EDI Webinar 1 - Final

7/29/2019 EDI Webinar 1 - Final

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Focused Learning ThroughDirect Instruction

Session One:Instruction That Works: A Glimpse of the

Basic Components

Regional System of District and School Support, Region 2

Presented by: Doreen Fuller, Patty Garrison, Lorna Manuel

Moderated by: Nancy Silva, CTAP Region 2


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Direct InstructionWhat Is It?A collection of

instructional practices

combined together

to design and deliver

well-crafted lessonsthat explicitly teach grade level content

to all students.

Hollingsworth and Ybarra,Explicit Direct Instruction, p. 12


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Direct InstructionWhy Embrace It?

Research supports that direct instruction is moreeffective and efficient, especially for struggling

students, including those with disabilities

Students learn more when instruction is teachercentered direct instruction

Chall, The Academic Challenge: What Really Works in the Classroom


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DI = Effective InstructionExplicit: unambiguous and direct approach that

supports or scaffolds learning

Effective: research based proven strategies Design and Delivery Components

Efficient: maximizing learning in the shortest

amount of timeTaught at grade level

Test Scores go up when students are taught grade level content.

Students perform no higher than the assignments given

Students cannot learn what they are not taught.


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Underlying Principles of Effective Instruction

Optimize engagement / time on task

Promote high levels of success

Increase content coverage / opportunity to learn

More student time in instructional groups

Scaffolded instruction

Address different forms of knowledge

Archer and Hughes,Explicit Instruction: Effective and Efficient Teaching, p. 5


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DILesson Design Components

The logical selection and sequencing

of content and breaking down the contentinto manageable instructional units based on

students cognitive capability

(e.g. working memory capacity,

attention, and prior knowledge)Archer and Hughes,Explicit Instruction: Effective and Efficient Teaching, p. 3


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DILesson Design ComponentsLearning Objective

What students will be able to do at the end of the lesson

Activate Prior Knowledge Purposely connecting new lessons to long-term memories into workingmemories, building information

Concept Development

Explicitly teaching concepts in the learning objective

Lesson Importance Teaching why the content is important


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DILesson Design Components Skill Development

Explicitly teaching steps or processes. How to do it.

Guided Practice

Working problems with students, checking for clear understanding

Lesson Closure Students demonstrating what they have learned before given independent

practice

Independent Practice Having students practice what they were taught


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DILesson Delivery Strategies

Clear descriptions and demonstrationsof a skill, followed by

supported practice and timely feedback

Archer and Hughes,Explicit Instruction: Effective and Efficient Teaching, p. 3


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DILesson Delivery StrategiesChecking for Understanding

Students are learning while they are being taught

Explaining Teaching by telling

Modeling

Teaching using think-alouds to reveal to students the strategic thinkingrequired to solve a problem

Demonstrating Teaching using physical objects to clarify the content and to support

kinesthetic learning


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Interactive Participation

What previous knowledge and/orexperience do you have with the

components and/or strategies used in

direct instruction?


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References Adams, G. L., & Engelmann, S. (1996). Research on Direct Instruction: 25 years beyond DISTAR. Seattle, WA: Educational

Achievement Systems.

American Federation of Teachers. (1999). Five promising remedial reading intervention programs. Washington, DC: Author. Retrieved

July 2004 from http://www.aft.org/pubs-reports/downloads/teachers/remedial.pdf

Archer, A. L. and Hughes, C. A. (2011). Explicit Instruction: Effective and Efficient Teaching. New York, NY: The Guilford Press.

Borman, G. D., Hewes, G. M., Overman, L. T., & Brown, S. (2002). Comprehensive school reform and student achievement: A meta-

analysis (Report No. 59). Baltimore, MD: Center for Research on the Education of Students Placed At Risk, Johns Hopkins University.

Retrieved July 2004 from http://www.csos.jhu.edu.

Carnine, D., Silbert, J., Kame'enui, E., & Tarver, S. (2004). Direct instruction reading (4th ed.). Upper Saddle River, NJ: Pearson.

Forness, S. R., Kavale, K. A., Blum, I. M., & Lloyd, J. W. (1997). Mega-analysis of meta-analysis: What works in special education.

Teaching Exceptional Children, 19(6), 4-9.

Marchand-Martella, N. E., Slocum, T. A., & Martella, R. C. (Eds.). (2004). Introduction to Direct Instruction. Boston, MA: Allyn and

Bacon.

