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WhatisExplicitInstruction?ExplicitInstructionisanotherwayofsayingeffective,meaningfuldirectteaching.
A. WhatisExplicitInstruction?What Explicit Instruction is What Explicit Instruction is not ExplicitInstructionisskillbased,butstudentsareactiveparticipantsinthelearningprocess.
ExplicitInstructionisnotskillanddrill.
Explicit Instruction is holistic. Forexample,teacherscanuseExplicitInstructiontoteacheverythingthatisincludedin“literacy”(i.e.,decoding,comprehension,spelling,andthewritingprocess)
Explicit Instruction is not just used to teach isolated facts and procedures.
ExplicitInstructionintegratessmallerlearningunitsintomeaningfulwholes
ExplicitInstructiondoesnotteachbasicskillsinisolationfrommeaningfulcontexts.
ExplicitInstructionisdevelopmentallyappropriate. Instructionistailoredspecificallytostudents’learningandattentionalneeds
Explicit Instruction is not “one size fits all”.
Theteacherconstantlymonitorsunderstandingtomakesurestudentsarederivingmeaningfrominstruction.
ExplicitInstructionisnotrote
ExplicitInstructionisusedindiversecontextsandcurricularareas.
ExplicitInstructionisnotbasicskillsonly
Studentslikeitbecausetheyarelearning! ExplicitInstructionisnotboringandalienating
Studentsarecognitivelyengagedthroughoutthelearningencounter.Theyhaveopportunitiesthroughoutthelessontoself‐monitoranddirecttheirownlearningandparticipation.
ExplicitInstructionisnotallteacherdirected
ExplicitInstructionsharessimilargoalswithotherapproachestoteaching(e.g.,constructivist,holistic,orstudentcentered). Thesegoalsincludeteachingstudentstoenjoyandbecompetentatreading,writing,andmath;tounderstandwhattheyreadandhowmathworks;andtoapplytheirskillsinmeaningfulways. [Goeke,JenniferL.ExplicitInstruction:AFrameworkforMeaningfulDirectTeachingPearson,2008.page10.]
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B.ExplicitInstructionisasequenceofsupports:1. SettingtheStageforLearning2. Clearexplanationofwhattodo3. Modelingtheprocess(showing)4. GuidedPractice5. IndependentPractice(Whenteacherisconfidentstudentswillbesuccessful)6. Assessment/Closure(informalorformal)**Everylessonmaynothaveeverycomponent,oralessonmayspanseveraldays,sonotallcomponentswouldbeseeneachday.
“AgreatdealofcontentImustteachisbasedontheassumptionthatmystudentshavecertainskills,whichtheydonotpossess.Whenstudentsaregivenstrategiesforaccomplishingatask,theyperformwithgreatersuccess.Oneofthegreatestissuesofconcerntomeisthatmanyofmycolleaguesdonotwanttospendtimeteachingsomethingtheyfeelstudentsshouldhavelearnedpriortoenteringtheirclass.Whatdifferencedoesitmakewhoteachesthestudentaslongasthestudentistaught?Iftheydonotlearnskillsandstrategiestheyneed,theycannotpossiblymoveforwardandaccessthecontentofanycurriculum.Oftenmycolleaguesassumethatastudentcandothework,butchoosesnotto.Thisisdifficulttoassess.HowdoIknowwhenastudentischoosingnottowork?Iftheyaremakingthatchoice,whyaretheymakingit?Aretheyfrustrated?Ithinkmostoftenthestudentisnottaughtstrategiesforhowtoreactwhentheydonotunderstandsomething.Also,theymaynotbetaughthowtogeneralizeastrategy–thatastrategythatwashelpfulinsixthgrademayalsobehelpfulinseventh.”
