��������Explicit Instruction:�Effective and Efficient Teaching � �������
How well you teach =
How well they learn
How well they learn =
How well you taught
Every day, in every class, every student participates by speaking, writing, or doing.
#2 Design of Instruction
Part 1: General Lesson Design
Part 2: Teaching Skills and Strategies
1
Anita L. Archer, PhD�Author, Consultant, Teacher�archerteach@aol.com
Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. Guilford Press.
Videos that illustrate explicit instruction can be found on this website:� www.explicitinstruction.org
The slides in this presentation were designed by Anita Archer and modified as needed by the trainer.
2
Active Participation during Sessions
Make a response sheet.
3
�Explicit Instruction Series �
���
4
Elements of Explicit Instruction
5
Topic | Element |
Content | 1. |
| 2. |
Design | 3. |
| 4. |
| 5. |
| 6. |
| 7. |
| 8. |
Delivery | 9. |
| 10 |
| 11. |
| 12. |
Practice | 13 |
7
Topic | Element |
Content | 1. critical content |
| 2. broken down |
Design | 3. organized and focused lessons |
| 4. goal |
| 5. review |
| 6. I do |
| 7. We do |
| 8. You do |
Delivery | 9. frequent responses |
| 10. monitor |
| 11. feedback |
| 12. brisk pace |
Practice | 13. judicious practice |
BIG IDEAS�What are three BIG IDEAS?
Good Instruction is Good Instruction
What they think about is what they learn
Success + Value ➡️ Motivation�
�����Willingham, D. (2009)
Barton, C. (2019)
Weinstein, Y., Sumeracki, M., & Caviglioli, O. (2019)
8
Design of Instruction
Two focuses in this session:�
9
Session Purposes
The participant will be able to:
1. Outline the three components of an Explicit Instruction lesson.�
2. Describe the elements of a lesson opening.�
(I do it. We do it. You do it.)�
5. Apply Explicit Instruction when teaching strategies.
10
Explicit Instruction
General Lesson Design
11
General Lesson Design�What are three components of an Explicit Instruction Lesson?
12
General Lesson Design
13
General Lesson Design�Lesson Opening — Attention
Attention
14
General Lesson Design�Lesson Opening — Review
Review
15
Two Little Lessons
Lesson 1 – Traditional Recap Review
Lesson 2 – Interactive � Retrieval Practice Review
16
Math Review
Traditional Recap Review
17
Review — Integer
Integer
- whole number (including zero)
- no fractional or decimal part
- can be positive and negative
Examples
+3 -3 -16 198
18
Review — Rational Numbers
Informal Definition: A rational number is a number that can be written as a simple fraction.
Formal Definition: A rational number is a number that can be in the form p/q where p and q are integers and q is not equal to zero.
Examples
½ 1.5 = 3/2 -0.1 = -1/10
19
Review — Absolute Value
20
Math Review
Interactive with Retrieval Practice
21
Make and Label a T-Chart
22
Concept | Examples |
| |
| |
| |
| |
| |
| |
| |
| |
| |
Add to T-Chart
23
Concept | Examples |
Integers | |
| |
| |
| |
| |
| |
| |
| |
| |
Review — Integers
Write down the integers.�
-5 1.43 1 ¾ 97 .09 3.14 43
24
Review — Integers
-5 1.43 1 ¾ 97 .09 3.14 43��
Integer
- whole number
- not a fractional or decimal part
- can be positive and negative
25
Add to T-Chart
26
Concept | Examples |
Integers | -5, 97, 43 |
| |
| |
Rational Numbers | |
| |
| |
| |
| |
| |
Rational Numbers
Show and explain why 2 is a rational number.
27
Review — Rational Numbers
Informal Definition: A rational number is a number that can be written as a simple fraction where the numerator is smaller than the denominator.
Formal Definition: A rational number is a number that can be in the form p/q where p and q are integers and q is not equal to zero.
2 = 2/1
28
Rational Numbers
Show and explain why 0.75 is a rational number.
29
Review — Rational Numbers
Informal Definition: A rational number is a number that can be written as a simple fraction where the numerator is smaller than the denominator.
Formal Definition: A rational number is a number that can be in the form p/q where p and q are integers and q is not equal to zero.