Science Research Associates. (2002). Reading Mastery Plus series guide, levels K-6. Columbus, OH: Author.

Tarver, S. (1999, Summer). Focusing on Direct Instruction. Current Practice Alerts; Division for Learning Disabilities and Division for

Research, 2, 1-4.

Watkins, C., & Slocum, T. (2004). The components of Direct Instruction. In N. E. Marchand-Martella, T. A. Slocum, & R. C. Martella

(Eds.), Introduction to Direct Instruction (pp. 28-65). Boston, MA: Allyn & Bacon.

White, W. A. T. (1988). Meta-analysis of the effects of Direct Instruction in special education. Education and Treatment of Children,

11, 364-374.
http://www.aft.org/pubs-reports/downloads/teachers/remedial.pdfhttp://www.csos.jhu.edu/http://www.csos.jhu.edu/http://www.aft.org/pubs-reports/downloads/teachers/remedial.pdfhttp://www.aft.org/pubs-reports/downloads/teachers/remedial.pdfhttp://www.aft.org/pubs-reports/downloads/teachers/remedial.pdf


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Strategy:

CHECKING FOR UNDERSTANDING(CFU)


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Checking for Understanding

The teacher continually verifying thatstudents are learning what is being

taught while it is being taught


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Why is Checking for Understanding

Important?

It is real-time information and allows the

teacher to pace the lesson

It allows the teacher to provide examples and

reteaching in direct response to studentsability to answer questions


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Why is Checking for Understanding

Important?

It allows the teacher to confirm students can

do independent practice before it is assigned

It makes the classroom more interactive,

improving student engagement


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TAPPLETeach First

Ask a question

Pause

Pick a volunteer

Listen to the response

Effective feedback (echo, elaborate, explain)


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What are some examples of how you

implement or have seen checking for

understanding implemented in the

classroom?


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Direct Instruction:

The Components


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A Well Designed Learning ObjectiveWhat is a Learning Objective?

A statement that describes what students will be able

to do independently at the end of a specific lessonas a result of your instruction

It contains a Concept (idea), Skill (measurable), andsometimes the Context (condition)


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A Well Designed Learning Objective is

Important

1. Learning Objectives ensure students are taught

concepts and skills vs filling out worksheets2. Learning Objectives make students more successful

as the focus on concepts and skills are to ensure

successful independent practice

3. Learning Objectives allow teachers to measure ifstudents achieve the outcome of the lesson


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A Well Designed Learning Objective is

Important

4. Learning Objectives tell students what they are

expected to do

5. Standards-based Learning Objectives ensure the

lesson is at grade level, which is critical for

appropriate learning as well as doing well on state

tests


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Writing Learning Objectives

1. Select a grade-level content standard

2. Identify all concepts and skills in the standard3. Deconstruct the standard into specific

learning objectives

4. Select an Independent Practice


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Moving to Independent PracticeStarting with End in Mind

An assignment that students

complete by themselves with

no help from the teacher


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Why is Independent Practice Important?

It is important to provide students with

additional repetitions of the lessons conceptand skills so

they remember them

transfer information into long-term memory develop fluidity and accuracy


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Type in any questions you might have

about the content presented to this

point in the webinar.


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Activating Prior Knowledge

Teachers need to know what studentsalready know

Dont assess prior knowledge

Activate it


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For example:Activating prior knowledge is not asking

students if they know the definitions of

herbivores, carnivores, and omnivores beforethey have been taught. It is asking the students

about something they already know (what they

have eaten) that can be connected to the lesson(herbivores, carnivores, etc.).


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Why is Activating Prior Knowledge

Important?When students learn to make connections from their

experience to the objective they are learning, they

have a foundation upon which they can place newfacts, ideas, and concepts

You facilitate the brain to integrate new informationwith whats already known


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APK should not take over five minutes. The bulkof the class time must be spent teaching

students the new grade-level content

(Hollingsworth, 2009).


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How to Activate Prior Knowledge

Universal Experience

A prior life experience

Sub-skill review

A prior academic experience


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Concept Development

A concept is..a set of objects or events that

share common characteristics and a common

name. In concept development students are

taught the big IDEA the generalization of

the lesson objective.


