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Explicit Instruction
Effective and Efficient Teaching
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Anita L. Archer, Ph.D.
[email protected] 503-295- (Note: This presentation is based on the research summarized in the following book.) Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications.
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Explicit Instruction is
• Systematic
• Relentless
• Engaging
• Successful
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Video
Good Practices
7 Explicit Instruction is systematic. Explicit Instruction of Skills/Strategies Model I do it. My turn. Prompt We do it. Let’s do this together. Check You do it. Your turn. 8 Video #
Good practices
9 Explicit Instruction is systematic. Explicit Instruction of Concepts(vocabulary)
- Introduce the word.
- Provide a “student-friendly explanation.”
- Illustrate with examples.
- Check understanding. 10 Video #
Good practices
13 **1) Frequent responses are elicited.
- Student performance is carefully monitored.
- Immediate affirmative and corrective feedback is provided.
- The lesson is delivered at a brisk pace.** Explicit Instruction is engaging. 14 Frequent responses are elicited. (Verbal Responses) Choral Responses The teacher asks a question, provides thinking time, and signals for all students to say the answer. Partner Responses The teacher assigns students a partner placing lower performing students with middle performing students. The teacher asks a question, provides thinking time, asks partners to discuss their ideas, and then has a number of students share their ideas with the class. Team Responses The teacher establishes teams of four by combining two partnerships. The teacher poses a question. Students share with team members until all agree on an answer. One member of each team reports to class. Individual Responses a. Partner First. Teacher poses a question. All students think of the answer. The teacher asks partners to share answers and then calls on an individual. b. Whip Around or Pass. (Example procedure.)
15 Frequent responses are elicited.
Verbal Responses - ( Example).
Whip Around or Pass
This strategy is best used when there are many possible
answers to a question.
Ask the question.
Give students thinking time.
Start at any location in the room. Have students quickly give
answers going up and down the rows without commenting.
Students are allowed to pass if they do not have a response or
someone has already shared the same idea.
16 Frequent responses are elicited. (Written Responses)
Written Responses
- During the lesson, the teacher requests that students write
answers on: paper, post-its, graphic organizer, transparency, or
slate.
Response Cards
- Students hold up a card indicating the answer to teacher’s
question.
19 Frequent responses are elicited. (Action Responses) Touch or point at stimulus Act out
- Students act out a concept, story, historical event, cycle, etc. Gestures
- Students use gestures to indicate answer or to facilitate recall of process. Facial Expressions
- Students indicate answer by changing facial expression. (“Show me glum.” Show me not glum.”) Hand Signals
- Students indicate answer by holding up appropriate number of fingers. 20 Frequent responses are elicited.
Action Responses (Example)
Use hand signals.
- Useful to share categorical responses.
- Thumbs up. Thumbs down. (yes, no; agree, disagree)
- Thumbs up. Thumbs down. Thumbs sideways. (I don’t know.)
- Branches: 1. Legislative, 2. Executive, 3. Judicial.
- Volcanoes: 1. Shield, 2. Composite, 3. Cinder Cone.
- Vocabulary review: 1. Concentrate, 2. Impress, 3. Educated, 4. Enemy, 4. Absurd
- Carefully introduce and model hand signals to ensure that errors are content errors NOT signal errors. If numbered responses are used, write numbers and words on the board or overhead transparency.
- Ask a question. Have students formulate their answer on their desks or under their chins.
- After think time has been given, have the students raise their hands and display hand signal.
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Student performance is carefully
monitored.
Walk around.
Look around.
Talk around.
22 Immediate affirmative and corrective feedback is given.
Corrective Feedback is:
- Provided
- Immediate
- Specific and informative
- Focused on the correct versus incorrect response
- Delivered with appropriate tone
- Ended with students giving correct response
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Provide immediate affirmative and
corrective feedback.
(Students spell siting for sitting.) “Does sit end with a CVC?” yes “Does the ending begin with a vowel?” yes “So do we double the final consonant?” yes “ Everyone, write sitting on your slate.” “Show me.”
- Guide student(s) to the correct answer by asking questions on the steps of the strategy or rule. (We do it.)
- Check understanding. (You do it.)
- Check again. Incorrect response when strategy or rule used. (Student says /o/ for /a/.) “This sound is /a/?” “What sound?” /a/ “What sound?” /e/ “What sound?” /o/ “What sound?” /a/
- Model the correct answer. (I do it.)
- Check understanding. (You do it.) 3. Check again. Incorrect response when “fact” requested. 26 The lesson is delivered at a brisk pace. Prepare for the lesson. Use instructional routines. After a response is given, move on. Avoid digressions
27 Explicit Instruction is Successful.
What instructional strategies that we have
reviewed promote success?
28 Let us remember:
How well we teach = How well they learn
