1
THE MAGIC IS IN THE
INSTRUCTION
Effective and Efficient Teaching
All Teachers
All Domains
All Learners
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ANITA L. ARCHER, PH.D.
AUTHOR – CONSULTANT – TEACHER
[email protected]
Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective
and Efficient Teaching. NY: Guilford Publications.
www.explicitinstruction.org
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Quality Instruction
“The
quality of teachers is the single most
important factor in the educational
system.” Wiliam, 2012
Reworded
The quality of TEACHING is the single most
important factor in the educational system.
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Quality Instruction
Students in 2nd grade
Student
50th
Teacher
3 years with
high performing teacher
Outcome
90th
50th
3 years with
low-performing teacher
37th
Sanders and Rivers, 1996
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Quality Instruction
Benefits of high teacher quality greater
for low performing students than higher
performing students.
Slater, Davis, and Burgess, 2008
Reworded
Benefits of quality TEACHING greater
for low performing students than higher
performing students.
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Quality Instruction
“The quality of an education system
cannot exceed the quality of its teachers.”
Barber and Mourshed, 2007
Reworded
The quality of an education system cannot
exceed the quality of the TEACHING.
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What is Explicit Instruction?
• Explicit instruction is a systematic instructional
approach that includes a set of delivery and design
procedures derived from effective schools
research……….
Ideas that Work
• …unambiguous and direct approach to teaching that
incorporates instruction design and delivery.
Archer & Hughes, 2011
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Explicit Instruction Hattie & Yates, 2014
Teacher as Activator
d
Teacher as facilitator
d
Teaching students self-verbalization
.76
Inductive teaching
.33
Teacher clarity
.75
Simulation and gaming
.32
Reciprocal teaching
.74
Inquiry-based teaching
.21
Feedback
.74
Smaller classes
.21
Metacognitive Strategies
.67
Individualized instruction
.22
Direct Instruction
.59
Web-based learning
.18
Mastery Learning
.57
Problem-based learning
.15
Providing worked examples
.57
Discovery method in math instruction
.11
Providing goals
.50
Whole language
.06
Frequent effects of testing
.46
Student control overlearning
.04
Behavioral organizers
.41
Average activator
.61
Average facilitator
.19
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Big Ideas
Design of Instruction
Big Idea #1 Focus on critical content
Big Idea #2 Break down complex skills
Big Idea #3 Provide systematic instruction
Big Idea #4 Provide judicious practice
Delivery of Instruction
Big Idea #5 Elicit frequent responses
Big Idea #6 Carefully monitor responses
Big Idea #7 Provide feedback
Big Idea #8 Maintain a brisk pace
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Big Idea #1
Focus on Critical Content
• Focus instruction on critical content.
Focus on skills, strategies, vocabulary terms, concepts, rules
and factual information that will empower students in the future.
Examples - Reading
•
•
•
•
•
•
Phonemic Awareness
Decoding words
Reading high frequency irregular words
Reading fluently (accurate, appropriate rate, expression)
Understanding vocabulary (General Academic and Domain-Specific)
Understanding narrative and informative passages (Comprehension)
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Big Idea #1
Focus on Critical Content
Focus instruction on critical content.
Especially for intervention instruction.
“Teach the stuff and cut the fluff.”
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Big Idea #2
Break down complex skills
• Complex skills and strategies are broken down into
smaller (easy to obtain) instruction units
• Promotes success
• Avoids cognitive overload
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Big Idea #3 Provide Systematic Instruction
Lessons:
1. Are organized
and focused
2. Begin with a statement of goals
(Learning Intention and Success Criteria)
3. Provide interactive review of preskills and
background knowledge
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Provide Systematic Instruction
4. Provide step-by-step demonstrations
5. Provide guided and supported practice
6. Use clear and concise language
7. Provide scaffolding to increase student success
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Example Lesson –
Strategy for Writing a Summary
Sum it up!
(Write down topic of summary.)
1.
2.
3.
4.
List
Cross-out
Connect
Number
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Demonstration of Strategy
Emperor Penquin’s birth
• Male takes care of egg
• Female lays a single egg
• Female leaves
• Female spends winter at sea fishing
• The water is very cold
• Male balances egg on his feet under belly
• Male stays on egg for two months
• Male doesn’t eat
• Egg hatches
• Female returns with regurgitated food for chick
• Male and female alternate fishing and caring for chick
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Cross-out - Cross out any unnecessary or weak ideas.
Connect - Connect ideas that could go in one sentence.
Penguin’s birth
Male takes care of egg
Female lays egg
Female leaves
Female spends winter at sea
The water is very cold
Male puts egg on his feet under belly
Male stays on egg for two months
Male does not eat
Egg hatches
Male must care for baby
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Number - Number the ideas in the order that they
will appear in the paragraph.
Penguin’s birth
3
1
2
4
5
6
Male takes care of egg
Female lays egg
Female leaves
Female spends winter at sea
The water is very cold
Male puts egg on his feet under belly
Male stays on egg for two months
Male does not eat
Egg hatches
Male must care for baby
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Write a summary.