0.75 = 75/100 = 3/4
30
Rational Numbers
Show and explain why 0.6 is a rational number.
31
Review — Rational Numbers
Informal Definition: A rational number is a number that can be written as a simple fraction where the numerator is smaller than the denominator.
Formal Definition: A rational number is a number that can be in the form p/q where p and q are integers and q is not equal to zero.
0.6 = 6/10 = 3/5
32
Add to T-Chart
33
Concept | Examples |
Integers | -5, 97, 43 |
| |
| |
Rational Numbers | 2 = 2/1 |
| 0.75 = 75/100 = 3/4 |
| 0.6 = 6/10 = 3/5 |
Absolute Value | |
| |
| |
Absolute Value
Write these numbers on your chart. Underneath each number write its absolute value. (Do not use = sign.)
12 -70 215 -66 -5
___ ___ ___ ___ ___
34
�Absolute Value�
12 -70 215 -66 -5 �� 12 70 215 66 5
35
General Lesson Design�Lesson Opening — Review
What are the benefits of an interactive review that
includes retrieval practice? �
36
Benefits to students | Benefits to teacher |
General Lesson Design�Lesson Opening — Preview
Preview
37
Learning Intentions
��Learning Intentions (What am I learning?)�
- to know
- to understand
- to be able to do
38
Success Criteria
Success Criteria (How am I doing?)�
39
Preview the Lesson Goal
Learning Intention
I can blend sounds into words.
Content: review a, ay, ai, a-e
Success Criterion
I can read words accurately and quickly.
40
Preview the Lesson Goal
The Success Criteria for this Learning Intention are embedded in a learning progression. The Learning Intention and Success Criteria would be used for a series of lessons.
This learning progression, created by Anita Archer, is based on content in The Writing Revolution by Judith Hochman and Natalie Wexler.
41
Learning Intention
I can write a well-organized informative paragraph on a topic we have read about and studied.�
(Based on The Writing Revolution by Judith Hochman & Natalie Wexler)
42
Preview the Lesson Goal
Success Criteria
43
Success Criteria
Note to Teachers: Repeat until student can write a coherent paragraph given a completed outline-plan.
a. Given an outline-plan, with a topic sentence and a concluding sentence, I will generate a list of possible details.
b. Given my list of important details, I will select the four or five most important details for my paragraph.
c. Given my list of 4–5 important details, I will sequence the details in a logical order and write them on my outline-plan.
d. Given my completed plan, I will write a well-organized informative paragraph. ��Note to Teachers: Repeat until the students are confident in writing a paragraph when scaffolding is provided.
44
Success Criteria
Note to Teachers: Repeat the sequence listed in #6 until the students are confident in planning and writing a stand-alone paragraph.
45
General Lesson Design�Lesson Opening — Preview
Preview
3 W’s
46
General Lesson Design�Lesson Opening
47
General Lesson Design�Lesson Closing
48
General Lesson Design�Lesson Closing
49
General Lesson Design
50
General Lesson Design�Body of Lesson
Body of Lesson
Varies across subjects and grades�
May include instruction on:
51
General Lesson Design�Body of Lesson
Are you teaching a:
Context: Students are preparing for reading a passage
about the United Nations.
52
General Lesson Design�Body of Lesson
53
Strategy, Knowledge, Vocabulary | The teacher: |
| 1) Introduces the meaning of humanitarian, disarmament, and nonproliferation. � |
| 2) Tells students that there are 193 member states in the United Nations.� |
| 3) Demonstrates how to take Cornell notes on passage content.� |
| 4) Introduces procedure for writing a summary of the passage. |
Skills and Strategies� How to do something�
54
Skills and Strategies — What
55
Skills How to do something
| Strategies How to do something �
|
Skills and Strategies — What
56
Skills Letter-Sound Associations | Strategy
Decoding Single-Syllable Words
Is this a real word? Does it make sense? |
Skills and Strategies — What
57
Skills Say the answer to a multiplication or division fact quickly. | Strategy
Traditional Division Algorithm
|
Skills and Strategies — What
58
Skills Fluent handwriting OR Fluent keyboarding Automatic spelling of many words Capitalization and punctuation | Strategy
Sum it Up (REWARDS Plus)
|
How to do something — What�Check the skills and strategies relevant to your classroom.
