Explicit Instruction. Think-Write-Pair-Share What does high quality instruction during the whole group portion of a lesson look like? Respond without.

Explicit InstructionExplicit Instruction

Think-Write-Pair-ShareThink-Write-Pair-Share

What does high quality instruction during the whole group portion of a lesson look like?

Respond without using the word EXPLICIT!

Essential QuestionEssential Question

As a coach, how can I build the capacity of a teacher struggling with explicit instruction? What are some specific strategies I can provide to support teachers as they become more explicit in their instruction?

Explicit Instruction isExplicit Instruction is

SystematicRelentlessEngaging

4

Edwards-Groves,  C.J. (2002).

Connecting Students to Learning Through Explicit Teaching. 

Explicit literacy instruction is described as “instruction that does not leave anything to chance and does not make assumptions about skills and knowledge that children will acquire on their own” (p. 363).

Torgesen, J. K., (2004)Lessons Learned from Research on Interventions for Students who have Difficulty Learning to Read.

Essential Instructional Delivery Components

Boyles, N. (2001) Chapter 4: Understanding explicit instruction. In N. Boyles, Teaching Written Response to Text: Constructing Quality Answers to Open-Ended Comprehension Questions.

Require Frequent Student Require Frequent Student ResponsesResponses

• When students actively participate in their learning, they achieve greater success.

• The teacher must elicit student responses several times per minute, for example ask students to say, write, or do something.

• Highly interactive instructional procedures keep students actively engaged, provide students with adequate practice, and help them achieve greater success.

Appropriate Instructional PacingAppropriate Instructional Pacing

• Pacing is the rate of instructional presentations and response solicitations.

• The pace of instruction is influenced by many variables such as task complexity or difficulty, relative newness of the task, and individual student differences.

• When tasks are presented at a brisk pace, three benefits to instruction are accomplished:

(a) students are provided with more information(b) students are engaged in the instructional activity (c) behavior problems are minimized (students stay on‐task when instruction is appropriately paced).

Provide adequate processing Provide adequate processing time:time:• Think time (adequate processing time) is the

amount of time between the moment a task is presented and when the learner is asked to respond.

• Time to pause and think should vary based on the difficulty of the task relative to the student(s).

• If a task is relatively new, the amount of time allocated to think and formulate a response should be greater than that of a task that is familiar and in the learners' repertoire.

Monitor ResponsesMonitor Responses

• This is an essential teacher skill to ensure that all learners are mastering the skills the teacher is presenting.

• Watching and listening to student responses provides the teacher with key instructional information.

• Adjustments may be made during instruction. • Teachers should be constantly scanning the

classroom as students respond in any mode.

Provide feedback for correct and Provide feedback for correct and incorrect responsesincorrect responses

• Students should receive immediate feedback to both correct and incorrect responses.

• Corrective feedback needs to be instructional and not accommodating. Feedback to reinforce correct responses should be specific.

• Feedback should not interfere with the timing of the next question/response interaction of the teacher and student.

• Feedback that does not meet these criteria can interrupt the instructional episode and disrupt the learner's ability to recall.

Characteristics of Explicit InstructionCharacteristics of Explicit InstructionExplicit Instruction is characterized by:

Intentional teaching of well defined skills or strategies that are broken down and taught directly in a series of carefully sequenced steps

Clear and consistent teacher wording OR clear and consistent teacher instructions

Extensive teacher modeling or demonstration of skills and strategies before students are asked to perform them independently

“Thinking aloud” procedures that draw attention to the step-by-step process of applying skills and strategies that is eventually internalized during proficient readingCoyne, M. D., et.al. (2009). Direct instruction of comprehension: Instructional examples from intervention research on listening and reading comprehension.  

Explicit Instruction: Explicit Instruction: Instructional RoutineInstructional Routine

Explicit InstructionExplicit Instruction

I DO: Explain, model, think-aloud

WE DO: Student engagement• Practice• Immediate corrective feedback• small, flexible group instruction

They Do: Students Collaborate to gain a deeper understanding of the

concepts-”Student Accountable Talk”

YOU DO: Independent application16

Set the purpose

Why do we need to learn this.

This is crucial for older students.

Do not ask questions during the I do

This is the time to show your brain thinking through the process.

Explicit Instruction: The “I DO”Explicit Instruction: The “I DO”

““I DO”-Teacher Talking (3-5 mins)I DO”-Teacher Talking (3-5 mins) The teacher provides the background

knowledge necessary for student success.

During this portion of the lesson, the teacher models the expectation through a step by step “think-aloud.”

““WE DO”- Teacher and Students WE DO”- Teacher and Students TalkingTalking

This is the time to ask questions and give explicit feedback.

““WE DO”WE DO” This portion of the lesson occurs once the

teacher has modeled and believes students are ready to practice the presented skill.

Students are fully engaged in this portion of the lesson. The student is participating in guiding practice.

Students may be working in small, flexible groups or pairs.

The teacher is continuously monitoring student attainment of skill through formative assessments

““They DO Together” They DO Together” Students talkingStudents talking

This is the time for students to practice cooperatively together to practice the new knowledge through student accountable talk and active student learning.

““YOU DO” Students Working YOU DO” Students Working Independent Practice During this portion of the lesson,

students must now work independently at showing their attainment of the skill.

The teacher must ensure that every student is able to meet with success.

This is the time to be the coach and cheerleader.

Circulate to make sure students are successful.

Explicit Instruction is Explicit Instruction is NOTNOT::

Replacing the Inquiry method, there is a time and a place for inquiry, when students have learned the skill or to engage the learner in a topic

Ditto or activity based instruction Independent work Lecture Based- teacher stand and deliver Only for whole group, explicit instruction

must be used in the teacher directed group as well

Explicit Instruction is:Explicit Instruction is:

The way to strategically deep teach the State Standards, strategies and skills students need in their learning

A gradual release of responsibility for students

Modeled Guided Independent

Revisiting the Essential QuestionRevisiting the Essential Question

As a coach, how can I build the capacity of a teacher struggling with explicit instruction? What are some specific strategies I can provide to support teachers as they become more explicit in their instruction?

Think Pair Share Exit Slip

Write, turn and talk, whole group share

References

Boyles, N. (2001) Chapter 4: Understanding explicit instruction. In N. Boyles, Teaching Written Response to Text: Constructing Quality Answers to Open-Ended Comprehension Questions. Gainsville, FL: Maupin House Publishing.

Coyne, M. D., Zipoli Jr., R. P., Chard, D. J., Faggella-Luby, M., Ruby, M., Santoro, L. E., & Baker, S. (2009).

Direct instruction of comprehension: Instructional examples from intervention research on listening and reading comprehension. Reading & Writing Quarterly 25, 221-245.

Edwards-Groves, C.J. (2002). Connecting students to learning through explicit teaching. MyRead:

Strategies for teaching reading in the middle years. Sydney, Australia: DEST, ALEA, AATE. Hughes, C.A. & Archer, A. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford

Publications. Torgesen, J. K., (2004). Lessons learned from research on interventions for students who have difficulty

learning to read. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp. 355-382). Baltimore, MD: Brookes.