The birth process of penguins is different from
that of other animals. The female penguin lays an
egg. Soon after laying the egg, the female penguin
leaves and spends the winter in the sea. Meanwhile
the male must take care of the egg. For two months,
he places the egg on his feet under his belly. During
this time, the male penguin does not eat. Even after
the baby penguin hatches, the male penguin
continues to take care of the infant penguin.
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Summary - Informative Text
Chapter: __________ Topic: _______________
In this text, a number of points were made about …
First, the author pointed out that…
This is important because…
Next, the author mentioned that…
Furthermore,
This is critical because…
Finally, the author suggested that…
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Summary - Informational Text
Chapter: __________ Topic: _______________
In this text, a number of points were made about the
birth of emperor penguins. First, the author pointed out
that after laying an egg, the female penguin leaves and
spends the winter at sea. This is important because the
role of caretaker of the egg falls on the father rather than
the mother penguin. Next, the author mentioned that the
father penguin places the egg on his feet and covers it with
his belly, making a warm home for the egg. Furthermore,
the male emperor penguin stays in that position for two
months without eating. This is critical because it showed
the importance of the male penguin in caring for the egg.
Finally, the author suggested that the female and male
emperor penguins take turns caring for their chick and
fishing for food.
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Provide Systematic Instruction
opening
• attention
• review
• preview
body
closing
• review
• preview
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Provide Systematic Instruction
Lesson Opening
•
Attention
• Use a verbal cue such as “Listen” or “Eyes and ears on me.”
• Follow the verbal cue with silence.
•
Review
• Review the content of the previous lessons.
• Review necessary preskills for today’s lesson.
• Review background knowledge needed for today’s lesson.
• Be sure that the review is interactive.
• Include retrieval practice.
•
Preview
• State the goal of the lesson.
• Preview the activities for the period.
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Provide Systematic Instruction
Lesson Closing
• Review
• Review the skills/strategies/concepts/information taught.
• Be sure that the review is interactive.
• Include retrieval practice.
• Preview
• Preview the content that will be taught in the next lesson.
• Independent Work
• Review assignments /quizzes/ projects/ performances due in
the future. Have students record all assignments.
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Provide Systematic Instruction
What we teach:
1. Facts and information (What we know)
2. Skills and Strategies (How to do it)
3. Vocabulary and Concepts (What it is)
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General Lesson Design
Are you teaching a:
• Fact or knowledge
• Skill or strategy
• Vocabulary term or concept
Context: Students are preparing for reading a
passage about the United Nations.
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General Lesson Design
Fact, Strategy, or Vocabulary
The teacher:
1) Introduces the meaning of humanitarian,
disarmament, and non-proliferation.
2) Tells students that there are 193
member states in the United Nations.
3) Demonstrates how to take Cornell notes
on passage content.
4) Introduces procedure for writing a
summary on the passage.
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FACTS AND KNOWLEDGE
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Facts and Knowledge - Why
• Background knowledge of text has a major
impact on whether or not a reader can
comprehend text.
Anderson & Pearson, 1984; Bransford, Stein, & Shelton, 1984; Wilson & Anderson, 1986
• Across grades and reading ability, prior
knowledge of subject area and key vocabulary
results in higher scores on reading
comprehension measures.
Langer, 1984; Long, Winograd, & Bridget, 1989; Stevens, 1980
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Facts and Knowledge - Why
• Average correlation between person’s
background knowledge of a given topic and
extent to which a person learns new information
is .66. Marzano, 2004
• Prior knowledge has a large influence on
student performance, explaining 30 to 60% of
variance in performance. Docy, Segers, & Buehl, 1999
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Facts and Knowledge - Why?
Read this paragraph and explain it to your partner.
From a neuroanatomy text (found in Background Knowledge by Fisher
and Frey)
Improved vascular definition in radiographs of the
arterial phase or of the venous phase can be
procured by a process of subtraction whereby
positive and negative images of the overlying skull
are imposed on one another.
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Facts and Knowledge - Selection
Introduce facts and knowledge that are:
a. Critical for immediate comprehension
b. Useful in the future
c. Meaningfully connected to other knowledge
NOTE: Even a thin slice of knowledge supports
comprehension and learning. In other words, surface
knowledge helps.
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Provide Systematic Instruction
Explicit Instruction of Facts/Information
Attend
Intend
Rehearse
Retrieve
(organize)
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SKILLS AND STRATEGIES
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Strategies - Why
How to do something
Hattie Effect Sizes
Metacognitive Strategies .69
Teaching Strategies .62
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Selection of Strategies
Select strategies that:
1. Are useful in the moment
2. Are useful in the future
3. Have proven effectiveness
4. Generalize to other situations
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Provide Systematic Instruction
Explicit Instruction of Skills/Strategies
Demonstration
Guided Practice
I do it.
My turn.
We do it. Let’s do this
together.
Check Understanding You do it. Your turn.
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Comprehension Strategy
Paragraph Shrinking
1.
Name the who or what.
(The main person, animal, or thing.)
2.
Tell the most important thing about the who or what.
3.
Say the main idea in 10 words or less.
(Optional: Record your main idea sentence.)
(From the PALS program by Fuchs, Mathes, and Fuchs)
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Provide Systematic Instruction
Model (I do it.) “My Turn.”
• Show
• Proceed step-by-step.
