What Explicit Instruction is not
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- Toby Watson
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1 WhatisExplicitInstruction? ExplicitInstructionisanotherwayofsayingeffective,meaningfuldirect teaching. A. WhatisExplicitInstruction? What Explicit Instruction is ExplicitInstructionisskillbased,butstudents areactiveparticipantsinthelearningprocess. Explicit Instruction is holistic. Forexample, teacherscanuseexplicitinstructiontoteach everythingthatisincludedin literacy (i.e., decoding,comprehension,spelling,andthe writingprocess) ExplicitInstructionintegratessmallerlearning unitsintomeaningfulwholes ExplicitInstructionisdevelopmentally appropriate. Instructionistailoredspecifically tostudents learningandattentionalneeds Theteacherconstantlymonitorsunderstanding tomakesurestudentsarederivingmeaning frominstruction. ExplicitInstructionisusedindiversecontexts andcurricularareas. Studentslikeitbecausetheyarelearning! What Explicit Instruction is not ExplicitInstructionisnotskilland drill. Explicit Instruction is not just used to teach isolated facts and procedures. ExplicitInstructiondoesnotteach basicskillsinisolationfrom meaningfulcontexts. Explicit Instruction is not one size fits all. ExplicitInstructionisnotrote ExplicitInstructionisnotbasicskills only ExplicitInstructionisnotboringand alienating Studentsarecognitivelyengagedthroughoutthe ExplicitInstructionisnotallteacher learningencounter.theyhaveopportunities directed throughoutthelessontoself monitoranddirect theirownlearningandparticipation. ExplicitInstructionsharessimilargoalswithotherapproachestoteaching(e.g., constructivist,holistic,orstudentcentered). Thesegoalsincludeteachingstudentstoenjoy andbecompetentatreading,writing,andmath;tounderstandwhattheyreadandhow mathworks;andtoapplytheirskillsinmeaningfulways. [Goeke,JenniferL.ExplicitInstruction:AFrameworkforMeaningfulDirectTeachingPearson,2008.page10.] Shasta County Curriculum Leads, May
2 B.ExplicitInstructionisasequenceofsupports: 1. SettingtheStageforLearning 2. Clearexplanationofwhattodo 3. Modelingtheprocess(showing) 4. GuidedPractice 5. IndependentPractice(Whenteacherisconfidentstudentswillbesuccessful) 6. Assessment/Closure(informalorformal) **Everylessonmaynothaveeverycomponent,oralessonmayspanseveraldays,so notallcomponentswouldbeseeneachday. AgreatdealofcontentImustteachisbasedontheassumptionthatmystudents havecertainskills,whichtheydonotpossess.whenstudentsaregivenstrategies foraccomplishingatask,theyperformwithgreatersuccess.oneofthegreatest issuesofconcerntomeisthatmanyofmycolleaguesdonotwanttospendtime teachingsomethingtheyfeelstudentsshouldhavelearnedpriortoenteringtheir class.whatdifferencedoesitmakewhoteachesthestudentaslongasthestudent istaught?iftheydonotlearnskillsandstrategiestheyneed,theycannotpossibly moveforwardandaccessthecontentofanycurriculum.oftenmycolleagues assumethatastudentcandothework,butchoosesnotto.thisisdifficulttoassess. HowdoIknowwhenastudentischoosingnottowork?Iftheyaremakingthat choice,whyaretheymakingit?aretheyfrustrated?ithinkmostoftenthestudent isnottaughtstrategiesforhowtoreactwhentheydonotunderstandsomething. Also,theymaynotbetaughthowtogeneralizeastrategy thatastrategythatwas helpfulinsixthgrademayalsobehelpfulinseventh. AfifthgraderesourceteacherquotedinExplicitInstruction(byGoeke) DuringExplicitInstruction,teachershaveagreatdealofresponsibilitytomonitorstudent needsandprovidethekindofscaffoldingmostappropriatethroughoutthelearning process.however,studentshaveresponsibilitytoo.theymustrealizethattheywillbe