Explicit Instruction - SCOE
Explicit InstructionEffective and Efficient Teaching1Anita L. Archer, Ph.D.archerteach@aol.com503-295-7749(Note: This presentation is based on the research summarized in the following book.)Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and EfficientTeaching. NY: Guilford Publications.21
Explicit Instruction is Systematic Relentless Engaging Successful3Video #1 GoodPractices42
Explicit Instruction is systematic.– Instruction focuses on critical content.Skills, strategies, vocabulary terms, concepts, and rules that willempower students in the future are taught.– Skills, strategies, and concepts are sequenced logically. Easier skills before harder skills.High frequency skills before low frequency skills.Prerequisites first.Similar skills separated.– Complex skills and strategies are broken down into smaller(easy to obtain) instruction units.5Explicit Instruction is systematic.– Lessons are organized and focused.Lessons are on-topic and contain no irrelevant digressions tooptimize instructional time.Lessons include an opening (attention, review, preview), body, and closing (review, preview).– Instructional routines are used.Instructional routines allow the students to focus on the contentrather than the task. Teachers can master the instructionalroutines and increase the pace of lessons.63
Explicit Instruction is systematic.Explicit Instruction of Skills/StrategiesModel I do it.My turn.Prompt We do it. Let’s do this together.Check You do it. Your turn.7Video #2 Goodpractices84
Explicit Instruction is systematic.Explicit Instruction of Concepts(vocabulary)1.2.3.4.Introduce the word.Provide a “student-friendly explanation.”Illustrate with examples.Check understanding.9Video #3 Goodpractices105
Explicit Instruction is relentless.-Adequate initial practice opportunities-Distributed practice-Cumulative review- Tier 3 students may require 10 to 30 times as many practiceopportunities as peers.-Teach to mastery.- Let’s not leave students over exposed and underdeveloped.11Video #4 BestPractices126
Explicit Instruction is engaging.1)Frequent responses are elicited.2)Student performance is carefully monitored.3)Immediate affirmative and corrective feedbackis provided.4)The lesson is delivered at a brisk pace.13Frequent responses are elicited.(Verbal Responses) Choral ResponsesThe teacher asks a question, provides thinking time, and signals for all students to say theanswer. Partner ResponsesThe teacher assigns students a partner placing lower performing students with middleperforming students. The teacher asks a question, provides thinking time, asks partners todiscuss their ideas, and then has a number of students share their ideas with the class. Team ResponsesThe teacher establishes teams of four by combining two partnerships. The teacher poses aquestion. Students share with team members until all agree on an answer. One member ofeach team reports to class. Individual Responsesa. Partner First. Teacher poses a question. All students think of the answer. The teacherasks partners to share answers and then calls on an individual.b. Whip Around or Pass. (Example procedure.)147
Frequent responses are elicited.Verbal Responses - (Example).Whip Around or Pass This strategy is best used when there are many possibleanswers to a question. Ask the question. Give students thinking time. Start at any location in the room. Have students quickly giveanswers going up and down the rows without commenting.Students are allowed to pass if they do not have a response orsomeone has already shared the same idea.15Frequent responses are elicited.(Written Responses) Written Responses– During the lesson, the teacher requests that students writeanswers on: paper, post-its, graphic organizer, transparency, orslate. Response Cards– Students hold up a card indicating the answer to teacher’squestion.168
Frequent responses are elicited.Written Responses (Example)Response Slates Ask students a question or give them a directive. Have students record their answers on their slate (e.g., whiteboard, mini chalkboard). Move around the room and monitor responses. When the majority of students have responded, have them hold up their slates. Carefully examine responses and provide feedback.17Frequent responses are elicited.Written Responses (Example)Response cards– Have students write possible responses on cards or paper or provide themwith prepared cards.Examples:Simple responses: Yes, No; Agree, Disagree; True, False; a, b, c, dGraphemes: sh, wh, ch, thPunctuation Marks: . ? ! ,Math Operations: - XTypes of Rocks: Igneous, metamorphic, sedimentaryVocabulary Terms: perimeter, area––––Ask a question.Have students select best response and hold it under their chin.Then ask students to hold up response card.Carefully monitor responses and provide feedback.189