• Exaggerate the steps.
• Tell
• Tell students what you are doing.
• Tell students what you are thinking.
• Gain Responses
• What they already know.
• Repeating what you tell them.
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Strategy – I do it.
The Coldest Continent
Antarctica is not like any other continent. It
is as far south as you can go on earth. The
South Pole is found there. Ice covers the
whole land. In some places the ice is
almost three miles thick. Beneath the ice
are mountains and valleys.
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Provide Systematic
• Prompt (We do it.) “Let’s do ---- together.”
• Prompt by doing behavior at the same time.
OR
• Prompt verbally.
• Guide or lead students through the strategy.
• Step - do - Step - do - Step - do - Step - do
• Gradually fade your prompt.
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Strategy – We do it.
The weather in Antarctica is harsh. It is the
coldest place on Earth. The temperature
does not get above freezing. It is also the
windiest place in the world.
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VOCABULARY AND CONCEPTS
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Explicit Vocabulary Instruction
Vocabulary is related to reading comprehension.
“Indeed, one of the most enduring findings in reading
research is the extent to which students’ vocabulary
knowledge relates to their reading comprehension.”
(Osborn & Hiebert, 2004)
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Explicit Vocabulary Instruction
• “direct vocabulary instruction has an impressive
track record of improving students’ background
knowledge and comprehension of academic
content.”
(Marzano, 2001, p. 69)
• .97 effect size for direct teaching of vocabulary
related to content attainment
(Stahl & Fairbanks, 1986)
• Hattie Effect Size for Vocabulary Programs 0.67
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Long Term Vocabulary Goal
By the end of high school, college-ready
students will need to acquire about 80,000
words.
(Hirsh, 2003)
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Vocabulary Instructional Routine
Step 1: Introduce the word’s pronunciation.
Step 2: Introduce the word’s meaning.
Step 3: Illustrate the word with examples.
(and non-examples when helpful)
Step 4: Check students’ understanding.
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Selection of Vocabulary
• Limit number of words given in depth
instruction to 4 to 5 words per session.
(Robb, 2003)
(Additional words can be given “lighter touch” instruction.)
• Select words that are unknown.
• Select words that are critical to passage
understanding.
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Selection of Vocabulary
Select words that students are likely to use in the future.
(Stahl, 1986)
• General academic vocabulary – Words used in many
domains. (suitcase words)
Examples: contrast, analyze, observe, evidence, theory
• Domain-specific vocabulary that provides background
knowledge
Examples: tariff, acute angle, foreshadowing
•
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Selection of Vocabulary
• Select difficult words that need interpretation.
• Words not defined within the text
• Words with abstract referent
• Words with an unknown concept
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Selection of Vocabulary - Summary
Select a limited number of words.
Select words that are unknown.
Select words critical to passage understanding.
Select words that can be used in the future.
Select difficult words that need interpretation.
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Selection of Words for Explicit
Vocabulary Instruction (Narrative Text)
Enemy Pie by Derek Munson
Second Grade Read-Aloud
perfect
disgusting
nervous
trampoline
earthworms
invited
enemy
ingredients
relieved
recipe
horrible
boomerang
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Selection of Words for Explicit
Vocabulary Instruction
(Narrative Text)
Eighth Grade
Passage: Breaker’s Bridge
Prentice Hall
*Words suggested in manual
obstacle*
district
amplify
writhing*
gorge
imperial
piers*
miniature
emerged
executioner*
defeated
insult
immortals*
desperation
deposited
emperor
supervising
deadline
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Vocabulary Routine
Step 1. Introduce the word’s pronunciation.
a)
b)
Display the word.
Read the word and have the students repeat the word.
If the word is difficult to pronounce or unfamiliar have the students
repeat the word a number of times or say the parts of the word.
Introduce the word with me.
This word is protect. What word? protect
Tap and say the parts of the word? pro tect
Again. pro tect
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Vocabulary Routine
Step 2. Introduce the word’s meaning.
a)
b)
Tell students the explanation. OR
Have them read the explanation with you.
Present the definition with me.
To protect someone or something means to
prevent them from being harmed or damaged. So
when we keep someone from being harmed or
damaged we _______________.Protect them.
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Vocabulary Routine
Step 3. Illustrate the word with examples.
a.
b.
c.
Concrete examples
Visual examples
Verbal examples
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Vocabulary Routine
This father penguin
will protect his chick
from harm.
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Vocabulary Routine
This special car seat will
protect the baby. If
there is an accident, he
is less likely to be hurt.
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Vocabulary Routine
Step 3. Illustrate the word with examples.
a) Concrete examples
b) Visual examples
c) Verbal examples
Present the verbal examples with me.
The father penguin takes care of the egg after it is
laid. He protects the egg.
Human parents try to protect their children.
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Vocabulary Routine
Step 4. Check students’ understanding.
Option #1. Ask deep processing questions.
Check students’ understanding with me.
What are some ways that human parents can protect
toddlers at a park?
Begin by saying:
At a park, parents can protect toddlers
by…………………………
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Vocabulary Routine
Step 4. Check students’ understanding.
Option #2. Have students discern
between examples and non-examples.
Check students’ understanding with me.
Tell me protect or not protect.