‐AfifthgraderesourceteacherquotedinExplicitInstruction(byGoeke)DuringExplicitInstruction,teachershaveagreatdealofresponsibilitytomonitorstudentneedsandprovidethekindofscaffoldingmostappropriatethroughoutthelearningprocess.However,studentshaveresponsibilitytoo.Theymustrealizethattheywillbeexpectedtoperformthetaskbythemselves,andtheyshouldthenworktowardachievingthatgoal.Attheoutsetofanylesson–beforetheteacherexplains,models,distributestheorganizerorframe,theteachershouldmaketheresponsibilitycleartothestudents:“I’mgoingtoteachyouhowtowriteagoodparagraph.FirstI’lltellyouwhattodo.ThenI’llshowyouhowtodoit.ThenwhatdoyouthinkI’llexpectyoutodo?”Thestudentsdiscernthattheywillneedtoproducesomethingthemselves.“So,whatdoyouthinkyoushouldbedoingwhileIteachyou?”Theconsensusis“payattention.”“Yes,”‐bydirectingstudentattentiontowardpurposefullearning–“YoushouldbethinkingabouthowYOUwillwriteYOURparagraphwhenitisYOURturn.”C.WhenisExplicitInstructionAppropriate?Oneofthefirstordersofbusinesswhenconsideringaconcept,skillorstandardtoteachiswhatformatwouldhelpthemoststudentsbesuccessful.ExplicitInstructionisoneofseveralsuccessfulteachingstrategiesthatteacherscanchoosetoincorporate.“Explicit
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instructionmustbeusedforappropriatepurposesandinresponsetoidentifiedstudentneeds.”(Goeke,p.12)Explicitinstructionisprovidedwhenthefollowingoccur:
• “Thegoalisteachingawell‐definedbodyofinformationorskillsthatallstudentsmustmaster.
• Assessmentdataindicatethatstudentshavenotacquiredfundamentalskills,strategies,andcontent.
• Assessmentdataindicatethatstudentprogresstowardmasteryofskills,strategies,orcontentneedstobeaccelerated.
• Inquiry‐orientedordiscussion‐basedinstructionalapproacheshavefailed.”~JenniferGoeke,p.18
D.ConstructsthatFacilitateEffectiveExplicitInstruction
1.TeacherPresentationVariablesTeacherpresentationvariableshavebeenidentifiedasfundamentalbehaviorsforcommunicatingeffectivelywithallstudentsandpromotingstudentachievement(Mastropieri&Scruggs,1997)Teachersshouldbeconsciousofdeliveringclear,dynamicinstructionthatisappropriatetostudents’needs.InthefirstfourcomponentsofExplicitInstruction,teacherpresentationvariablesplayakeyroleinthesuccessofthelesson.
a.TeacherClarityincludesspeakingclearly,avoidingunclearterminologyandvagueterms.
b.TeacherEnthusiasminvolvesvariedinflection,activelyacceptingstudentideas,andmaintainingahighoverallenergylevel.
c.AppropriateRateofPresentationdiversifiesopportunitiestoparticipate,requiringparticipation,andadjustingtostudentunderstanding.
2.StudentEngagementForExplicitInstructiontobeeffective,“students
mustbeencouragedtoprovidethesecond,complementaryhalfofthetransaction:activeengagement.AnoptimalExplicitInstructionlessoninvolvesaneffective,dynamicteacherandanactive,engagedlearner.”(Goeke,p.37)Learningisanactiveprocessduringwhichstudentsgainunderstandingbyconnectingnewconcepts,skills,andstrategiestopriorunderstandings.Teachersshouldhelpstudentsstayactivelyinvolvedinthelessoninordertohavethegreatestimpactontheirlearning.JenniferGoekehasidentifiedthreestudentengagementvariablesthatcanbeusedtohelpallstudentsbecomeactiveandengagedduringExplicitInstruction.
A.StudentsActivelyParticipatewhenthey:
• Focusonwhatisbeingtaught• Trytounderstandandmakesenseofnewmaterial• Relateideasandinformationtopriorknowledgeandexperience• Useorganizingtools(graphicorganizers,etc.)orprinciplestointegrateideas
• Relatesupportingdetailsandevidencetoconclusions• Thoughtfullyrespondafterthinktimeisprovided
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• Lookforprinciplesorpatterns“Researchhasshownthatwhenstudentsarerequiredtogiveovertresponsesusingresponsecardsorothermechanismsforsimultaneouslysignalingtheirresponses,participationandlearningareincreasedascomparedtothe‘onestudentansweringatatime’method.”(Gardner,Heward,&Grossi,1994;Heward,1994)
B.ProceduralPromptsareconcrete,skill‐specificreferencesonwhich
studentscanrelyforsupportuntiltheybecomeindependent.FredJonesinToolsforTeachingreferstothesepromptsasVIPs(VisualInstructionalPlans).Promptsshouldshowonestepatatime,includeapictureforeverystep,andhaveaminimalrelianceonwords.AVIPissimple,clear,andself‐explanatory.Studentscanlookatitwhenevertheyneedclarification.KeepinmindwhatFredJonesshares:“Ofcourse,aVIPisnotasubstituteforteaching.Youinvolvestudentsintheactivityofthelearningasyoualwayshave.Rather,aVIPissimplyapermanentrecordofthatteaching.ItservesasthesetofplansforindependentworkduringGuidedPracticesoyouwon'thavetoreteachthesamematerialoverandover.”
