Explicit InstructionExplicit InstructionA Buffalo Public Schools InitiativeA Buffalo Public Schools Initiative

PDAE/BUATA PLO Session OnePDAE/BUATA PLO Session OneJanuary 28, 2009January 28, 2009

ExplicitExplicit vs. vs. ImplicitImplicit

1.1. Teacher uses Teacher uses precise and exact precise and exact language.language.

2.2. Skills are taught Skills are taught sequentially. sequentially.

3.3. Teacher sticks to Teacher sticks to the lesson focus- the lesson focus- tangential tangential conversation is conversation is put in the put in the “parking lot”.“parking lot”.

1.1. Teacher expects Teacher expects students to infer students to infer missing missing information.information.

2.2. Skills are taught Skills are taught without without consideration for consideration for developmental developmental sequence.sequence.

3.3. Teacher relies on Teacher relies on “teachable “teachable moments” and moments” and happenstance. happenstance.

The Five Attributes of The Five Attributes of Explicit InstructionExplicit Instruction

1.1. Direct ExplanationDirect Explanation

2.2. ModelingModeling

3.3. Guided PracticeGuided Practice

4.4. Corrective FeedbackCorrective Feedback

5.5. ApplicationApplication

(From CORE Sourcebook 16.4)(From CORE Sourcebook 16.4)

Direct ExplanationDirect ExplanationAt the onset of class-At the onset of class-

• Clearly state lesson objective and Clearly state lesson objective and desired outcome. desired outcome.

• Explain why the objective and lesson is Explain why the objective and lesson is relevant.relevant.

• Share the assessment tool that will be Share the assessment tool that will be used. used.

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Direct ExplanationDirect Explanation

• Choose language that is:Choose language that is: Clear, precise, and unambiguous.Clear, precise, and unambiguous. Student friendly.Student friendly. Age-appropriate.Age-appropriate.

• Make connections to previously Make connections to previously learned material.learned material.

Modeling Modeling “I do”“I do”

• Show students how to successfully Show students how to successfully achieve the objective.achieve the objective.

• Demonstrate: Demonstrate: In step-by-step fashion.In step-by-step fashion. Limit language and speak with Limit language and speak with

clarity.clarity. Make eye contact with students Make eye contact with students

to ensure understanding.to ensure understanding.• Provide exemplars (teacher product Provide exemplars (teacher product

and and authentic product).authentic product).

Guided PracticeGuided Practice“We do”“We do”

• Give students adequate time to Give students adequate time to imitate skill with you.imitate skill with you. Use materials based on student’s Use materials based on student’s

instructional level and what is available.instructional level and what is available.• Engage students in discussion around Engage students in discussion around

the new material.the new material.• Observe students at work during Observe students at work during

practice and prepare to give practice and prepare to give corrective feedback.corrective feedback.

• Provide extra practice based on Provide extra practice based on student responses and outcomes.student responses and outcomes.

Corrective FeedbackCorrective Feedback• Provide the correct answer if student Provide the correct answer if student

outcome is not correct.outcome is not correct. ““My turn”My turn”

Model the correct response or skill again.Model the correct response or skill again. This may be done during large group or This may be done during large group or

small group instruction. small group instruction.

• Students should have the opportunity to Students should have the opportunity to practice again.practice again.

““Your turn”Your turn” Students provide the answer and practice Students provide the answer and practice

skill again following teacher’s correction.skill again following teacher’s correction.

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Corrective FeedbackCorrective Feedback

• Allow time for discussion and review of Allow time for discussion and review of student work.student work.

• Schedule additional practice activities and Schedule additional practice activities and lessons based on informal observations.lessons based on informal observations.

• Be honest with corrective feedback.Be honest with corrective feedback. Refrain from saying something is Refrain from saying something is

“good” if it does not follow expectations “good” if it does not follow expectations laid out by teacher.laid out by teacher.

Redirect by modeling and Redirect by modeling and implementing guided practice.implementing guided practice.

ApplicationApplication• Check for understanding and “transfer Check for understanding and “transfer

of learning”. of learning”.

• Students should be able to show their Students should be able to show their understanding by :understanding by : Talking about what they have Talking about what they have

accomplished using age-appropriate accomplished using age-appropriate language and vocabulary.language and vocabulary.

Connecting what they have learned Connecting what they have learned with multiple texts and disciplines.with multiple texts and disciplines.

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ApplicationApplication Completing tasks successfully as Completing tasks successfully as

outlined by teacher through Direct outlined by teacher through Direct Explanation.Explanation.

Completing tasks successfully as Completing tasks successfully as outlined by teacher.outlined by teacher.

Discovering opportunities within the Discovering opportunities within the lesson learned.lesson learned.

• Ultimately, students should be able to Ultimately, students should be able to work independentlywork independently to reach expected to reach expected outcome and eventual mastery of the skill.outcome and eventual mastery of the skill.