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 ofprocess. Facial Expressions– Students indicate answer by changing facial expression. (“Show meglum.” Show me not glum.”) Hand Signals– Students indicate answer by holding up appropriate number offingers.19Frequent 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 arecontent errors NOT signal errors.If numbered responses are used, write numbers and words on theboard or overhead transparency.– Ask a question. Have students formulate their answer on their desksor under their chins.– After think time has been given, have the students raise their handsand display hand signal.2010
Student performance is carefullymonitored. Walk around. Look around. Talk around.21Immediate affirmative andcorrective feedback is given.Corrective Feedback is: ProvidedImmediateSpecific and informativeFocused on the correct versus incorrect responseDelivered with appropriate toneEnded with students giving correct response2211
Immediate affirmative andcorrective feedback is given.Praise is: contingent (IF – THEN)specificprovided for noteworthy performancefocused on achievement and effort rather thanpersonality attributes comparing students to themselves rather than toother positive, credible, genuine23Immediate affirmative and correctivefeedback is provided.Correct, quick,firm responseAcknowledgeand move on.“Correct”“Yes, that’s right.”Correct buthesitantresponseAcknowledgeand add brief‘firm-upexplanation’.“Correct. Since this isa telling sentence, wewould end thesentence with aperiod.”2412
Provide immediate affirmative andcorrective feedback.Incorrectresponse when“fact”requested.1. Model the correctanswer.(I do it.)2. Check understanding.(You do it.)3. Check again.(Student says /o/ for /a/.)“This sound is /a/?”Incorrectresponse whenstrategy or ruleused.1. Guide student(s) to thecorrect answer by askingquestions on the steps of thestrategy or rule. (We do it.)2. Check understanding.(You do it.)3. Check again.(Students spell siting forsitting.)“What sound?” /a/“What sound?” /e/“What sound?” /o/“What sound?” /a/“Does sit end with a CVC?”yes“Does the ending begin witha vowel?” yes“So do we double the finalconsonant?” yes“Everyone, write sitting onyour slate.”“Show me.”25The lesson is delivered at a brisk pace. Prepare for the lesson. Use instructional routines. After a response is given, move on. Avoid digressions2613
Explicit Instruction isSuccessful.What instructional strategies that we havereviewed promote success?27Let us remember:How well we teach How well they learn2814
7 13 1) Frequent responses are elicited. 2) Student performance is carefully monitored. 3) Immediate affirmative and corrective feedback is provided. 4) 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, provid
American Canyon Middle School, Napa Valley USD Melissa LeFevre (SCOE Cohort 6B) - Elected to the Site Leadership Team Churchill Middle School, San Juan USD Gina Liuzzi (SCOE Cohort 6B) - Vice Principal/Teacher in Charge T.R. Smedberg Middle School, Elk Gro
Systematic and explicit phonics instruction significantly improves kindergarten and first-grade children's word recognition and spelling. Systematic and explicit phonics instruction is effective for children from various social and economic levels. Systematic and explicit phonics instruction is most effective when introduced early.
Explicit instruction of words, explicit instruction of word-learning strategies, and indirect instruction of vocabulary are all essen - tial to developing academic vocabulary. In explicit instruction of words, teachers select terms that are taught using
The U.S. Army Sustainment Center of Excellence (SCOE) was established at Fort Lee, VA, as the Army’sfocal point for Sustainment, one of six principle warfighting functions that contribute to our Army’sability to engage in operations across the full spectrum of possible military conflict. The SCOE represents a further consolidation of
ABAQUS/Explicitt * ABAQUS/Explicit Example Problems Manual, 5.8 ABAQUS ABAQUS/Standard Verification Manual, 6.2 ABAQUS/Explicit VerificationManual_6-2.pdf *ABAQUS/CAE ABAQUS ABAQUS/Standard.enc n Manual, 6.2 * ABAQUS/Explicit Benchmarking-Manual_6-2.pdf Benchmarking Manual, 6.2 * ABAQUS/CAE ABAQUS ABAQUS/Standard * ABAQUS/Explicit Examples .
For files larger than 25GB, you can use any FTP utility that supports the FTPS protocol (FTP over SSL using explicit FTPS) and the standard FTP ports. Depending on the FTP client you are using, the FTPS . CoreFTP AuthTLS with Windows SSL FileZilla Explicit FTP over TLS CuteFTP FTP with TLS/SSL (Auth TLS - Explicit) SmartFTP FTPS (Explicit)
Effects of Implicit Versus Explicit Vocabulary Instruction on Intermediate EFL Learners’ Vocabulary Knowledge . conscious operations" (p. 1). Explicit learning, on the contrary, refers to a more conscious operation where the . employ the structure of an environment without using such analytic strategies as generating and testing
4 Palash Hindi Pathya Pustak 8 Rohan 5 Amrit Sanchey (H)(Premchand Stories) Saraswati 6 Gulmohar Hindi Vyakaran 8 Full Circle 7 Maths 8 NCERT 8 Maths (RS Aggarwal) 8 Bharti Bhawan 9 Science 8 NCERT 10 Activity Plus In Prac Science 7 Full Marks 11 History 8 NCERT 12 Geography 8 NCERT 13 Civics 8 NCERT 14 Maps (I Pol/10, W Pol/10)(20) 15 Oxford School Atlas (B/F) OUP 16 Cyber Beans 8 Kips 17 .