59
Skill or Strategy — What�How to do something
What are additional skills or strategies that you teach?
60
Skill or Strategy — Why�How to do something
Hattie Effect Sizes
Metacognitive Strategies .60
Teaching Strategies .62
61
Selection of Strategies
�Select strategies that:
62
Skill or Strategy — How
The Three Components�
63
Skill or Strategy — How�Parallel Language
The Three Components�
Understanding
64
Skill or Strategy — How
Students watch
Students perform
65
Skill or Strategy — �Extended with Partners
The Three Components�
Understanding
66
Skills and Strategies — How
67
Teaching Skills (Often Preskills for Strategies) Initial Instruction
Repeated practice until students are fluent (automatic)
| Teaching Strategies Initial Instruction
Guided application to new items and/or situations Practice
|
- Teaching Simple Skills
- Often Preskills for Strategies
68
Skill — How�Initial Instruction Example
69
Example A | Letter-Sound Association |
I do it | (Teacher writes letter m.) This is the letter m. �Its sound is /mmm/ �Listen again. /mmm/ |
We do it | Say the sound with me. /mmm/ Again. /mmm/ |
You do it | What sound? /mmm/ |
Skill — How�Initial Instruction Example
70
Example B | Forming the manuscript letter p |
I do it | My turn. Watch me make the lowercase letter p. �(Teacher writes letter and describes strokes.) �I start at the beltline. Touch down. Touch around. �Watch again as I make the letter p. Touch down. Touch around. �Say it as I write the letter p. Touch down. Touch around. |
We do it | Let’s make the letter p together. �(Teacher verbally guides students in forming the letter p.) �Place your pencil on the beltline. Say and write the letter p. Touch down. Touch around. Pencil on the beltline. Again. Touch down. Touch around. �(Repeat as needed.) |
You do it | Your turn. Write the letter p. Continue until I say stop. (Teacher monitors and provides feedback.) |
Skill — How�Initial Instruction Example (Backward Chaining)
71
Example C | Counting by fives Context — Students have been introduced to counting by fives with concrete objects. |
I do it | Listen as I count by 5’s. 5, 10, 15, 20 Listen again. 5, 10, 15, 20
|
We do it | Count by 5’s with me. 5, 10, 15, 20 Again. 5, 10, 15, 20 |
Faded — We do it | Again. 5, 10, 15, ____ 5, 10, 15, 20 Again. 5, 10, ___ ___ 5, 10, 15, 20 Again. 5, ___ ___ ___ 5, 10, 15, 20 Again. ___ ___ ___ ___ 5, 10. 15, 20 |
You do it | Count by fives on your own. 5, 10, 15, 20 |
Teaching Strategies
72
Example A
Paragraph Shrinking
73
Strategy Instruction — Introduce Strategy� (Factual Knowledge)
Paragraph Shrinking
(From the PALS program by Fuchs, Mathes, and Fuchs)
74
Model (I do it)
Show
Tell
Gain Responses
75
Strategy — Model the Strategy
I do it.
Strategy — Model the Strategy� I do it.