A parent carefully watches his toddler at the park. protect
A parent reads a book as his toddler plays in the park.
Looking up occasionally. not protect
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Vocabulary Routine
Step 4. Check students’ understanding.
Option #3. Have students generate their own
examples.
Check students’ understanding with me.
Make a list of ways that a human parent might protect a
toddler.
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Before Reading - Vocabulary
protect
protecting
protection
protector
This mother must protect
her child. She is protecting
her frightened child. Her
child feels safe during the
storm because of her
mother’s protection. Her
mother is a great protector.
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Vocabulary Instructional Routine
Step 1: Introduce the word’s pronunciation.
Step 2: Introduce the word’s meaning.
Step 3: Illustrate the word with examples.
(and non-examples when helpful)
Step 4: Check students’ understanding.
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Lesson Design — Vocabulary
Step 1. Introduce the word’s pronunciation.
a)
Write word on board or display on screen.
b)
Read word and have students repeat word.
c)
If word is difficult to pronounce or unfamiliar have students
repeat word a number of times OR have students tap out the
syllables of the word.
Introduce the word with me
“ This word is compulsory. What word?” compulsory
“Tap and say the syllables in compulsory.” com pul sor y
“What word? compulsory
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Lesson Design — Vocabulary (continued)
Step 2. Introduce the word’s meaning.
Option # 1. Present a student-friendly explanation
a)
b)
Tell students the explanation OR
Have them read the explanation with you
Present the definition with me.
“When something is compulsory, it is required and
you must do it. So if it is required and you must do it,
it is _______________.”
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Lesson Design — Vocabulary (continued)
Step 2. Introduce word’s meaning.
Option # 2. Break definition into critical
attributes.
perimeter
 measurement
 distance around
 object or shape
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Lesson Design — Vocabulary (continued)
Step 2.
Introduce word’s meaning.
Option # 3.
Introduce word using morphemes
(meaningful parts of word)
o
autobiography
auto = self
bio = life
graph = letters, words, or pictures
o
dehydration
hydro = water
o
inspection
spect = see
o
telephone
tele = distant
phone = sound
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The Most Common Prefixes in English
Prefix
Meaning
% of prefixed words
Examples
un
not; opposite
26%
uncover, unlock, unsafe
re
again; back
14%
rewrite, reread, return
in/im/ir/il
not; into
11%
incorrect, insert, inexpensive,
illegal, irregular, inability
dis
away, apart, negative
7%
discover, discontent, distrust
en/em
cause to
4%
enjoy, endure, enlighten, entail
mis
wrong; bad
3%
mistake, misread, misspell,
misbehave
pre
before
3%
prevent, pretest, preplan
pro
in favor of
1%
protect, profess, provide, process
a
not; in, on, without
1%
atypical, anemia, anonymous,
apolitical, apathy
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Most Common Suffixes in English
Suffix
Meaning
%of prefixed
words
Examples
s, es
plural
more than one
31%
movies, wishes, hats, amendments
ed
past tense
in the past
20%
walked, jumped, helped
ing
present tense
In the present
14%
walking, jumping, helping
ly
adverb
how something is
7%
quickly, fearfully, easily, happily,
majestically, nonchalantly
er,or
noun
one who, what/that/which
4%
teacher, tailor, conductor, boxer,
baker, survivor, orator
ion, tion, sion
noun
state, quality; act
4%
action, erosion, vision, invitation,
conclusion, condemnation
able, ible
adjective
able to be, can be done
2%
comfortable, likable, enjoyable,
solvable, sensible, incredible
al, ial
adjective
related to, like
1%
fatal, cordial, structural, territorial,
categorical
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Common Latin and Greek Roots
aqua
water
Greek
aquarium, aqueduct, aquaculture, aquamarine, aquaplane, aquatic
aud
hearing
Latin
audio, audition, audiovisual, auditorium, audiotape, inaudible
auto
self
Greek
autograph, autobiography, automobile, autocrat, autonomy
astro
star
Greek
astronomy, astrophysics, astrology, astronaut, astronomer, asterisk
biblio
book
Greek
Bible, bibliography, bibliophobia, bibliophile, biblioklept
bio
life
Greek
biography, biology,autobiography, bionic, biotic, antibiotic, biome,
bioshere, biometrics
chrono
time
Greek
synchronize, chronology,chronic, chronicle, anachronism
corp
body
Latin
corpse, corporation, corps,incorporate, corporeal, corpulence
demo
the people
Greek
democracy, demography,epidemic, demotic, endemic, pandemic
dic, dict
speak, tell
Latin
dictate, dictation, diction, dictator, verdict, predict, contradict,
benediction, jurisdiction, predict, indict, edict
dorm
sleep
Latin
dormant, dormitory, dormer, dormouse, dormition, dormitive
geo
earth
Greek
geology, geologist, geometry, geography, geographer, geopolitical,
geothermal, geocentric
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Common Latin and Greek Roots
graph
to write, to draw
Greek
autograph, biography, photograph, telegraph, lithograph
hydro
water
Greek
hydroplane, dehydrate, hydroelectric, hydrogen, hydrophone
ject
throw
Latin
reject, deject, project, inject, injection, projection
logos, logy