expectedtoperformthetaskbythemselves,andtheyshouldthenworktowardachieving thatgoal. Attheoutsetofanylesson beforetheteacherexplains,models,distributestheorganizer orframe,theteachershouldmaketheresponsibilitycleartothestudents: I mgoingto teachyouhowtowriteagoodparagraph.firsti lltellyouwhattodo.theni llshowyouhow todoit.thenwhatdoyouthinki llexpectyoutodo? Thestudentsdiscernthattheywill needtoproducesomethingthemselves. So,whatdoyouthinkyoushouldbedoingwhileI teachyou? Theconsensusis payattention. Yes, bydirectingstudentattentiontoward purposefullearning YoushouldbethinkingabouthowYOUwillwriteYOURparagraph whenitisyourturn. C.WhenisExplicitInstructionAppropriate? Oneofthefirstordersofbusinesswhenconsideringaconcept,skillorstandardtoteachis whatformatwouldhelpthemoststudentsbesuccessful.explicitinstructionisoneof severalsuccessfulteachingstrategiesthatteacherscanchoosetoincorporate. Explicit Shasta County Curriculum Leads, May
3 instructionmustbeusedforappropriatepurposesandinresponsetoidentifiedstudent needs. (Goeke,p.12)Explicitinstructionisprovidedwhenthefollowingoccur: Thegoalisteachingawell definedbodyofinformationorskillsthatallstudents mustmaster. Assessmentdataindicatethatstudentshavenotacquiredfundamentalskills, strategies,andcontent. Assessmentdataindicatethatstudentprogresstowardmasteryofskills,strategies, orcontentneedstobeaccelerated. Inquiry orientedordiscussion basedinstructionalapproacheshavefailed. ~JenniferGoeke,p.18 D.ConstructsthatFacilitateEffectiveExplicitInstruction 1.TeacherPresentationVariables Teacherpresentationvariableshave beenidentifiedasfundamentalbehaviorsforcommunicatingeffectivelywithall studentsandpromotingstudentachievement(mastropieri&scruggs,1997) Teachersshouldbeconsciousofdeliveringclear,dynamicinstructionthatis appropriatetostudents needs.inthefirstfourcomponentsofexplicit Instruction,teacherpresentationvariablesplayakeyroleinthesuccessofthe lesson. a.teacherclarityincludesspeakingclearly,avoidingunclearterminology andvagueterms. b.teacherenthusiasminvolvesvariedinflection,activelyacceptingstudent ideas,andmaintainingahighoverallenergylevel. c.appropriaterateofpresentationdiversifiesopportunitiesto participate,requiringparticipation,andadjustingtostudent understanding. 2.StudentEngagement ForExplicitInstructiontobeeffective, students mustbeencouragedtoprovidethesecond,complementaryhalfofthe transaction:activeengagement.anoptimalexplicitinstructionlessoninvolves aneffective,dynamicteacherandanactive,engagedlearner. (Goeke,p.37) Learningisanactiveprocessduringwhichstudentsgainunderstandingby connectingnewconcepts,skills,andstrategiestopriorunderstandings. Teachersshouldhelpstudentsstayactivelyinvolvedinthelessoninorderto havethegreatestimpactontheirlearning.jennifergoekehasidentifiedthree studentengagementvariablesthatcanbeusedtohelpallstudentsbecome activeandengagedduringexplicitinstruction. A.StudentsActivelyParticipatewhenthey: Focusonwhatisbeingtaught Trytounderstandandmakesenseofnewmaterial Relateideasandinformationtopriorknowledgeandexperience Useorganizingtools(graphicorganizers,etc.)orprinciplestointegrate ideas Relatesupportingdetailsandevidencetoconclusions Thoughtfullyrespondafterthinktimeisprovided Shasta County Curriculum Leads, May
