewo Preview ______________ of next lesson

• Independent Work o Assign __________________ worko Review assignments, quizzes, projects,

performances due in future

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• OpeningoAttention oReviewoPreview

• Body• Closing

oReview oPreviewo Independent Work

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Body of LessonVaries across subjects and grades

May include instruction on:• Skills and strategies (How to do something)• Vocabulary and concepts (What something

is)• Rules (If ______ then ______ )• Facts

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Are you teaching a:o Skill or strategyo Vocabulary or concepto Ruleo Fact

Students are preparing for reading a passage about

the United Nations.

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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.

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QuestionsQuestions

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Thanks!Thanks!

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Contact InformationContact Information• Gina Hopper, Director Special Education

Technical Assistance (SESTA), Boise State University, The Center for School Improvement and Policy Studies

[email protected]

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Documents

The Importance of Explicit Instruction Idaho Title One Conference Boise, ID April 2013 Presenter: Gina W. Hopper 1