March 6, 2013

UNPACKINGEXPLICIT

INSTRUCTIONPLEASE SIGN IN AND PICK UP A

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Eisenhower High School

ANTICIPATION GUIDE

1. Think about your current knowledge of explicit instruction. 2. In the ‘pre’ column on the left, rate yourself.

3 = Skillfully employed2 = Regularly employed1 = Partially employed0 = Not used at all

Pre Explicit Instruction Components Post

3 2 1 0 FOCUS LESSONS are almost always done with the whole class and typically lasts 15 minutes or less. The teacher clearly establishes a purpose and models his/her own thinking.

3 2 1 0

3 2 1 0 GUIDED INSTRUCTION is almost always done with small, purposeful groups, which are composed based on students’ performance on formative assessments. The groups consist of students who share a common instructional need that the teacher addresses. The key lies in the planning.

3 2 1 0

3 2 1 0 COLLABORATIVE LEARNING should be time for students to apply information in novel situations or to engage in a spiral review of previous knowledge. Negotiating with peers, discussing ideas and information, or engaging in inquiry with others causes students to use what they learned during focus lessons and guided instruction.

3 2 1 0

3 2 1 0 INDEPENDENT TASKS should require individual application of information previously taught. They require good instruction that ensures students have the background knowledge to do so. These tasks should provide students with opportunities to use their knowledge to produce new products so they can independently apply information, ideas, content, skills, and strategies in unique situations.

3 2 1 0

After a demonstration of a Focus Lesson using modeling teachers will share their implementation plans.

OBJECTIVE

Focus Lesson

COMPONENTS OF EXPLICIT INSTRUCTION

The teacher establishes the purpose for the lesson.

Both content and language goals are established.

The teacher uses “I” statements to model thinking.

Questioning is used to scaffold instruction, not to interrogate students.

The lesson includes a decision frame for when to use the skil l or strategy.

The lesson builds metacognitive awareness, especially indicators of success.

Focus lessons move to guided instruction, not immediately to independent learning.

FOCUS LESSONS – ESTABLISHING THE LESSON’S PURPOSE AND THEN MODELING

YOUR OWN THINKING FOR STUDENTS.

“Focus lessons are not intended as a time to ask students questions. During the focus lesson, the teacher should model his or her thinking and not interrogate students about their thinking.”

How is this approach not a return to the ‘lecture days’ when the teacher talks and the students don’t? (One minute talk to shoulder partner.)

“Focus lessons are also not the time to simply tell students things. The key to a quality focus lesson is explaining.

…students need an explanation of their teachers’ cognitive and metacognitive processes.

…people don’t really learn form being told. Learners need scaffolds and supports to process information.

…as teachers we should continually ask ourselves whether we are explaining or tell ing.“

QUESTION TO PONDER(QUOTES FROM BETTER LEARNING)

1. Establishing purpose for the learning.

2. Model thinking.ModelingMetacognitive AwarenessThink-alouds

2 KEY FEATURES OF FOCUS LESSONS

1. Name the strategy, skill or task.

2. State the purpose of the strategy, skill or task.

3. Explain when the strategy or skill is used.

4. Use analogies to link prior knowledge to new

learning.

5. Demonstrate how the skill, strategy, or task is

completed.

6. Alert learners about errors to avoid.

7. Assess the use of the skill.

MODELING (FROM BETTER LEARNING)

TEACHING FOR METACOGNITIVE AWARENESS (FROM BETTER LEARNING)

Handout

THINK-ALOUDS (FROM BETTER LEARNING)

Handout

1. Name the strategy, skill or task.

MODELING (FROM BETTER LEARNING)

2. State the purpose of the strategy, skill or task.

MODELING (FROM BETTER LEARNING)

The purpose of juggling is to keep multiple objects moving at the same time.

3. Explain when the strategy or skill is used.

MODELING (FROM BETTER LEARNING)

From JFTCK

4. Use analogies to link prior knowledge to new learning.

MODELING (FROM BETTER LEARNING)

5. Demonstrate how the skill, strategy, or task is completed.

MODELING (FROM BETTER LEARNING)

The DropThe TossThe ExchangeThe JugFrom JFTCK

6. Alert learners about errors to avoid.

MODELING (FROM BETTER LEARNING)

Tossing too far away…leads to leaning…running

Dropped objects can roll under furniture

DON’T Keep your eye on THE ball @#!

7. Assess the use of the skill.Did the juggling do what it was supposed to?

Are observers impressed? Did I get a ride?

MODELING (FROM BETTER LEARNING)

Dr. Steve Allen Jr. conducts workshops in stress management. Not only does he employ juggling as a major ingredient for relieving stress, but he adds, "there is something powerful about repetitive exercises such as juggling," as they pertain to health.

In addition, Dr. Allen uses juggling to reduce stress because, "it brings forth the creative use of silliness,"

SUPPORT FOR JUGGLING

1. Name the strategy, skill or task.

2. State the purpose of the strategy, skill or task.

3. Explain when the strategy or skill is used.

4. Use analogies to link prior knowledge to new

learning.

5. Demonstrate how the skill, strategy, or task is

completed.

6. Alert learners about errors to avoid.

7. Assess the use of the skill.

MODELING (FROM BETTER LEARNING)

HOW WOULD JUGGLING BE DONE WITH THE OTHER

EXPLICIT INSTRUCTION COMPONENTS???1. Think about your current knowledge of explicit instruction. 2. In the ‘pre’ column on the left, rate yourself.

3 = Skillfully employed2 = Regularly employed1 = Partially employed0 = Not used at all

Pre Explicit Instruction Components Post

3 2 1 0 FOCUS LESSONS are almost always done with the whole class and typically lasts 15 minutes or less. The teacher clearly establishes a purpose and models his/her own thinking.

3 2 1 0

3 2 1 0 GUIDED INSTRUCTION is almost always done with small, purposeful groups, which are composed based on students’ performance on formative assessments. The groups consist of students who share a common instructional need that the teacher addresses. The key lies in the planning.

3 2 1 0

3 2 1 0 COLLABORATIVE LEARNING should be time for students to apply information in novel situations or to engage in a spiral review of previous knowledge. Negotiating with peers, discussing ideas and information, or engaging in inquiry with others causes students to use what they learned during focus lessons and guided instruction.

3 2 1 0

3 2 1 0 INDEPENDENT TASKS should require individual application of information previously taught. They require good instruction that ensures students have the background knowledge to do so. These tasks should provide students with opportunities to use their knowledge to produce new products so they can independently apply information, ideas, content, skills, and strategies in unique situations.

3 2 1 0

Steve Leinwand, Principal Research Analyst at the American Institutes for Research

Says “you do, we do , I do” order is for Monday and Friday,

“I do, we do, you do” is for Tuesday-Thursday

ORDER OF INSTRUCTION

For the next part of the Explicit Instructional Process

please go to 127: GUIDED INSTRUCTION

with Mac Moore

HAPPY JUGGLING!!!!!!!!

Juggling for the Complete KlutzBy: John Cassidy, B.C. RimbeauxKlutz Press / 1994 / Other

Juggling and Health http://www.juggling.org/jw/86/1/health.html

Juggler’s World http://www.juggling.org/jw/87/4/decade.html

Douglas Fisher and Nancy Frey in their book Better Learning Through Structured Teaching (ASCD, 2008) from Chapter 2 Focus Lessons: Establishing Purpose and Modeling.

http://en.wikibooks.org/wiki/Juggling/Three_Ball_Cascade

RESOURCES