4 Lookforprinciplesorpatterns Researchhasshownthatwhenstudentsarerequiredtogiveovert responsesusingresponsecardsorothermechanismsforsimultaneously signalingtheirresponses,participationandlearningareincreasedas comparedtothe onestudentansweringatatime method. (Gardner, Heward,&Grossi,1994;Heward,1994) B.ProceduralPromptsareconcrete,skill specificreferencesonwhich studentscanrelyforsupportuntiltheybecomeindependent.fredjonesin ToolsforTeachingreferstothesepromptsasVIPs(VisualInstructional Plans).Promptsshouldshowonestepatatime,includeapictureforevery step,andhaveaminimalrelianceonwords.avipissimple,clear,andselfexplanatory.studentscanlookatitwhenevertheyneedclarification.keep inmindwhatfredjonesshares: Ofcourse,aVIPisnotasubstitutefor teaching.youinvolvestudentsintheactivityofthelearningasyoualways have.rather,avipissimplyapermanentrecordofthatteaching.itservesas thesetofplansforindependentworkduringguidedpracticesoyouwon't havetoreteachthesamematerialoverandover. C.MonitorUnderstanding Monitoringstudents understandingiscritical throughoutthelesson.itisawaythestudentsshowtheirengagementinthe lessonandtheirunderstandingoftheinstructionalobjective.accordingto Schmoker,feedbackshouldbegiven4 6timesperlesson.Monitoring studentunderstandinginvolvestwocomplementaryskills: CheckingforUnderstanding ProvidingCorrectiveFeedback AccordingtoDouglasReeves, Effectivefeedbacknotonlytellsstudentshow theyperformed,buthowtoimprovethenexttimetheyengagethetask. Effectivefeedbackisprovidedinsuchatimelymannerthatthenext opportunitytoperformthetaskismeasuredinseconds,notweeksor months. The6ComponentsofExplicitInstructionInDetail: SettingtheStage Theanticipatoryset theteacher shooktocapturestudentinterestandconnect priorknowledgetothenewlearningofthelesson Theteacherstates/clarifiesthestandards/learningobjective/goal Thepurposeofthelessonisexplained Studentsareabletorestatethelessonobjectivebacktotheteacherintheirown words. Theteacherspecificallyconnectsthelessonto: o studentinterest o backgroundknowledge o thebigidea/conceptthattheskill/standardislinkedto,and/or o thepreviousday slesson Shasta County Curriculum Leads, May
5 Shasta County Curriculum Leads, May
6 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.Whenthe extentoftheinstructionisonlyanexplanation,withoutmodelingorguided practice,teachershavenoideawhetherornotstudentsunderstandthelesson contentuntilitistoolate.justhearingorreadingdirectionsisnotenough. Modelingofferskidstheopportunitytowatchtheprocessunfoldbeforetheireyes. TheteacherengagesinwhateverisinvolvedinthelearningtaskEXACTLYasthe studentswillbeexpectedtoperformit. Theteachersharesinnerthoughts modelingthethinkingprocess,andtheteacher oftenusesavisualmodeltodemonstratetheconceptbeingtaught. Shasta County Curriculum Leads, May
7 Itisimportantduringthiscomponentfortheteachertoconnectwiththekids,tosee theireyesalertandfocused,ratherthanglazedover! Duringthiscomponent,teachersneedtoelicitinformalinputfromthekidsand keepthemactivelyengaged Askingstudentstounderlineaportionoftextonboardoroverhead Usetheminiwhiteboards Repeattoapartner Askstudentstoreadthecompletedresponsealoudwithyoutomakesureit soundsgoodandmakessense. Askforpossiblerevisions. Teachermakesgoodstrategiesconspicuousforkids Asklotsofquestions usebloom staxonomy Delveandprobeintoquestions tryingtoelicitdeeperresponsesfromkids Appropriateinstructionalpacing Adequateprocessingtime(ThinkTime) Constantcheckforunderstanding GuidedPractice NancyFreyandDouglasFisher,in TheReleaseofLearning (PrincipalLeadership, February2009)describeagradualreleaseofresponsibilitytostudents. Unfortunately, saytheauthors, inalltoomanyclassroomsreleasingresponsibilityistoosuddenand Shasta County Curriculum Leads, May