study
Greek
geology, astrology, biology, numerology, zoology, technology,
psychology, anthropology, mythology
luna
moon
Latin
lunar, lunacy, lunatic, interlunar
meter
measure
Greek
meter, thermometer, diameter, geometry, optometry, barometer,
centimeter, symmetry, voltammeter
mega
great, large, big
Greek
megaphone,megalith, megalomania, megatons, megalopolis
min
small, little
Latin
minimal, minimize, minimum, mini, miniature, minuscule,
minute, minority
mit, mis
send
Latin
mission, transmit, transmission, remit, missile,submission,
permit, emit, emissary
path
feeling, suffering
Greek
pathetic, pathology, apathy, antipathy, sympathy, telepathy,
empathy, sociopath
ped
foot
Latin
pedestrian, pedal, peddle, peddler, pedicure, pedometer
philia
love, friendship
Greek
philosopher, Philadelphia, philanthropist, philharmonic, Philip
73
Common Latin and Greek Roots
phono
sound
Greek
phonograph, microphone, symphony, telephone, phonogram,
megaphone, phony, euphony, xylophone, phony,
photo
light
Greek
photograph, photosynthesis, telephoto, photometer, photophilia
port
carry
Latin
port, transport, transportation, portable, portage, report
spect
see
Latin
respect, inspection, inspector, spectator, spectacles,prospect
scope
look at
Greek
microscope, telescope, periscope, kaleidoscope, episcopal
sol
sun
Latin
solar, solar system, solstice, solarium, parasol
struct
build,
form
Latin
instruct, instruction, construction, reconstruction, destruct,
destruction, infrastructure, construe, instrument, instrumental
tele
distant
Greek
telephone, television,telegraph, telephoto, telescope, telepathy,
telethon, telegenic
terra
land
Latin
territory, terrestrial, terrace, terrarium, extraterrestrial,
Mediterranean Sea, terra cotta, subterranean
74
Instructional Routine (continued)
Step 3. Illustrate the word with examples.
a) Concrete examples
_ Object
_ Act out
Acting out words after they are explicitly
defined enhances word learning.
(Silverman, 2007).
b) Visual examples
75
compulsory
In Louisianna, safety
helmets are
compulsary for any
person under the age of
eighteen years who
shall operate or ride
upon any motorcycle,
motor driven cycle, or
motorized bicycle.
76
Lesson Design — Vocabulary (continued)
Step 3. Illustrate the word with examples.
c) Verbal examples
(Also discuss when the term might be used and who might use the term.)
Present the examples with me.
“Stopping at a stop sign when driving is
compulsory.”
“Paying taxes is compulsory.”
77
Lesson Design — Vocabulary (continued)
Step 4.
Check students’ understanding
Option #1. Firm up with choices
Check students’ understanding with me.
If something is compulsory, is it required or not
required? required
If something is compulsory, can you choose to
not do it? Yes or No? no
78
Lesson Design — Vocabulary (continued)
Step 4.
Check students’ understanding
Option #2. Have students discern between
examples and non-examples
Check students’ understanding with me.
Tell me compulsory or not compulsory
Attending school in 6th grade? compulsory
How do you know it is compulsory? It is required
Going to college when you are 25 years old? not compulsory
Why is it not compulsory? It is not required. You get to choose to go to college.
79
Lesson Design — Vocabulary (continued)
Step 4.
Check students’ understanding
Option #3. Have students generate examples
Check students’ understanding with me.
There are many things at this school that are
compulsory. Think of things that are compulsory.
Talk with your partner. List things that are
compulsory at this school.
80
Basic Lesson Design — Vocabulary
(Continued)
Step 4.
Check students’ understanding
Option #4. Ask deep processing questions
Check students’ understanding with me.
Many things become compulsory. Why do
you think something becomes compulsory?
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Video - Vocabulary Instruction
Best Practices
82
Big Idea #4
Provide Judicious Practice
•Practice
•Practice
•Practice
•
Students with special needs may require 10 to 30 times as
many practice opportunities as peers.
83
Practice
It is virtually impossible to become proficient at
a mental task without extended practice.
Willingham, 2009
Use it or lose it.
Anonymous
84
Provide Judicious Practice
It is not:
Drill and Kill
It is:
Drill and Skill
Perhaps:
Drill and Thrill
85
Purposes of Practice
The purposes of practice are:
1. To gain minimum competency on a skill
2. To improve and gain proficiency on a skill
3. To gain automaticity on foundation skills
needed for higher order skills
4. To protect against forgetting
5. To improve transfer of skills
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To gain automaticity on the foundation skills
needed for higher order skills
When ________ is automatic...
Space available in working
memory for ____________
When decoding is automatic
Space available in working memory
for comprehension
When math facts are automatic
Space available in working memory
to solve equations and problems
When handwriting (or keyboarding)
and spelling are automatic
Space available in working memory
to focus on content of product
When first position notes on cello
are automatic
Space available in working memory
to focus on tone and rhythm
When facts are automatic
Space available for higher order
comprehension
87
To automaticity on the foundation skills
needed for higher order skills
You can’t get the
benefit of automaticity
without practice.
Automaticity
frees the mind.
88
How can we optimize practice?
