explicit instruction: effective and efficient instruction · 5 design of instruction lessons: 1....

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Explicit Instruction: Effective andEfficient Instruction

Webinar SeriesSession 4

Anita L. Archer, Ph.D.Author and Consultant

[email protected]

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Archer, A., & Hughes, C. (2011). ExplicitInstruction: Effective and EfficientTeaching. NY: Guilford Publications.

www.explicitinstruction.org

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Webinar Participation1. Choral Responses:

If the answer is short and the same, you will say an answer together.

2. Partner Responses:If you are viewing this with fellow educators, divide into partners and giveeach partner a number (either #1 or #2).

3. Written Responses:Record written responses on the handout or on plain paper.

4. Recorder: Select one person in your group to be the recorder of “bestanswers” when asked. Type into “Chat Box.”

5. Best Practices: On a separate piece of paper, maintain a list of bestpractices.

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ScheduleFebruary 8Topic: Delivery of Instruction- Part 1Chapter 6

February 22Topic: Delivery of Instruction- Part 2Chapter 6 and 7

March 7Topic: Design of Instruction:

Teaching Skills and Strategies

Chapter 2

March 21Topic: Design of Instruction:Concepts and VocabularyChapter 3

April 4Topic: Judicious PracticeChapter 8

Note: Those taking the course for universitycredit are required to read thecorresponding chapters.

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Design of Instruction

Lessons:1. Are organized and focused lessons.

2. Begin with a statement of goals.

3. Provide review of preskills and knowledge.

4. Provide step-by-step demonstrations.6

Design of Instruction

5. Provide guided and supported practice.

6. Use clear and concise language.

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Three Lesson Components

• Opening• Attention• Review• Preview

• Body• Closing

• Review• Preview• Independent Work

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Body - Skill or Strategy

• The Three Components

• Model (I do it.)• Prompt (We do it.)• Check (You do it.)

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Reflection

Share with your partner.- In the last two weeks, how did you use:

- I do it.- We do it.- You do it.

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Vocabulary Instruction

• Preparation for instruction– Selection of words– Selection of definitions

• Explicit Instruction– Demonstration of lesson– Teaching lesson together

• Extensions

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Explicit Vocabulary Instruction-Selection of Vocabulary

• Select a limited number of words for robust, explicitvocabulary instruction.

• Three to ten words per story or section in a chapterwould be appropriate.

• Briefly tell students the meaning of other wordsthat are needed for comprehension.

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Explicit Vocabulary Instruction-Selection of vocabulary

• Select words that are unknown.• Select words that are important to passage

understanding.• Select words that students are likely to encounter in

the future and are generally useful. (Stahl, 1986)– Focus on Tier Two words (Beck & McKeown,

2003)• Select words that are more difficult to obtain.

– Words having an abstract versus concretereference.

– Words with no known synonym.– Words not clearly defined in passage.

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Explicit Instruction of Words-Selection of Vocabulary (Beck & McKeown, 1985)

• Tier One - Basic words– chair, bed, happy, house

• Tier Two - Words in general use in many domains(Academic Vocabulary)– concentrate, absurd, fortunate, relieved, dignity, convenient,

observation, analyze, persistence(Academic vocabulary)

• Tier Three - Rare words limited to a specific domain(Background Knowledge)– tundra, igneous rocks, constitution, area, sacrifice fly, genre,

foreshadowing

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Explicit Instruction - Select words forrobust, explicit instruction.

ingredientsearthwormsdisgustingrecipe boomerangenemy invitedtrampoline nervousperfect horrible

Enemy Pie by Derek MunsonSecond Graders

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oleandersfragilehyacinths adventurehidey-hole roguishcowered loiteringcathedral fastidiousmonsieur gratitude

The Family Under the Bridge by Natalie Savage Carlson (forChapter 1)

Fifth Graders

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Feedback

What words did you select?

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emperor

immortals*

executioner*

piers*

writhing*

obstacle*

Reading Level: Eighth Grade Passage: Breaker’s BridgeSeries: Prentice Hall Words: *Selected for instruction in manual.

imperialgorge

amplifydistrict

deadlinesupervising

depositeddesperation

insultdefeated

emergedminiature


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Feedback

What words did you select?

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Explicit Instruction -Prepare - Student-Friendly Explanations

• Dictionary Definitionrelieved - (1) To free wholly or partly from pain, stress,pressure. (2) To lessen or alleviate, as pain or pressure

• Student-Friendly Explanation (Beck, McKeown, & Kucan, 2003)

– Is easy to understand.

– When something that was difficult is over or neverhappened at all, you feel relieved.

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Explicit Instruction -Prepare - Student-Friendly Explanations

Utilize a dictionary for English Language Learners.

Explanation from Collins CobuildDictionary of American English

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Teach the meaning of critical, unknownvocabulary words.

