explicit instruction vs. inquiry make-up professional development for induction please view this...

Explicit Instruction vs. Inquiry

Make-up Professional Development for Induction

Please view this PowerPoint presentation in Notes Pages

Induction Professional DevelopmentOctober 15, 2015Facilitated by Lisa Wolf and Julie Shaw

Polish your starsInstructional strategies

Activate Prior KnowledgeThink about the lessons you have taught this year.

•How do you introduce your topic for instruction in each lesson?

•Do you generally follow a routine of instructional delivery?

•Is instruction delivered in thesame way for every lesson?

Explicit Inquiry

Learners and Needs for Exposure 5%

30%

60%

5%

1 to 4

4 to 14

14 to 250

250 to 350

(K. Stanovich , 1998))

Explicit vs. Implicit Instruction

• Explicit- direct, systematic instruction

• Implicit- instruction that relies heavily on questioning and exploration as opposed to a systematic design

Vocabulary Example:malapropism

Vocabulary Example:

malapropism

Vocabulary Example:

malapropism: the habit of misusingwords, especially those that sound alike

Let’s precede with this plan.

• Set Purpose • State Objective• Connect to and Review Previous Learning• Teach and Model New Concept• Guide Practice• Assess Student Application• Return to the Purpose to Reflect• Provide Opportunity for

Independent Practice

The Components of the Expl ic it Instruction Routine

• Purpose

• Objective (Learning Target)

• Connection to Previous Learning

CLEARLY COMMUNICATE:

Today we are going to learn…

The reason we are going to learn this is…

At the end of this lesson you will be able to…

Yesterday you…

•Teach the New Skill

•Model the New Skill

Explicitly:

I Do

My turn.

Watch me and listen as I…

•Guide students in practicing the new skill •all together

EFFECTIVELY:

We

Do

Our turn.

Let’s try this together.

• Gradually Release ResponsibilityStudents practice while you monitor ability, engagement, and opportunities for practice

• Assess student applicationfor mastery or needs

DELIBERATELY:

You

DoGradual Release of Responsibility (Pearson & Gallagher, 1983)

Your turn.

Let’s see you try this on your own.

• Facilitate reflection

• Provide opportunity for independent practice for those who are ready

STRATEGICALLY:

You

Do

Tell your partner what you learned and practiced today.

I want to give you a chance to showthat you can do thisindependently.

Please…

•Teach•Model•Practice •Apply

ESSENTIALLY…

Gradual Release Model

By Skill By Week

Teach

Model

Practice

Apply

Monday Tuesday Wednesday Thursday Friday

Teacher Role

Student Role

Strategic Design

Knowledge Taxonomy Progression Remembering Understanding Applying Analyzing Evaluating Creating

(A. Martello, 2009)

Appropriateness

• Explicit• Teaching a Skill • Building Knowledge

• Implicit• Exploring• No Correct Answer

• http://cooperativelearning.nuvvo.com/lesson/9592-seinfeld-teaches-history

Choosing the Right Strategy

•Learning is a process•There’s no right answer•Expanding into higher level thinking from prior learning•Providing opportunities for creativity

USE INQUIRY WHEN…

Student Role:

Teacher Role:Question Play for a purpose

Observe

Investigate

Explore Try out ideas

Alert to patterns

Connect learning to prior knowledge

Experiment Reflect on learning

• Create learning opportunities

• Provide problem solving opportunities

• Allow students to discover• Alert to obstacles

• Guide• Question

Gradual Release Model

By Skill By WeekTeach

Model

Practice

Apply

Monday Tuesday Wednesday Thursday Friday

Teacher Role

Student Role

Strategic Design

Knowledge Taxonomy Progression Remembering Understanding Applying Analyzing Evaluating Creating

Inquiry

(A. Martello, 2009)

Explicit or

Inquiry?

Decisions, Decisions…