1. Purposeful practice
2. Retrieval practice
3. Distributed practice
(Spaced practice)
4. Mixed practice
89
Purposeful Practice
Purposeful practice is goal-oriented
practice consciously devoted to
improvement of a skill.
90
Purposeful Practice
Why is A an example of purposeful practice and B is not?
A. As you write your paragraph, stop and reread your
paragraph to be sure it makes sense. Add transition
words or phrases to make your paragraph flow.
B. Using your paragraph plan, write a paragraph.
91
Purposeful Practice
What do you need to work on?
• Focus on the topic throughout product
• Structure of essay (Introduction, Body,
Conclusion)
• Structure of paragraphs (Topic sentence, details,
transition words)
• Rich word choice
• Legible handwriting
• Accurate spelling
• Accurate punctuation and capitalization
92
Retrieval Practice
“One of the most striking research findings is the power
of active retrieval testing to strengthen memory and
that the more effortful the retrieval, the stronger the
benefit.”
Brown, Roediger, McDaniel, 2014
93
Retrieval Practice – Why
Retrieval Practice makes learning STICK far better than
re-exposure to the original material.
Hattie Effect Size for Retrieval Practice (Frequent
effects of testing) 0.46
94
Retrieval Practice – Teacher - Guided
Example Procedures :
Practice without scaffolding
Warm-up (DO NOW)
Low-stakes quizzing (pop quiz)
Rapid retrieval practice
Retrieval Practice Games
Quick write
Quick draw
Flash cards
Multiple-choice items using hand signals, Clickers, or
Plickers
10. Written answers
11. Writing frames
1.
2.
3.
4.
5.
6.
7.
8.
9.
95
Retrieval Practice – Low stakes quizzing
Social Studies Teacher’s Plan
Friday Quiz: A short quiz (one short answer on new
material, 3 multiple choice on new material, 2 multiple
choice on previous material) 20 points
Unit Test: Unit test every three or four weeks 100 points
96
Rapid Retrieval Practice Example
Initial Instruction
The suffix ed is NOT used to form the past tense of irregular verbs.
Today I speak.
Today I write.
Today I go
Today I drink.
Today I swim.
Today I see.
Today I sing.
Today I fall.
Today I hide.
.
Yesterday I spoke.
Yesterday I wrote.
Yesterday I went.
Yesterday I drank..
Yesterday I swam.
Yesterday I saw.
Yesterday I sang.
Yesterday I fell.
Yesterday I hid.
97
Rapid Retrieval Practice
The suffix ed is NOT used to form the
past tense of irregular verbs
.
Today I speak.
Today I write.
Today I go
.
Today I drink.
Today I swim.
Today I see.
Today I sing.
Today I fall.
Today I hide.
Yesterday I _________________.
Yesterday I _________________.
Yesterday I _________________.
Yesterday I _________________.
Yesterday I _________________.
Yesterday I _________________.
Yesterday I _________________.
Yesterday I _________________.
Yesterday I _________________.
98
Retrieval Practice – Quick Draw
99
Retrieval Practice - Flash Cards
Set #2
Mastered Content
100
Retrieval Practice - Teacher-guided
Hand Signals, Clickers, or Plickers
Example:
Select the best answer.
1. Retrieval practice that is effortful promotes more
learning.
2. Retrieval practice should occur after modeling and
guided practice.
3. Retrieval practice reduces forgetting and strengthens
learning.
4. All of the above.
101
Retrieval Practice
Which is the best example of retrieval practice? Why?
1.
Every Friday, Mr. Davidson reviews vocabulary and the big ideas
covered in Social Studies in the past two weeks. First, the students
reread their vocabulary logs and explain entries to their partners.
Next, students write summaries using their notes.
2.
Every Friday, Mr. Davidson gives an open book quiz. The first
items involve use of the vocabulary within the context of social
studies. The remaining items focus on the big ideas and their
significance in history. The quiz is graded in class augmented with
class discussion.
3.
Every Friday, Mr. Davidson gives a closed book quiz covering
vocabulary taught in the past two weeks plus critical vocabulary
from past units. The remaining items focus on the big ideas and
their significance. The quiz is graded in class augmented with
class discussion.
102
Mass vs Spaced Practice
Mass Practice vs Spaced Practice –
Effect size d = 0.71 Hattie, 2009
Gains achieved in massed practice are transitory
and melt away quickly.
Brown, Roediger, McDaniel, 2014
103
Spaced VS Mass Practice – Why?
Same time
Same effort
but Remember More
104
Spaced VS Mass Practice – Why?
“Distributed learning, in certain
situations, can double the amount
you remember later on.”
Carey, 2014
105
Spaced Practice
• Initial Practice
• Distributed Practice
• Cumulative Review
106
Spaced Practice
Initial Practice
• Occurs under watchful eye of the teacher
• Provide numerous practice opportunities within the
teacher-directed lesson to build accuracy. Provide
immediate feedback after each item.
107
Spaced Practice
Distributed Practice
• Studying or practicing a skill in short sessions
overtime.
• Distributing practice overtime (versus massing
practice in one session) aids retention in a
variety of academic areas.
