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WEEK 7 LECTURE Explicit Direct Instruction (EDI) and Strategy Instruction (SI) Today

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What is Explicit Direct Instruction (EDI)? Checking for Understanding What is Strategy Instruction (SI)? Review

Instructional continuum What is Direct Instruction (DI) and Explicit Instruction (EI)?

 Direct Instruction (DI) is a model for teaching that emphasizes well-developed and carefully planned lessons designed around small learning increments and clearly defined and prescribed teaching tasks. It is based on the theory that clear instruction eliminating misinterpretations can greatly improve and accelerate learning. (Engelmann & Carnine, 1982)  Explicit instruction refers to teacher‐centred instruction that is focused on clear behavioural and cognitive goals and outcomes. These in turn are made ‘explicit’ or transparent to learners. What’s the difference?

“…although Direct Instruction includes the majority of the elements of explicit instruction and is based on such principles as increasing on-task behaviors [sic], high levels of success, and content coverage, it is distinguished from explicit instruction by its emphasis on _______________________” (Stein, Carnine, & Dixon, cited in Archer & Hughes, 2011, p.15). Explicit Direct Instruction (EDI)

Explicit Direct Instruction (EDI) is a collection of effective, research-based instructional characteristics for __________________________________that explicitly teach content, especially grade level content, to all students. (Hollingsworth & Ybarra, 2013) EDI Lesson DESIGN components

 Learning Objective  Activate Prior Knowledge  Concept Development

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Skill Development Lesson Importance Guided Practice Lesson Closure Independent Practice

EDI Lesson DESIGN components

 Learning Objective: a statement describing what students will be able to do by the end of the lesson which ____________________________________.  Activate Prior Knowledge: building upon students’ existing knowledge by purposefully moving something connected to the new lesson from students’ long-term memories into their working memories.  Concept Development: teaching students the concepts contained in the Learning Objective.  Skill Development: teaching students the steps or processes required to execute the skills in the Learning Objective.  Lesson Importance: teaching students why the _____________________  Guided Practice: working problems with students at the same time, step-by-step, while checking that they execute each step correctly.  Lesson Closure: having students work problems or answer questions to prove that they have learned the concepts and skills in the Learning Objective before they are given__________________________________  Independent Practice: having students successfully practice exactly what they were just taught. Checking for understanding (CFU)

You as the teacher:  are _____________________________are learning what is being taught while it is being taught – not when the lesson is over.  can clarify any confusion or re-teach (if need be).  can make ___________________________based on the judgments you make about how the students are learning. This will also determine the pace of your lesson. Effective Feedback

 Echo – if the answer is correct;  Elaborate – when a student’s response is tentative or partially correct;  Explain – when the students can’t answer the question – this is a strong message that they don’t understand or they are confused.

What is Strategy Instruction (SI)?

 Strategy instruction focusses on teaching _____________________________for learning, especially when a large task is involved.  SI is about empowering students how to learn as compared to what to learn.  It involves teaching students to use metacognitive (ie. thinking about thinking) and metalinguistic (ie. thinking about language) strategies to enhance learning.  Why use SI? Students with LD are often ______________________________or do not possess the language (words) or thinking skills to complete learning tasks effectively. How are students taught to use strategies?

 Describe the strategy. Students obtain an understanding of the strategy and its purpose-why it is important, when it can be used, and how to use it.  Model its use. The teacher models the strategy, explaining to the students how to perform it.  Provide ample assisted practice time. The teacher monitors, provides cues, and gives feedback. Practice results in_____________________ so the student doesn't have to "think" about using the strategy.  Promote student self-monitoring and evaluation of personal strategy use. Students will likely use the strategy if they see how it works for them; it will become part of their learning schema.  Encourage continued use and generalization of the strategy. Students are encouraged to try the strategy in __________________________. What are some strategies?

 Computation and problem-solving: Verbalization, visualization, chunking, making associations, use of cues.  Memory: Visualization, verbalization, mnemonics, making associations, chunking, and writing. These are usually more effective when ___________________________________________________________.  Productivity: Verbalization, self-monitoring, visualization, use of cues.  Reading accuracy and fluency: Finger pointing or tracking, sounding out unknown words, self-questioning for accuracy, chunking, and using contextual clues.  Reading comprehension: Visualization, ______________________________.  Writing: Planning, revising, questioning, use of cues, verbalization, visualization, checking and monitoring.

Videos, resources & support material

 Explicit Instruction (Anita Archer & Charles Hughes) o http://explicitinstruction.org/?page_id=92  Visible learning (John Hattie) o http://visiblelearningplus.com  Hoagies’ Gifted Education Page o http://www.hoagiesgifted.org/eric/e638.html  

Explicit and Direct Instruction o https://www.youtube.com/watch?v=eMpOt38XvSQ Checking for understanding o https://www.youtube.com/watch?v=atTFFzcvqfE

References

Archer, A. L., & Hughes, C. (2011). Explicit instruction: Effective and efficient teaching. New York: The Guilford Press. Christodoulou, D. (2014). Seven myths about education. Oxon: Routledge. Hattie, J., & Yates, G. C. R. (2014). Visible learning and the science of how we learn. Oxon: Routledge. Hollingsworth, J., & Ybarra, S. (2009). Explicit direct instruction (EDI): The power of the well-crafted, well-taught lesson. California: Corwin Press. Mercer, C. D., & Mercer, A. R. (2005). Teaching students with learning problems. New Jersey: Pearson....