what makes specialized instruction special? part 2 · 2020-03-10 · what makes specialized...
TRANSCRIPT
What makes specialized instruction special?
Part 2
Explicit Instruction Webinar October 14, 2015
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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
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Anita&L.&Archer,&PHD&
Consultant,&Author,&Teacher&
How&do&the&Elements(of&Instruc;on&and&the&Principles(of((Instruc2on(introduced&in&Chapter&1&vary&across&Tiers?&&&
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How&does&instruc2on(differ&across&the&;ers?&&
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Elements of Explicit Instruction&
• Content • Design of Instruction
• Delivery of Instruction • Practice
• Principles of Explicit Instruction • Scaffolding
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Content((
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Elements of Explicit Instruction Content
1. Focus instruction on critical content.
• Tier 2 and Tier 3 : Teach the Stuff and Cut the Fluff.
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Elements of Explicit Instruction Content
2. Sequence skills logically.
• Easier skills before harder skills • High frequency skills before low
frequency skills • Prerequisites first • Similar skills separated
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Elements of Explicit Instruction Content
3. Break down complex skills and strategies into smaller instructional units.
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Design(of(Instruc2on((
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Elements of Explicit Instruction Design of Instruction
Lessons 4. Design organized and focused lessons.
On topic with no irrelevant digressions
5. Begin lessons with a clear statement of the
lesson’s goals and your expectations. (learning Intentions and success criteria)
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Elements of Explicit Instruction Design of Instruction
Lessons 6. Review prior skills and knowledge before
beginning instruction. (Interactive with Retrieval Practice)
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Elements of Explicit Instruction Design of Instruction
7. Provide step-by-step demonstrations.
8. Provide guided and supported practice.
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Elements of Explicit Instruction Design of Instruction
9. Use clear and concise language.
(Consistent, unambiguous wording) 10. Provide an adequate range of examples and non-
examples.
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t&&
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Delivery(of(Instruc2on(
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Elements of Explicit Instruction Delivery of Instruction
Teachers: 11. Require frequent responses.
(verbal, written, action responses)
12. Monitor student performance closely.
(watch and listen carefully)
13. Provide immediate affirmative and corrective feedback.
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Elements of Explicit Instruction Delivery of Instruction
Teachers:
14. Deliver instruction at a brisk pace. 15. Help students organize knowledge.
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Elements of Explicit Instruction Practice
16. Provide distributed and cumulative practice.
*Initial practice *Distributed practice (Spaced Practice) *Cumulative review
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Elements of Explicit Instruction Practice &
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Elements of Explicit Instruction Practice &
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Elements of Explicit Instruction Practice &
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Foundation Principle Scaffold Instruction
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Provide scaffolding that promotes academic success.
Scaffold Instruction
Provide scaffolding that promotes academic success.
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Goal
Current Level
Scaffolding(
Scaffolding(– &temporary&supports&
– &&that&assist&students&in&accomplishing&new&tasks&
– &&task&that&students&typically&would¬&achieve&on&&their&own&
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Scaffolding(–((Teacher/Peer((Occurs(during(Instruc2on((
Examples&
– Teacher&&• Clearly&describes&a&concept&using&examples&and&nonH
examples&
• Explicit&instruc;on&provided&for&difficult&vocabulary&
before&reading&informa;onal&text&
• Clearly&describes&the&purpose&of&an∾vity&• Models&new&strategy&
• Guides&students&in&performing&new&strategy&
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Scaffolding(–(Content/Task(
Examples&
• &Start&with&easy&strategy&steps.&• &Break&the&content&into&obtainable&segments&for&
instruc;on.&&
• Present&easier&content&before&introducing&more&
difficult&material.&
• Sequence&the&content&logically.&• Select&examples&that&progress&from&less&to&more&
difficult.&&
• Separate&highly&similar&items.&26
Scaffolding(B(Material(
Examples&
&
• Provide&wriOen&prompts&or&cues&to&help&students&
perform&a&task.&