108
Spaced Practice
Cumulative Review
• Provide intentional review of previously taught
skills/strategies/concepts /vocabulary/knowledge.
• Goal is to increase long-term retention.
109
Spaced Practice
What interval?
• Enough time that a little forgetting has set in leading to
more effort.
• Not so much time that retrieval requires relearning of the
material.
110
Spaced Practice
To retain factual information, foreign vocabulary, scientific
definitions, use a schedule such as:
- Initial practice and study
- Retrieval practice one or two days later
- Retrieval practice a week later
- Retrieval practice a month later
(See Super Memo)
111
Example – Spaced Practice
Vocabulary – Core Reading Program
Monday
Tuesday
Wednesday
Thursday
Friday
Introduction of
vocabulary for
Passage A
Quick retrieval
practice
Quick review
and expansion
of difficult words
Introduction of
vocabulary for
Passage B
Quick retrieval
practice
Quick review
Game - Mixed
and expansion of practice of
difficult words
difficult words A
and B
Introduction of
vocabulary for
Passage C
Quick retrieval
practice
Quick review
Game - Mixed
and expansion of practice of
difficult words
difficult words A,
B, and C
112
Mixed Practice
Subjects: Elite baseball players on a college team
Content: Twice a week batting practice
Condition A: Traditional practice
45 pitches in 3 sets
15 pitches of one type (fast, curve, change up)
Condition B: Mixed practice
3 types of pitches randomly distributed across 45
pitches
Results: Randomly interspersed pitches displayed
markedly better hitting
113
Mixed Practice
114
Big Idea #5
Elicit frequent responses
• Opportunities to respond related to:
• Increased academic achievement
• Increased on-task behavior
• Decreased behavioral challenges
• Caveat - Only successful responding results in
these outcomes.
115
Elicit frequent responses - What?
Opportunities to Respond
Verbal Responses
Written Responses
Action Responses
All Students Respond. When possible use
response procedures that engage all students.
116
Elicit frequent responses How can students respond in a lesson?
Verbal Responses
Written Responses
Action Responses
117
Elicit frequent responses Brainstorming
•
•
•
Think
• Have students think and record responses.
• As students are writing, move around the classroom and write
down students’ ideas and their names.
Pair
• Have students share their ideas with their partners.
• Have them record their partners’ best ideas.
• As students are sharing, continue to circulate around the room,
recording ideas and names.
Share
• Display the ideas and names on the screen. Use this as the
vehicle for sharing.
118
Elicit frequent responses
Preview of Procedures
Verbal Response Procedures
Inclusive Passage Reading
Choral
Silent
Partners
Choral
Teams/Huddle Groups
Cloze
Individual
Discussion
Partner
Written Response Procedures
Literacy Circles
Types of writing tasks
Whiteboards (Tablets, Virtual Whiteboards)
Action Response Procedures
Acting out/Simulations
Gestures
Facial Expressions
Hand Signals
Response Cards/Response Sheets (Clickers, Plickers)
119
Elicit frequent responses
The active participation procedure should:
1.
Involve all students
2.
Be structured
3.
Allow adequate thinking time
120
Active Participation Essentials
Think Time
When thinking time was extended beyond 3 seconds these
benefits occurred:
1. Greater participation by all learners
2. Length of student responses increased
3. Use of evidence to support inferences increased
4. Logical consistency of students’ explanations
increased
5. Number of questions asked by students
increased
121
Video
• What active participation procedures were
directly taught?
122
Verbal Responses – Structured Choral Responses
Use when answers are short & the same
Use when recall and rehearsal of facts is desired
Use for quick review of information
• Students are looking at teacher
• Ask question
• Put up your hands to indicate silence
• Give thinking time
• Lower your hands as you say, “Everyone”
OR
Simply say “Everyone”
123
Verbal Responses - Choral Responses
• Students are looking at a common
stimulus
• Point to stimulus
• Ask question
• Give thinking time
• Tap for response
124
Verbal Responses - Choral Responses
•
Hints for Choral Responses
• Provide adequate thinking time
• Have students put up their thumbs or look at
you to indicate adequate thinking time
• If students don’t respond or blurt out an
answer, repeat (Gentle Redo)
125
Verbal Responses - Individual Turns
• Less desirable practices
#1. Calling on volunteers
Guidelines:
• Call on volunteers only when answer relates to
personal experience
• Don’t call on volunteers when answer is
product of instruction or reading
• Randomly call on students
126
Verbal Responses - Individual Turns
Less desirable practices
#2. Calling on inattentive students
Guidelines:
• Don’t call on inattentive students
• Wait to call on student when he/she is
attentive
To regain attention of students:
• Use physical proximity
• Give directive to entire class
• Ask students to complete quick, physical
behavior
127
Verbal Responses- Individual Turns
Procedures for randomly calling on students
Procedure #1 -
Write names on cards or stick. Pull a
stick and call on a student.
Procedure #2 -
Use ipad or iphone app (e.g., Teacher’s
Pick, Stick Pick, or Pick Me!)
Procedure #3 - Use two decks of playing cards. Tape
cards from one deck to desks. Pull a card from other
deck and call on a student.
128
Discussions
Discussion sentence starters
Disagreeing
I disagree with ________ because ____________.