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ApplicationApplication

Key WordsKey Words::

AppliesApplies

ChangesChanges

CreatesCreates

ConstructsConstructs

DemonstratesDemonstrates

ModifiesModifies

PreparesPreparesProducesProducesReproducesReproducesRelatesRelatesShowsShowsSolvesSolvesUsesUses

Scaffolding LearningScaffolding LearningGradual Release of Responsibility ModelGradual Release of Responsibility Model

1. 2.1. 2. 3. 3. 4. 4.This graphic is based on

work by Pearson and Gallagher (1983). In a later study, Fielding and Pearson (1994) identified four components of instruction that follow the path of the gradual release of responsibility model:

1. Teacher Modeling2. Guided Practice3. Independent

Practice 4. Application.

Teacher Responsibility

Student Responsibility

What does it all mean?

What does this look like in my classroom?

Explicit Explicit InstructionInstruction

in the Art Roomin the Art RoomDirect ExplanationDirect Explanation

ModelingModeling

Guided PracticeGuided Practice

Corrective FeedbackCorrective Feedback

ApplicationApplication

Explicit InstructionExplicit Instruction in the Art Roomin the Art Room

Direct ExplanationDirect Explanation State what the class will be learning about in a State what the class will be learning about in a

clear manner.clear manner. Use a Use a “Goals Checklist”.“Goals Checklist”.

Specifically state up to, but no more than, five Specifically state up to, but no more than, five outcomes students should know by the end of class outcomes students should know by the end of class and/or lesson.and/or lesson.

Reiterate what students will know at the end Reiterate what students will know at the end of the lesson using age-appropriate of the lesson using age-appropriate vocabulary.vocabulary.

Be clear from the beginning on how students Be clear from the beginning on how students will be assessed.will be assessed.

A A Goals ChecklistGoals Checklist may look may look like…like…

Today, we will be learning about Line and the Today, we will be learning about Line and the important role it has in art.important role it has in art.

Today we will:Today we will: Define what Line is.Define what Line is. Explain the importance of Line as an Element Explain the importance of Line as an Element

of Art.of Art. Explore drawing a variety of Lines (at least 5) Explore drawing a variety of Lines (at least 5)

through guided practice.through guided practice. Apply our knowledge of Line by creating a line Apply our knowledge of Line by creating a line

design on paper and on an unusual surface.design on paper and on an unusual surface.

Explicit InstructionExplicit Instruction in the Art Roomin the Art Room

ModelingModeling A visual demonstration should always A visual demonstration should always

accompany a lesson.accompany a lesson. Use the same materials that students will Use the same materials that students will

use.use. Pace each step. Stop to make sure that Pace each step. Stop to make sure that

understanding is taking place. Redo if understanding is taking place. Redo if students are unclear. Do not rush students are unclear. Do not rush through.through.

Use exemplars that do not need student Use exemplars that do not need student extrapolation. Visuals should make sense.extrapolation. Visuals should make sense.

Explicit InstructionExplicit Instruction in the Art Roomin the Art Room

Guided PracticeGuided Practice After modeling, students should have After modeling, students should have

an opportunity to practice with you.an opportunity to practice with you. This practice is best to use when This practice is best to use when

teaching technical aspects of drawing, teaching technical aspects of drawing, painting, etc.painting, etc.

Circulate around the room to gauge Circulate around the room to gauge whether or not students are following whether or not students are following your lead. your lead.

Explicit InstructionExplicit Instruction in the Art Roomin the Art Room

Corrective FeedbackCorrective Feedback Ask questions out loud to guide Ask questions out loud to guide

students:students: “ “Are you drawing at least 5 variety of Are you drawing at least 5 variety of

lines? Are you making a line design that lines? Are you making a line design that meets the criteria discussed earlier?”meets the criteria discussed earlier?”

Give positive, but honest, feedback. Give positive, but honest, feedback. These lines are interesting, but you only These lines are interesting, but you only

have 3 varieties of line.have 3 varieties of line. What else can you What else can you do to complete the assignment outcome?” do to complete the assignment outcome?”

Explicit InstructionExplicit Instruction in the Art Roomin the Art Room

ApplicationApplication Give students an opportunity for independent Give students an opportunity for independent

work.work. Refer to the Goals Checklist to make sure you Refer to the Goals Checklist to make sure you

and your students stay on course.and your students stay on course. Remind students about assessment Remind students about assessment

requirements.requirements. Give students appropriate amount of time to Give students appropriate amount of time to

complete a project. Don’t over/under extend complete a project. Don’t over/under extend a lesson. This leads to frustration at all a lesson. This leads to frustration at all levels.levels.

Explicit InstructionExplicit Instruction in YOUR Art or Music Roomin YOUR Art or Music Room

Questions to think about…Questions to think about…

1)1) How do you think the specificity of How do you think the specificity of this practice can help your students in this practice can help your students in the art or music room?the art or music room?

2)2) How well do you think the specificity How well do you think the specificity of this practice will help you in of this practice will help you in preparing art lessons?preparing art lessons?

These questions will most likely be addressed in your These questions will most likely be addressed in your

small group discussions and reflections with your small group discussions and reflections with your mentorsmentors..