• Provide&a&worked&problem&to&support&comple;on&of&
new&math&problems.&&
• Provide&a&graphic&organizer&for&recording&content.&• Introduce&a&mnemonic&to&remember&a&strategy.&&
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Frontload&–&Pronuncia;on&and&
Meaning&of&Words&
Words(for(Time%of%Change:%The%Middle%Ages(
StudentBFriendly(Explana2on(
Charlemagne& A&king&and&a&military&leader&
Magna&Carta& Similar&to&a&cons;tu;on;&took&
power&from&the&English&King&
Guild& Similar&to&a&trade&union;&
members&in&the&same&trade&
Accomplishments& Things&you&have&done&or&things&
that&you&do&well.&
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Frontload&–&Pronuncia;on&and&Meaning&of&
Words&
Words(for(Time%of%Change:%The%Middle%Ages(
StudentBFriendly(Explana2on(
Authority& The&power&to&do&something;&the&
power&to&tell&other&people&what&
they&must&do&
Monastery& A&place&where&religious&men&
(monks)&live&and&work&
Guild& Similar&to&a&trade&union;&members&
in&the&same&trade&
Accomplishments& Things&you&have&done&or&things&that&
you&do&well.& 29
An;cipa;on&Guide&(Mark&ME&or&Text)&
&1.&&When&the&Roman&Empire&collapsed,&people&fled&to&the&ci;es.&
2.&&The&collapse&of&the&Roman&Empire&resulted&in&no¢ral&government&to&
maintain&roads,&water&systems,&and&public&buildings.&
3.&&In&the&absence&of&a&strong¢ral&government,&military&leaders&and&the&
protestant&churches&took&over&leadership.&
4.&&Charlemagne,&a&military&leader&of&the&;me,&expanded&his&kingdom&and&
worked&to&improve&the&life&of&those&who&lived&there.&
5.&&The&importance&of&the&Catholic&Church&declined&with&the&collapse&of&the&
Roman&Empire.&
6.&&Feudalism&was&a&poli;cal&system&in&which&nobles,&such&as&Kings,&gave&land&
to&peasants.&
7.&&Peasant&life&in&the&small&huts&was&very&difficult&while&life&of&
the&nobles&in&the&castles&was&quite&easy.&
8.&&People&of&very&different&craas&and&trades&joined&the&same&guilds&to&
promote&trade.&
9.&&As&a&result&of&the&Magna&Carta,&Charlemagne’s&powers&were&limited.&&
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Frontload&H&Preview&the&Chapter&
Time(of(Change:(The(Middle(Ages&(Western(Europe(in(Collapse(&Charlemagne(and(the(Chris2an(Church&
• The&New&Roman&Emperor(• The&Role&of&the&Church&• Monks&and&Nuns(
Two(Medieval(Systems&– The&Feudal&System&
– Manorialism&
&
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Frontload&H&Preview&the&Chapter&
Medieval(Ways(of(Life&– Castle&Life&– Peasant&Life&
The(Growth(of(Medieval(Towns&– Guilds&
The(Late(Middle(Ages&– Governments&Challenge&the&Church&
– The&Magna&Carta&
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Break&Text&into&Obtainable&Sec;ons&and&
Ask&Text&Dependent&Ques;ons&
1. &Aaer&the&collapse&of&the&Roman&Empire,&how&did&the&
&lives&of&people&change?&
2. &When&there&was&no¢ral&government,&who&was&
&called&on&to&be&the&leaders?&
3. &What&are&some&reasons&that&Charlemagne&is&
&famous?&
4. In&the&Middle&Ages,&why&were&churches&important&to&
communi;es?&
&
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Break&Text&into&Obtainable&Sec;ons&and&
Ask&Text&Dependent&Ques;ons&
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5. &Why&were&monasteries&important¢ers&of&
&learning&in&medieval&society?&
6. &How&did&the&system&of&feudalism&benefit&the&lord&
&(the&higher& &noble)&and&the&vassal&(the&lower&
&noble)?&
7. &How&did&the&system&of&manorialism&benefit&the&lord&
&and&the& &peasants?&&
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Vocabulary&Prac;ce&&
Yes/No/Why&Did&King&Charlemagne’s&accomplishments&and&authority&
come&to&an&end&with&the&signing&of&the&Magna&Carta?&
&
Did&the&guilds&provide&new&opportuni;es&for&monks&in&
the&monasteries?&
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Did&the&Nobility&play&a&major&part&in&feudalism&and&
manorialism?&
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Short(Answer(Strategy(
Comprehension(Strategy(–(Short(Answer&Step(1:((&Read&the&item.&
Step(2: (Turn&the&ques;on&into&part&of&the&answer&and&write&it&down.&
Step(3:(((Think&of&the&answer&or&locate&the&answer&in&the&ar;cle.&&&
Step(4:((&Complete&your&answer.&
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Short(Answer(Strategy(Why(is(this(era(of(European(history(called(the(Middle(Ages?&&&
This%era%of%European%history%is%called%the%Middle%Ages%because%it%was%the%period%of%9me%between%the%fall%of%the%Roman%Empire%and%the%beginning%of%the%modern%world.&%&
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Short(Answer(Strategy(Describe(the(role(of(Church(in(medieval(society.&&
In%medieval%society,%the%Church%had%a%major%role%in%the%lives%of%people.%%First,%the%Church%provided%many%services%beyond%religious%ceremonies%including%care%for%the%elderly%and%sick.%The%Church%also%played%an%important%role%in%spreading%knowledge%and%literacy%especially%through%the%work%of%monks%and%nuns.%%In%addi9on,%the%Church%had%a%major%role%in%the%governance%of%the%people.&%&
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Desired(Level(of(Performance((
Current(Level(of(Performance((
Instruction Feedback Practice Scaffolding
Dates(for(Webinars(
• November&12,&2015&
• March&11,&2016&
• May&4,&2016&