WGU D152 Module 5: Explicit Instruction (Inclusive Classroom) Already Passed!!

WGU D152 Module 5: Explicit Instruction (Inclusive Classroom) Already Passed!! Explicit Instruction • Systematic, structured method • Breaking down complex into small chunks • Use very clear language • I do, we do, you do • Teacher demonstrates for students, guides them in doing the activity or content, then lets students complete work independently • Teacher clearly outlines goals • Teacher clearly explains skills and information they are presenting • Makes it easier for teachers to monitor and track student progress When is explicit Instruction essential? Explicit instruction is essential when teaching content that students would not otherwise discover, such as the process to sound out a challenging word or the order of operations in a math problem. What steps does explicit instruction follow? Explicit instruction follows the steps of modeling ("I do"), guided practice ("We do"), and then independent practice ("You do"), so that students can gradually demonstrate their understanding and work independently. Who benefits from explicit instruction? This instructional model is particularly effective for special education students, who benefit from structure. How does explicit instruction benefit teachers? This method of teaching makes it easier for teachers to monitor and track student progress at each stage of explicit instruction. What is the goal of explicit instruction? The goal of explicit instruction is to encourage students to become more independent as they move from teacher-led instruction, to guided practice, and gradually to more independent practice where they can practice and apply skills and knowledge while receiving ongoing feedback from the teacher. 16 elements of explicit instruction 1. Focus instruction on critical content 2. Sequence skills logically 3. Break down complex skills and strategies into smaller instructional units 4. Design organized and focused lessons 5. Begin lessons with a clear statement of the lesson's goals and your expectations 6. Review prior skills and knowledge 7. Provide step by step demonstrations 8. Use clear and concise language 9. Provide an adequate range of examples and non-examples 10. Provide guided, supported practice 11. Require frequent responses 12. Monitor student performance closely 13. Provide immediate affirmative and corrective feedback 14. Deliver the lesson at brisk pace 15. Help students organize knowledge 16. Provide distributed and cumulative practice Understanding the complexity of skills, teachers split skills into manageable steps to avoid overloading students' processing demands. Which element of explicit teaching does this definition correspond to? Breaking complex skills down. For students with special needs, a statement like "Get ready for reading workshop" can be overwhelming. There are likely many steps involved in getting prepared. In this example, you might have the steps written out somewhere on a poster for reference that would include detailed steps: "Get your book box from the back table. Bring your book box to your desk. Take out the book you are reading. Take out your reading journal. Take out your pencil. Eyes on the teacher." Clarifying the skills or steps involved can help to ensure students do not feel overwhelmed. Students are given the opportunity to try out the skill in an authentic manner while the teacher is available to give assistance through additional teaching, questioning, and constructive feedback. Which element of explicit teaching does this definition correspond to? Guided Practice. Guided practice occurs after the teacher has introduced a new concept or skill. During guided practice, the students engage in completing a similar task collaboratively with the teacher. The teacher leads the discussion or lesson but asks for help or feedback along the way. This helps the teacher realize steps that are more complicated where students may need additional support or practice. The teacher carefully selects words that explain the skill in a manner students will understand. Which element of explicit teaching does this definition correspond to? Clear Language. The language a teacher uses must be consistent and unambiguous, so the students are clear on how to implement the skill. When teaching explicitly, make sure all of the words and vocabulary used are age appropriate and related to the concept. Using "thinking aloud" (explaining the process inside one's mind), the teacher provides a step-by-step explanation of how to implement a skill. Which element of explicit teaching does this definition correspond to? Demonstration. A demonstration consists of the teacher showing and explaining the process needed to perform a skill. During a demonstration, teachers show and explain the decision-making process needed to complete a task. By using a "think aloud," teachers clearly show students how skills work. 6 Principles of Explicit Instruction 1. Optimize engaged time/time on task. The more time students are actively participating in instructional activities, the more they learn. 2. Promote high levels of success. The more successful (i.e., correct/accurate) students are when they engage in an academic task, the more they achieve. 3. Increase content coverage. The more academic content covered effectively and efficiently, the greater potential for student learning. 4. Have students spend more time in instructional groups. The more time students participate in teacher-led, skill-level groups versus one-to-one teaching or seatwork activities, the more instruction they receive, and the more they learn. 5. Scaffold instruction. Providing support, structure, and guidance during instruction promotes academic success, and systematic fading of this support encourages students to become more independent learners. 6. Address different forms of knowledge. Need to know information at differing levels: the declarative level (what something is, factual information), the procedural level (how something is done or performed), and the conditional level (when and where to use the skill) How to scaffold using explicit instruction? 1. Taking a complex skill (e.g., a multistep strategy) and teaching it in manageable and logical pieces or chunks. 2. Sequencing skills so that they build on each other. 3. Selecting examples and problems that progress in complexity. 4. Providing demonstrations and completed models of problems. 5. Providing hints and prompts as students begin to practice a new skill. 6. Providing aids such as cue cards and checklists to help students remember the steps and processes used to complete tasks and solve problems. Forms of Knowledge 1. Declarative knowledge can be characterized as factual-level knowledge, or what something is. 2. Procedural knowledge relates to how something is done. It involves knowing how to perform skills or steps in a process or strategy, such as the steps in solving a long-division problem. 3. Conditional knowledge refers to knowing when and when not to use a particular skill or strategy. Four Key Components of Explicit Instruction 1. Use logical sequence within lessons. 2. Provide clear models and explanations. 3. Provide multiple opportunities to respond and use appropriate feedback. 4. Provide a range of examples and non-examples to highlight content being taught. Possible Concerns about Explicit Instruction: Guided vs Unguided Instruction: Guided learning is needed to teach new skills to novice or intermediate learners. Unguided learning of new skill can cause cognitive overload. If students already understand then can use unguided, discovery-based learning. Student-centered vs Teacher-centered: Constructivist approaches they say are “student-centered” and explicit methods are “teacher centered”. Appropriate use of explicit elements of instruction is indeed “student-centered,” in that it incorporates what we know about how students learn new material and about the skills they need in order to be successful.