C.MonitorUnderstandingMonitoringstudents’understandingiscritical
throughoutthelesson.Itisawaythestudentsshowtheirengagementinthelessonandtheirunderstandingoftheinstructionalobjective.AccordingtoSchmoker,feedbackshouldbegiven4‐6timesperlesson.Monitoringstudentunderstandinginvolvestwocomplementaryskills:• CheckingforUnderstanding• ProvidingCorrectiveFeedbackAccordingtoDouglasReeves,“Effectivefeedbacknotonlytellsstudentshowtheyperformed,buthowtoimprovethenexttimetheyengagethetask.Effectivefeedbackisprovidedinsuchatimelymannerthatthenextopportunitytoperformthetaskismeasuredinseconds,notweeksormonths.”
The6ComponentsofExplicitInstructionInDetail:SettingtheStage
• Theanticipatoryset–theteacher’shooktocapturestudentinterestandconnectpriorknowledgetothenewlearningofthelesson
• Theteacherstates/clarifiesthestandards/learningobjective/goal• Thepurposeofthelessonisexplained• Studentsareabletorestatethelessonobjectivebacktotheteacherintheirown
words.• Theteacherspecificallyconnectsthelessonto:
o studentinteresto backgroundknowledgeo thebigidea/conceptthattheskill/standardislinkedto,and/oro thepreviousday’slesson
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ExplainingtoStudentsWhattodo
• Studentsneedexplicitdetailsaboutthelesson.• Theteacherre‐explainsinthiscomponentwhatthetaskis,whyitisimportant,and
addstoithowitisdone.• Giveno‐frillsexplanationsthatgivestudentsjustenoughinformationtocoverthe
basicsandgetthemstarted.Lessismore.• Don’ttellthekidsthatitwillbehard.Thatdiscourageskidsrightoffthebat.They
maytunethelessonoutrightthenandthere.• MakeitsimpleanddirectenoughtomakethelearningaccessibletoALLstudentsin
theclass.• Dividethetaskintoafewstepsthatarelogicallyordered.• Presentthestepsbothorallyandvisuallytomeetneedsofkidswithdifferent
modalitystrengths.(VisualInstructionalPlans–FredJones)
ModelingforStudents
• Somepeoplebelievethatexplainingissynonymouswithinstruction.WhentheextentoftheinstructionisONLYanexplanation,withoutmodelingorguidedpractice,teachershavenoideawhetherornotstudentsunderstandthelessoncontentuntilitistoolate.Justhearingorreadingdirectionsisnotenough.
• Modelingofferskidstheopportunitytowatchtheprocessunfoldbeforetheireyes.TheteacherengagesinwhateverisinvolvedinthelearningtaskEXACTLYasthestudentswillbeexpectedtoperformit.
• Theteachersharesinnerthoughts–modelingthethinkingprocess,andtheteacheroftenusesavisualmodeltodemonstratetheconceptbeingtaught.
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• Itisimportantduringthiscomponentfortheteachertoconnectwiththekids,toseetheireyesalertandfocused,ratherthanglazedover!
