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�CREATING INCLUSIVE CLASSROOMS WITH EXPLICIT INSTRUCTION

By: Shannon Saglio

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AGENDA

Introduction
Review of Prior Knowledge
Video: Dr. Anita Archer
Cognitive Load Theory
16 Elements of Explicit Instruction
Group Reflection
Planning Next Steps

Review Agenda for the session

Talking Points: This is a loose agenda, as you can see we will attempt to end early

because we know you are dying to dive into blood born pathogens

We will try to keep a perky pace so that we can give time back to you.

First, we want to tap into your prior knowledge and connect to previous learning

Next, we will sort attributes that support learning

Then we will watch an introductory video of explicit instruction by Dr. Anita Archer

After that Shannon will walk us through cognitive load theory

Which will leave you with compelling reasons to convey why this years professional

development is relevant for all learners.

Lastly, we will preview content for September 1sts session

so that you know what we will be covering

when we gather together again on Friday, September 1st.

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LEARNING OUTCOMES

By the end of today's session, �you will be able to:�

Identify the elements of Explicit Instruction and explain how they create inclusive classrooms

Learning Outcomes

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REVIEW OF PRIOR �KNOWLEDGE��

What is Explicit Instruction?

Scan using your phone to participate :

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VIDEO REFLECTION

WHAT WORD OR PHRASE STOOD OUT TO YOU THE MOST AS A SECONDARY TEACHER? WHY?

SHARE YOUR RESPONSE WITH A PARTNER

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Explicit Instruction IS	Explicit Instruction is NOT
Highly engaging Interactive Intentional Responsive Inclusive Best when presenting new skills and information	A lecture "kill and drill" Just for special education students

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COGNITIVE LOAD THEORY:�WHY EXPLICIT INSTRUCTION MATTERS

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WHAT IS COGNITIVE LOAD THEORY?

According to cognitive load theory, short-term or working memory has a limited capacity and can only handle so much information effectively at one time. If a person’s working memory is overloaded, that person may not be able to process anything well, thus leading to poor understanding, retention, and learning.

(Sweller, 1988, 1994, 1999, 2011; Chandler and Sweller, 1991, 1992, 1996; Mayer and Moreno, 2003; Nguyen and Clark, 2005; van Merrienboer and Sweller, 2005).

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COGNITIVE LOAD THEORY GRAPHIC

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WHAT DOES RESEARCH SAY?

Efficacy and Cognitive Load

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Fold the cheese????

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THINK-PAIR-SHARE

How can cognitive load impact student learning?

Give an example from your content area
Think about the different learning profiles in your classroom (SLD, MLL, weak executive functioning skills, anxiety)

�

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Focus instruction on critical content	Provide an adequate range of examples and non-examples
Sequence skills logically	Provide guided and supported practice
Break down complex skills and strategies into smaller instructional units	Require frequent responses
Design organized and focused lessons	Monitor student performance closely
Begin lessons with a clear statement of the lesson's goals and your expectations	Provide immediate affirmative feedback
Review prior skills and knowledge before beginning instruction	Deliver the lesson at a brisk pace
Provide step-by-step demonstrations	Help students organize knowledge
Use clear and concise language	Provide distributed and cumulative practice

16 Elements of Explicit Instruction

Excellent tool for personal or team reflection (PLCs or Departments)

What elements are you doing well? Mark a check on your handout

What elements would you like to incorporate more intentionally? Mark a star on your handout.

Source: Explicit Instruction

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GROUP REFLECTION

How can explicit instruction improve secondary instruction?

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WRAP-UP

Utilizing the elements of explicit instruction is important because they help to reduce cognitive ___________ and help create ____________ classrooms.

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NEXT STEPS

Review the 16 elements of explicit instruction and intentionally plan to incorporate the elements you identified today in a lesson next week.
Create a PD or PLC discussions around the benefits of explicit instruction
Hold a book study using Archer & Hughes book Explicit Instruction and discuss how the principles apply to your content area

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RESOURCES