8 unplannedandresultsinmisunderstandingsandfailure. FreyandFisherbelievethat guidedinstructionshouldconsistofcues,promptsandquestionstohelptheteacher understandthestudents thinking,providescaffolding,getstudentsdoingsomeofthe cognitivework,andgraduallyincreasetheirunderstanding. GraphicorganizersandframesworkGREATduringthiscomponent.Thesetoolssimplify thetaskofrepresentingknowledgeonpaperbyprovidinggraphiccues.theyarehelpful instructionalaidsthathelpkidsmoveeasilyfromteacher controltowardtheirown independentapplicationofthelearning.but.theyarenotasubstituteforinstruction.if kidsaretodowellinatestingsituation,theyneedtohaveheardtheexplanation,seenthe model,practicedwiththeorganizerorframeasmanytimesasneeded,andthenworked backward,removingonesupportatatime.afterenoughtrialswiththegraphicaide,the teachercantakethatawayandexpectkidstobeabletobesuccessfulwithjustareviewof themodel.eventuallythemodelshoulddisappeartoo! Providescaffoldingasatemporarysupport/guidanceintheformofsteps,tasks, materials,andpersonalsupport Provideexamples/non examples,andgraphicorganizers,studyguides,kate Kinsellastarterstems Checkforunderstandingthroughongoingassessmentandconstantfeedback Highlystructured Usemini whiteboards,highlighters Studentssummarizeintheirownwords,turntoaneighborandtellthem. Asstudentsbecomesuccessfulwithsupport(80%fornewmaterial,95%for review),beginreducingthelevelofsupporttomovestudentstowardindependence. Shasta County Curriculum Leads, May
9 IndependentPractice StudentspracticetheSAMEkindsofproblemsasduringtheguidedpracticetime. Don tallowfortoomuchtimeforthis.studentsgetofftask,attentionwanders,and timeiswasted. Duringthistime,teachershouldbemovingabouttheroom,watching,guiding,and movingstudentsalong. Besurestudentsareabletoaccuratelycompletetaskindependently. Shasta County Curriculum Leads, May
10 Closure/Assessment Theassessmentportioncanbeinformal usingfist to Five,12WordSummary, BrainBark,ExitCards,IdeaWave,ThumbsUp,ThumbsDown,etc. Theassessmentportioncanbeformal amethodtomeasurestudent understandingorproficiencyofthelearningobjectiveintestorquizformatoressay writing,project,report,etc. Itisatimetocollectstudentlearningevidenceofstandards/objectives. Shasta County Curriculum Leads, May
11 Asawaytosummarize WhatisExplicitinExplicitInstruction(e.i.)? WhatisExplicit? Theteacherknowspreciselywhatshe wantsstudentstolearn(beabletodo)at theendofthelesson. Theteachertellsstudentswhattheywill belearning. Theteacherfocusesherattentionand students attentiononthetaskathand. Theteacherexplains,models,gives examplesandnon examples,restates whennecessary,andhelpsstudentsto stateandrestategoalsandstrategies. Thecurriculumisarrangedsothat studentsaretaughtprerequisiteskills aheadoftime. Thelearningismeaningfuland purposeful. Theinstructionaltransactionfollowsa structuredframework. Theteacherprovidescorrective feedback. Why? Unclearlearningobjectivesresultin vagueteachingandlearning. Studentsaregivenasenseof predictabilityandcontrol.theyare joinedwiththeteacherinthe instructionalencounter. Studentsknowwheretodirecttheir attentionsothatlearningismaximized. Knowledgethatisusuallycovertismade overtandexplicit;studentsare letin onthesecretofhowindependent learnerslearn. Studentsaresetupforsuccess! Studentsarenottaughtuselessfactsand concepts;whatstudentsaretaughtnow theyusenowandinthefuture;explicit connectionsaremadebetweenpriorand currentlearning. Thee.i.frameworkcombineselements thatmaximizeachievementformany students. Particularlyintheacquisitionstage,the teachercorrectsallerrors.otherwise, studentswillpracticeerrorsandhave difficultylearningmorecomplexskills lateron. TakenfromExplicitInstruction:AFrameworkforMeaningfulDirectTeachingbyJenniferL. Goeke(2008),Table1.4,page11. Shasta County Curriculum Leads, May
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