• Duringthiscomponent,teachersneedtoelicitinformalinputfromthekidsandkeepthemactivelyengaged–
Askingstudentstounderlineaportionoftextonboardoroverhead Usetheminiwhiteboards Repeattoapartner Askstudentstoreadthecompletedresponsealoudwithyoutomakesureit
soundsgoodandmakessense. Askforpossiblerevisions. Teachermakesgoodstrategiesconspicuousforkids Asklotsofquestions–useBloom’sTaxonomy Delveandprobeintoquestions–tryingtoelicitdeeperresponsesfromkids Appropriateinstructionalpacing Adequateprocessingtime(ThinkTime) Constantcheckforunderstanding
GuidedPracticeNancyFreyandDouglasFisher,in“TheReleaseofLearning”(PrincipalLeadership,February2009)describeagradualreleaseofresponsibilitytostudents.“Unfortunately,”saytheauthors,“inalltoomanyclassroomsreleasingresponsibilityistoosuddenand
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unplannedandresultsinmisunderstandingsandfailure.”FreyandFisherbelievethatguidedinstructionshouldconsistofcues,promptsandquestionstohelptheteacherunderstandthestudents’thinking,providescaffolding,getstudentsdoingsomeofthecognitivework,andgraduallyincreasetheirunderstanding.GraphicorganizersandframesworkGREATduringthiscomponent.Thesetoolssimplifythetaskofrepresentingknowledgeonpaperbyprovidinggraphiccues.Theyarehelpfulinstructionalaidsthathelpkidsmoveeasilyfromteacher‐controltowardtheirownindependentapplicationofthelearning.BUT….TheyareNOTasubstituteforinstruction.Ifkidsaretodowellinatestingsituation,theyneedtohaveheardtheexplanation,seenthemodel,practicedwiththeorganizerorframeasmanytimesasneeded,andthenworkedbackward,removingonesupportatatime.Afterenoughtrialswiththegraphicaide,theteachercantakethatawayandexpectkidstobeabletobesuccessfulwithjustareviewofthemodel.Eventuallythemodelshoulddisappeartoo!
• Providescaffoldingasatemporarysupport/guidanceintheformofsteps,tasks,materials,andpersonalsupport
• Provideexamples/non‐examples,andgraphicorganizers,studyguides,KateKinsellastarterstems
• Checkforunderstandingthroughongoingassessmentandconstantfeedback• Highlystructured• Usemini‐whiteboards,highlighters• Studentssummarizeintheirownwords,turntoaneighborandtellthem….
Asstudentsbecomesuccessfulwithsupport(80%fornewmaterial,95%forreview),beginreducingthelevelofsupporttomovestudentstowardindependence.
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IndependentPractice• StudentspracticetheSAMEkindsofproblemsasduringtheguidedpracticetime.• Don’tallowfortoomuchtimeforthis.Studentsgetofftask,attentionwanders,and
timeiswasted.• Duringthistime,teachershouldbemovingabouttheroom,watching,guiding,and
movingstudentsalong.• Besurestudentsareabletoaccuratelycompletetaskindependently.
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Closure/Assessment• Theassessmentportioncanbeinformal‐usingFist‐to‐Five,12WordSummary,
BrainBark,ExitCards,IdeaWave,ThumbsUp,ThumbsDown,etc.• Theassessmentportioncanbeformal–amethodtomeasurestudent
understandingorproficiencyofthelearningobjectiveintestorquizformatoressaywriting,project,report,etc.
• Itisatimetocollectstudentlearningevidenceofstandards/objectives.
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Asawaytosummarize…WhatisExplicitinExplicitInstruction(e.i.)?WhatisExplicit? Why?Theteacherknowspreciselywhatshewantsstudentstolearn(beabletodo)attheendofthelesson.
Unclearlearningobjectivesresultinvagueteachingandlearning.
Theteachertellsstudentswhattheywillbelearning.
Studentsaregivenasenseofpredictabilityandcontrol.Theyarejoinedwiththeteacherintheinstructionalencounter.
Theteacherfocusesherattentionandstudents’attentiononthetaskathand.
Studentsknowwheretodirecttheirattentionsothatlearningismaximized.
Theteacherexplains,models,givesexamplesandnon‐examples,restateswhennecessary,andhelpsstudentstostateandrestategoalsandstrategies.
Knowledgethatisusuallycovertismadeovertandexplicit;studentsare“letin”onthesecretofhowindependentlearnerslearn.
Thecurriculumisarrangedsothatstudentsaretaughtprerequisiteskillsaheadoftime.
Studentsaresetupforsuccess!
Thelearningismeaningfulandpurposeful.
Studentsarenottaughtuselessfactsandconcepts;whatstudentsaretaughtnowtheyusenowandinthefuture;explicitconnectionsaremadebetweenpriorandcurrentlearning.
Theinstructionaltransactionfollowsastructuredframework.
Thee.i.frameworkcombineselementsthatmaximizeachievementformanystudents.
Theteacherprovidescorrectivefeedback.
Particularlyintheacquisitionstage,theteachercorrectsallerrors.Otherwise,studentswillpracticeerrorsandhavedifficultylearningmorecomplexskillslateron.
TakenfromExplicitInstruction:AFrameworkforMeaningfulDirectTeachingbyJenniferL.Goeke(2008),Table1.4,page11.