Did the teacher:1. Introduce the word.2. Present a student-friendly explanation.3. Illustrate the word with examples.4. Check students’ understanding.

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1. Introduce the word. compete verb

2. 2. Present a student-friendly explanation.

If you compete in a contest or agame, you take part in it.

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compete - 3. Illustrate with examples.

These bike riderscompete to determinethe fastest rider.

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compete - 3. Illustrate with examples.

These foosball playerscompete to determine thebest team.

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compete - 4. Check student’s understanding.

• There are many sports and gamesthat you could compete in. Think ofone that you would enjoy.

• Tell your partner what you wouldlike to compete in.

• Begin by saying:I would like to compete in……..

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compete - Extensions - word family

compete v competition n

competed v competitor n

competing v competitive adj

Tom loves to compete in races. Inthe past, he competed inmarathons, running the 26 miles.After being injured in a skiingaccident, he wanted to continuecompeting in marathons so hejoined the wheelchair competition.Tom has proven to be a greatcompetitor, winning a number ofraces. He is very competitive.

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1. Introduce the word. migrate v

2. Present a student-friendly explanation.

When people migrate, they move from oneplace to to settle in another.

When animals migrate, the animals movefrom one place to another place at a specificseason usually to get food or to breed.

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migrate 3. Illustrate with examples.

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migrate 4. Check student’s understanding.Visual Learning - Why do you think this group is

migrating?

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Why do you think this group ismigrating?

Begin by saying:

I think this group is migrating forthe following reasons:

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migrate - Extensions

migratemigrationmigrants

4000 years ago the Bantu began to migrate toother areas of Africa. Because of thismigration, the Bantu migrants shared theirlanguage with other people in Africa.

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Teach the meaning of critical, unknownvocabulary words. Instructional Routine

Step 1. Introduce the word.a) Write the word on the board or overhead.b) Read the word and have the students repeat the word.

If the word is difficult to pronounce or unfamiliar have the studentsrepeat the word a number of times.

Introduce the word with me.

“ This word is relieved. What word?”

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Teach the meaning of critical, unknownvocabulary words. Instructional Routine (continued)

Step 2. Present a student-friendly explanation.a) Tell students the explanation. ORb) Have them read the explanation with you.

Present the definition with me.

“When something that is difficult is overor never happened at all, you feel relieved.So if something that is difficult is over,you would feel _______________.”

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Optional procedure for presenting meaning of word.a) Have students locate the definition in the glossary or text.b) Guide students in breaking the definition into the critical

attributes (parts).

Glossary Entry: An essay is a short nonfiction work about aparticular subject. Most essays have a single major focusand a clear introduction, body, and conclusion.

Essayo Shorto Nonfiction worko Particular subjecto Clear introduction, body, and conclusion

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Optional procedure for presenting meaning of word.

Introduce the word using the morphographs (meaningful parts) in theword.

Analyze parts of word.autobiography

auto = selfbio = lifegraph = letters, words, or pictures

hydroelectrichydro = water

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The Most Common Prefixes inEnglish

atypical1%not; in, on, withouta

protect1%in favor of; beforepro

prevent3%beforepre

mistaken3%wrongmis

entail4%in; within; onen/em

discover, discontent7%away, apart, negativedis

incorrect, insert11%in, into, notin/im

rewrite14%again, back, reallyre

uncover26%not; reversal ofun

Examples% of prefixed wordsMeaningPrefix

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The Most Common Suffixes inEnglish

fatal1%related to, likeal, ial

comfortable2%able to beable, ible

action;erosion4%state, quality; acttion, sion

teacher, tailor4%one who, what/that/whicher,or

lovely7%how something isly

walking14%when you do something;quality, state

ing

walked20%in the past; quality/stateed

movies31%more than one; verb markers, es

Examples%of prefixedwords

MeaningSuffix

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Common Latin and Greek Roots

geology, geologist, geometry, geography, geographer, geopolitical,geothermal, geocentric

Greekearthgeo

dormant, dormitory, dormer, dormouse, dormition, dormitiveLatinsleepdorm

dictate, dictation, diction, dictator, verdict, predict, contradict,benediction, jurisdiction, predict, indict, edict

Latinspeak, telldic, dict

democracy, demography,epidemic, demotic, endemic, pandemicGreekthe peopledemo

corpse, corporation, corps,incorporate, corporeal, corpulenceLatinbodycorp

synchronize, chronology,chronic, chronicle, anachronismGreektimechrono

biography, biology,autobiography, bionic, biotic, antibiotic, biome,bioshere, biometrics