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Not all terms and ideas students need to learn are EQUAL. Some ideas rise to the

level of CENTRAL CONCEPTS that serve as bedrocks for future teaching and

learning. When students have only a hazy understanding like culture or civilization

in social studies,polynomials in pre-algebra, or even alive in primary-gradescience, much of their future learning, which rests on key concepts like these, will

be hampered by that initial lack of definitional clarity.

- Silver, Strong, & Perini (2007), The Strategic Teacher

Why is CONCEPT DEVELOPMENT important?

Allows students to make generalizations in new situations

Allows students to internalize as opposed to learning individual

examples

Allows for higher student achievement on high stake state tests


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Concept should include:

A Bulletproof Definition

Attributes or Characteristics

Examples

Non-examples (whenever possible)


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Example: Totalitarianism Bulletproof Definition:

Totalitarianism -absolute control by the state or a governing branch of a highly

centralized institution.

Examples:

Hitlers command of Germany during WWII

Non-examples:

Franklin D. Roosevelt and the United States during WWII


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Processing TimeThink of an example of a key concepts

you may have taught or will soonteach. What examples and non-

examples could you present to

students to help them understand theconcept?


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Concept Attainment is designed to lead students to a concept by

asking them to compare and contrast examples

(called exemplars) that contain characteristics(called attributes) of the concept with examples

that do not contain those attributes.

-Joyce & Weil, Models of Teaching

(sited in The Art and Science of Teachingby Marzano)


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Importance:teaching and convincing students that todays

content is important to know.

Knowing the importance increases:

Student Motivation

Student EngagementStudent Understanding


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Include different types of reasons for

Lesson Importance:

Personalconnect to student lives

Academicconnect to schoolReal Lifeconnect to certain

occupations or societal issues

Allow students to state their own reasons.


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ExampleWhy is it important to know how to use

density?

Different substances have different densities, so knowing the density

of a substance helps determine its identity. For example, if I am

trying to figure out if my earrings are made out of gold. I can

determine the mass and volume of the earrings and find out its

density. If the density is 19.3 g/cm3, then they are made out of gold.


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Skill Development

I DoDuring skill development students are

taught the declarative (facts andinformation) or procedural knowledge

(how to do something) as it relates to the

concept.


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Guided and Independent Practice

We Do

Students perform the learned skills with teacher

guidance through each step to verify theyre doingit correctly.

Teacher and student are working on the

same step at the same time.


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Why is Guided Practice Important?Students are doing their initial practice under

direct teacher supervision.

Misconceptions and errors can be quickly

corrected and reteaching can occur.


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Interactive ParticipationWhat is another reason

Guided Practice is acritical component

of instruction?


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We Do leads to

gradual release to You Do

(Independent Practice)


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ClosureFinal Checking for Understanding

before students are givenIndependent Work


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Closure is important.. Answers three questions:

1. Which students have reached the objective and

are ready to move on and practice independently?

2. Is more guided practice, or reteaching, necessary

to some students?

3. Should the lesson strategy be altered, or can the

teacher move on to another activity?


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During Closure the teacher should check

to see if

students can:

- correctly describe the concept- tell you why it is important to learn the

information

- successfully execute the skill.


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Review of Direct Instruction Components Learning Objective and Independent Practice

Checking for Understanding


Concept Development

Lesson Importance

Skill Development

Guided Practice and Independent Practice

Closure


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Two Stars and a Wish What are TWO new learnings you

experienced duringtodays webinar?

What is ONE idea you would

like to learn more about?


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Questions?


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Excellence in teaching is vital to the future success of the

Institute. Every single one of us needs to improve as teachers,

not because we are not good enough, but because we can be

better.

Dylan Wiliam

Improvements in teaching and learning can only come from

a strategyfocusedon improving instruction.Pedro Noguera


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Next WebinarComponent One:

A Focus on Learning

Objectives and Checking for Understanding

March 15, 20113:30 PM4:30 PM


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Contact InformationDoreen Fuller (Shasta Hub Coordinatorserving Lassen,

Modoc, Siskiyou, Shasta, and Trinity Counties):[email protected]

Patty Garrison (Butte Hub Coordinatorserving Butte andPlumas Counties): [email protected]

Lorna Manuel (Region 2, RSDSS Director and Tehama HubCoordinatorserving Glenn and Tehama Counties):[email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]

Documents

EDI Webinar 1 - Final