The 3 C’s
The model should be:
Hattie Effect Size Teacher Clarity .75
76
Strategy – Model the Strategy� I do it
77
The Coldest Continent� Antarctica is not like any other continent. It is as far south as you can go on Earth. The South Pole is found there. Ice covers the whole land. In some places, the ice is almost three miles thick. Beneath the ice are mountains and valleys. |
Paragraph Shrinking
(From the PALS program by Fuchs, Mathes, and Fuchs)
Strategy — I do it
Did the teacher:
____ Show students how to perform the skill or strategy
____ Proceed step by step
____ Exaggerate the steps
____ Tell students how to perform the skill or strategy
____ Tell students what he/she was doing
____ Tell students what he/she was thinking
____ Gain responses
____ What they already know
____ What the teacher told them
____ Present models that were clear, consistent, concise
78
Strategy — We do it
Purposes of guided practice
Types of prompts (scaffolding)
Step - do - Step - do - Step - do - Step - do
�Three C’s = clear, concise, and consistent
79
Strategy — We do it
Levels of Prompts
Tell them what to do
Ask them what to do
Remind them what to do �
Gradually fade prompts
(Gradual release of responsibility)
80
Strategy — Guided Practice� We do it
81
The climate in Antarctica is harsh. It is the coldest place on Earth, with temperatures never above freezing, and it is also the windiest place in the world. |
Paragraph Shrinking
(From the PALS program by Fuchs, Mathes, and Fuchs)
Strategy — We do it
Did the teacher:
___ Guide students in performing the strategy
___ Guide the students step by step
___ Use language that was clear, consistent, concise
___ Gradually fade the prompting
82
Strategy — You do it
Check for understanding. (You do it)�
83
Strategy – You do it
84
Not many living things are found in Antarctica. People go there to study for only a short time. Very few animals can live there. Yet many animals live on nearby islands. Seals and penguins swim in the ocean waters. They build nests on the land. Some birds spend their summers in Antarctica. But most of the continent is just ice, snow, and cold air. |
Strategy — You do it
Did the teacher:
___ Verify students’ learning
___ Carefully monitor students’ responses
___ Provide feedback to the class or individuals � (Praise, Encourage, Correct)
___ Continue until students are consistently accurate
85
Across Tiers
86
Tier 1 | I We We We You � |
Tier 2 | I I We We We We We We You� |
Tier 3 | I I I We We We We We We We We We We We We We We ** I We we We We We We We We You� |
Example B
Context Clues
87
Using Context Clues
Learning Intention: I will be able to figure out the meaning of a word using context clues.
88
Strategy — Introduction� (Factual Knowledge)
Strategy — Inside/Outside
89
89
submerge
A hippo can submerge in the water to stay cool under the hot African sunshine. Sometimes you can’t even see the hippo in the watering hole.
Strategy — Inside/Outside
90
I do it.
submerge
91
savannah
The hippo lives on the African savannah, a dry, hot grassland. A small number of shrubs and trees are scattered across the savannah.
Strategy — Inside/Outside
92
We do it.
savannah
93
emerge�solitary
During the day, hippos remain cool by staying in the water or mud. At dusk, they emerge out of the water to graze on grasses.
While hippos rest near each other in the water, grazing is a solitary activity.
Strategy — Inside/Outside
94
We do it.
Solitary
95
Check Understanding
I am thinking of a word that means ...
96
Final Thoughts
Not a static procedure
(e.g., complexity, familiarity)�
(e.g., prior knowledge, learning history)
97
Remember and Apply
98
Session Purposes
The participant will be able to:
1. Outline the three components of an Explicit Instruction lesson.�
2. Describe the elements of a lesson opening.�
(I do it. We do it. You do it.)�
5. Apply Explicit Instruction when teaching strategies.
99
��Explicit Instruction Series ��
�
100
Recommended Resources
Domain-Specific Reference Books
Reading Instruction
Writing Instruction
Mathematics Instruction
Note: This is not meant to be inclusive.
101
Teaching Reading Sourcebook�CORE
102
�LETRS Volumes 1 and 2�Louisa C. Moats and Carol A. Tolman�
103
The Reading Mind�A Cognitive Approach to Understanding How the Mind Reads�Daniel T. Willingham
104
Essentials of Assessing, Preventing, and Overcoming Reading Difficulties�David A. Kirkpatrick
105
Reading Development and Difficulties: Bridging the Gap Between Research and Practice�Editors: David A. Kirkpatrick, R. Malatesha Joshi, and Richard K. Wagner
106
Enhanced Core Reading Instruction�Moving Up! Literacy�University of Oregon
107
Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction�Elsa Cardenas-Hagan, Author/Editor (2020)
108
109
Direct Instruction Reading, 6th Edition
The Reading Comprehension Blueprint: Helping Students Make Meaning from Text�Nancy Lewis Hennessy (2020)
110
The Knowledge Gap�Natalie Wexler (2019)
111
�The Writing Revolution 2.0�Judith C. Hochman and Natalie Wexler (2024)�
112
�Best Practices in Writing Instruction, 3rd Edition �Edited by Steve Graham, Charles A. MacArthur, and Michael A. Hebert (2018)�
113
114
Direct Instruction Mathematics, 5th Edition