I disagree with ________.
I think ______________.
Agreeing
I agree with ____________ because _____________.
I agree with ___________ and I also think _________.
129
Discussion sentence starters
Adapted from presentation by Kate Kinsella, Ph.D.
Agreeing
My idea is similar to __________ idea. I think____________.
My ideas expand on _________ idea. I think ____________.
I agree with ___________ and want to add_______________.
Disagreeing
I don’t agree with __________ because ________________.
I have a different perspective from _______. I think________.
My views are different from ____________. I believe______.
130
Written Responses
Materials
- Paper
- Graph paper
- Graphic organizers
- Journals
- Vocabulary logs
- Post - its
- Posters
- Computers
- Electronic tablets
- Response slates
- Response cards
131
Written Responses
Response Type
- Answers
- Sentence starter
- Writing frame
- Personal notes
- Highlighting - Underlining
- Brainstorming
- Quick writes
- Quick draws
- Warm-up activity (Do Now)
- Exit Ticket
132
Action Responses
• Gestures
• Students indicate answers with gestures
• Example: Adding gestures when teaching narrative
paragraphs.
“Add a paragraph when there is a change in the speaker,
setting, situation, or time.”
133
Action Responses
• Facial expressions
• Students indicate answer with facial expression
• Example: “Show me despondent.”
“Show me not despondent.”
134
Action Responses
• Hand signals
• Students indicate answer by holding up fingers to match
numbered answer
• Level of understanding – Fist to Five
• Students display fist (no understanding) to
five (clear understanding) fingers
135
Big Idea # 6. Monitor Student
Responses
Choral Responses Listen to all
Hone in on responses of lower performing students
Partner
Responses
Circulate
Look at responses
Listen to responses
Individual
Responses
Listen carefully
Response Slates
Response Cards
Hand Signals
Look carefully at slates, cards, or hand signals when
held up
Written
Responses
Circulate
Look at responses
Action Responses Look at responses
136
Circulate and Monitor
• Walk around
• Look around
• Talk around
137
Monitor Student Responses
Benefits of circulating and monitoring
1.
_____________________________________________
2.
_____________________________________________
3.
_____________________________________________
4.
_____________________________________________
5.
_____________________________________________
138
Monitor Student Responses
As you carefully listen to and look at student
responses, ask yourself these questions:
1. Are the responses correct or incorrect?
2. If the response(s) is incorrect, what type of
corrective feedback should be used?
3. If the response(s) is correct, what response would be
appropriate?
139
Big Idea #7 - Provide Feedback
Goal of Feedback:
•
close gap between current performance
and desired response
•
by informing students
• if response is correct or incorrect
• if understanding is correct or flawed
• what can be done to improve performance
(Hattie, 2012; Hattie & Timperley, 2007; Hattie & Yates, 2014; Lenz, Ellis, &
Sadler, 1989; Wiliam, 2011; )
140
Provide Feedback – WHY?
Hattie Effect Size for Quality Feedback – 0.75
“There is a preponderance of evidence that feedback is a
powerful influence in the development of learning
outcomes.”
Hattie & Gan, 2011
141
Examples of Feedback – To Group
Feedback to
Group of Students
During Lesson
Tell Answer
OR
Guide in Application of Strategy or Procedure
Affirms
Students with Correct
Answer or Effective
Strategy
Corrects
Students with Incorrect
Answer or Ineffective
Strategy
142
Examples of Feedback
Feedback to
Individual Students
During Lesson
P = Praise - Affirm
E = Encourage
C = Correct
Tell the answer
Guide Student in
Application of Strategy or
Procedure
143
Provide feedback
Corrections are:
• Provided
• Immediate
• Specific and informative
• Focused on the correct versus incorrect response
• Delivered with appropriate tone
• Ended with students giving correct response
144
Provide Feedback
Effective Praise on Academics
• specific
• provided for noteworthy performance
• focused on achievement and effort rather than
personality attributes
• comparing students to themselves rather than to others
• positive, credible, genuine
• unobtrusive (flows with the lesson)
145
Provide Feedback
(Dweck, 2008)
Fixed Mindset - Performance related to fixed, inherent
attribute
- Doing well - due to inherent quality not
learning or effort; should not require effort
- Risks - won’t take them for fear of failure
- Doing poorly - retreat, give up; can’t handle
failure
146
Provide Feedback
(Dweck, 2008)
Growth Mindset - Performance related to effort and learning
- Doing well - due to effort and learning
- Risks - willing to take risks
- Doing poorly - learn from mistakes
147
Provide Feedback
(Dweck, 2008)
Focus praise on attributes that student can control
• achievement
• performance matching desired outcome
• improvement
• effort
• learning
• task performance
• tenacity
• concentration
• making good choices
148
Provide Feedback
“Instruction is more effective than
feedback. Feedback can only build on
something; it is of little value when there is
no initial learning or surface information.”
(Hattie & Timperley, 2007)
149
Big Idea #8
Maintain a brisk pace
• Prepare for the lesson.
• Use instructional routines.
• When you get a response, move on.
• Avoid verbosity.
• Avoid digressions.
150
TEACH WITH PASSION
MANAGE WITH COMPASSION
How well you teach =
How well they learn