Greeklifebio

Bible, bibliography, bibliophobia, bibliophile, bibliokleptGreekbookbiblio

astronomy, astrophysics, astrology, astronaut, astronomer, asteriskGreekstarastro

autograph, autobiography, automobile, autocrat, autonomyGreekselfauto

audio, audition, audiovisual, auditorium, audiotape, inaudibleLatinhearingaud

aquarium, aqueduct, aquaculture, aquamarine, aquaplane, aquaticGreekwateraqua

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philosopher, Philadelphia, philanthropist, philharmonic, PhilipGreeklove, friendshipphilia

pedestrian, pedal, peddle, peddler, pedicure, pedometerLatinfootped

pathetic, pathology, apathy, antipathy, sympathy, telepathy,empathy, sociopath

Greekfeeling,suffering

path

mission, transmit, transmission, remit, missile,submission,permit, emit, emissary

Latinsendmit, mis

minimal, minimize, minimum, mini, miniature, minuscule,minute, minority

Latinsmall, littlemin

megaphone,megalith, megalomania, megatons, megalopolisGreekgreat, large, bigmega

meter, thermometer, diameter, geometry, optometry,barometer, centimeter, symmetry, voltammeter

Greekmeasuremeter

lunar, lunacy, lunatic, interlunarLatinmoonluna

geology, astrology, biology, numerology, zoology, technology,psychology, anthropology, mythology

Greekstudylogos, logy

reject, deject, project, inject, injection, projectionLatinthrowject

hydroplane, dehydrate, hydroelectric, hydrogen, hydrophoneGreekwaterhydro

autograph, biography, photograph, telegraph, lithographGreekto write, to drawgraph

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solar, solar system, solstice, solarium, parasolLatinsunsol

territory, terrestrial, terrace, terrarium, extraterrestrial,Mediterranean Sea, terra cotta, subterranean

Latinlandterra

telephone, television,telegraph, telephoto, telescope, telepathy,telethon, telegenic

Greekdistanttele

instruct, instruction, construction, reconstruction, destruct,destruction, infrastructure, construe, instrument, instrumental

Latinbuild,form

struct

microscope, telescope, periscope, kaleidoscope, episcopalGreeklook atscoperespect, inspection, inspector, spectator, spectacles,prospectLatinseespectport, transport, transportation, portable, portage, reportLatincarryportphotograph, photosynthesis, telephoto, photometer, photophiliaGreeklightphoto

phonograph, microphone, symphony, telephone, phonogram,megaphone, phony, euphony, xylophone, phony,

Greeksoundphono

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Step 3. Illustrate the word with examples.a) Concrete examples.b) Visual representations.c) Verbal examples.

Present the examples with me.

“When the spelling test is over, you feelrelieved.”

“When you have finished giving the speech thatyou dreaded, you feel relieved.”

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Step 4. Check students’ understanding.Option #1. Ask deep processing questions.

Check students’ understanding with me.

When the students lined up for morning recess,Jason said, “I am so relieved that this morning isover.” Why might Jason be relieved?

When Maria was told that the soccer game hadbeen cancelled, she said, “I am relieved.” Whymight Maria be relieved?

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Step 4. Check students’ understanding.Option #2. Have students discern between

examples and non-examples.


“If you were nervous singing in front of others,would you feel relieved when the concert was over?”Yes “Why?”“If you loved singing to audiences, would you feelrelieved when the concert was over?” No “Why not?” Itwas not difficult for you.

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Step 4. Check students’ understanding.Option #3. Have students generate their own

examples.


“Tell your partner a time when you wererelieved.”

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Teach the meaning of critical, unknown

vocabulary words. Instructional Routine (continued)

Step 4. Check students’ understanding.Option #4. Provide students with a

“sentence starter”. Have them say thecomplete sentence.


Sometimes your mother is relieved. Tell your partnerwhen your mother is relieved. Start yoursentence by saying, “My mother is relievedwhen________.”

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Vocabulary Logs• Have students maintain a log of vocabulary to

facilitate study and review.• What can be recorded on a vocabulary log?

– Word– Student-friendly explanation– Any of these options

• A sentence to illustrate the word’s meaning• Examples and non-examples• An illustration

• In lower grades, create a group log on a flip chart.

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Word Walls

• Create a word wall in your classroom– Post a reminder of the context.

• Copy of the cover of the read-aloud book• Copy of the first page in the story• The topic in science or social studies

– Post the vocabulary words.– Incorporate the words into your classroom

language.– Encourage students to us the words when

speaking and writing.

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Best Practice List

Share your best practice list with your partner. Tell your partner two practices thatyou intend to implement in your classroom.

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Thank You

In the next two weeks,1) Teach vocabulary using the instructional routine.2) Read Chapter 8.3) View some of the video clips on the website.4) If you have additional questions, send the question

to me. [email protected]

5) Remember: How well we teach =How well they learn

explicit instruction: effective and efficient instruction · 5 design of instruction lessons: 1....

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