s e s n o p s e R t n e u q e r F t i c i l E

Ph.D. r, e h rc A a it n A y B n o Explicit Instructi

s e s n o p s e R t Elicit Frequen
Why? Opportunities to respond related to:
Increased academic achievement Increased on-task behavior Decreased behavioral challenges

Remember- only successful responding results in these outcomes

s e r u d e c o r P f Preview o
What? Opportunities to Respond Think Pair Share Verbal Responses Written Responses Action Responses Goal= ALL STUDENTS RESPOND WHEN POSSIBLE!

BrainBrain

THINK PAIR SHARE

Active Participation Video

Think
Have students think and record responses As students are writing, move around the room and write down student ideas and names

Pair
Have students share their ideas with 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 Have students share what they and their partner talked about

s e s n o p s e R l a b r Ve
Choral Partners Teams Individual

s e s n o p s e R l a r o Ch
Provide adequate thinking time Have students put up thumbs up If students dont respond (gentle re-do)

Partners
Assign partners Pair lower performing students with middle Give partners a number (1 or 2) Sit partners next to each other Utilize triads when appropriate Prepare your seating charts this way

s r e n t r a P f o s e Us
Responding to a question, task, or directive Teaching information to a partner Studying with a partner

Partners
Teach students how to work together
Look, lean, and whisper Look, lean, listen, and whisper

Change partnerships every 3-6 weeks

Partners
Have students discuss responses to a question, task, or directive Scaffold the discussion with sentence starters
I disagree with_______because________. I agree with_______because__________.

s r e n t r a P f o s e Us
Teach information to a partner using
Graphic organizers Maps Diagrams Charts Powerpoint Drawings Notes Vocabulary log

s r e n t r a P f o s e Us
Studying with a partner Study Tell Help Check

s n r u T l a u d i v i Ind
LESS DESIRABLE PRACTICES
Dont call on inattentive students Wait to call on when he/she is attentive

To regain student engagement

Use physical proximity- eye contact Give directive to entire class Ask students to complete quick physical behavior

s n r u T l a u d i v i Ind Partner first:

1. 2. 3. 4. 5. 6. Ask a question Give thinking time Provide a sentence starter Have students share with a partner Call on a student to give an answer Engage students in discussion

s n r u T l a u d i v i Ind
Question First
1. 2. 3. 4. 5. Ask a question Raise your hands to indicate silence Give thinking time Call on a student Provide feedback or engage students in discussion

s n r u T l a u d i v i Ind
Whip Around or Pass Use when there are many possible answers 1. Ask a question 2. Give thinking time 3. Start at any location in the room-whip around 4. Allow students to pass

s n r u T l a u d i v i Ind
Procedures for randomly calling on students: 1. Write names on cards or sticks 2. Use ipad or iphone app-(teachers Pick, Stick Pick, or Pick Me!) 3. Use two decks of cards- tape cards to desks, pull a random card

s e s n o p s e R n Writte
Gauge the length of written response to avoid the void Make responses short OR Eternal

s l a i r e t a M g n i t i Wr
Paper Graph paper Graphic Organizer Journals Vocabulary logs Post-its Posters Electronic Device White Boards Response cards Response sheets

e p y T e s n o p s Written Re
Answers Sentence Starter Writing Frame Personal notes Highlighting- Underlining- Annotating Brainstorming Quick Writes Quick Draws Warm up Activity Exit Ticket

s e s n o p s e R n Writte
Example: Whiteboards Give the directive Have students answer on ind. whiteboards Give adequate time Have students display boards Give feedback apps (virtual whiteboard, educreations)

s e s n o p s e R n Writte
Example: Response Cards Have students write responses on cards
Example: yes, no, true, false, abcd, 1234, punctuation, branches of govt., vocab,

Ask the question Have students select the best response Have students hold up response card Monitor and provide feedback

s e s n o p s e R n o i t Ac
Acting Out-Simulations Gestures Facial Expressions Hand Signals

Act Out
Students act out historical event, vocabulary term, concept, or process Students participate in simulation Example: stock market

s e s n o p s e R n o i t Ac
Gestures
Students indicate answers with gestures

Facial Expressions
Students indicate answer with facial expressionshow me despondent, frustrated

Hand Signals
Students indicate answer by holding up fingers to match numbered answer

s l a n g i S d n a H f o Examples
Display numbered items on screen Carefully introduce and model signals Ask a question Have students form an answer- on desk or in front of body When adequate thinking time is given- have all hold up signals

Example
The first thing I will do when I get home 1. Eat 2. Take a nap 3. Take the dog out 4. Home? I have to go back to work after this!

g n i d a e R e g a s s Pa
What are some disadvantages of round robin reading when in a large group? Passage Video Note: Good instructional practices that you observe

s e r u d e c o r P g n i d a e R e t a n r e Alt
Delivery of instruction Echo Reading Silent Reading-whisper Choral Reading Cloze Reading Partner Reading Individual Responses-small groups

Echo Reading
Teacher reads a word, phrase, or sentence Students echo read Useful when building fluency and expression Needs to be faded as students grow reading skills

Silent Reading
Augmented Silent Reading- Whisper Reading Pose a pre-reading question to students Tell students to read a certain amount of material, reread if they finish early Monitor students reading Have individual students whisper read to you Pose post-reading question

g n i d a e R l a r o Ch
Read selection with students Read at a moderate rate Tell student to keep your voice with mine
Example: Chorally read wording on slide, directions, steps in a strategy, initial part of story or chapter

Cloze Reading
Read Selection Pause and delete meaningful words Have students read the meaningful words
Possible uses: when you want to read something quickly and have everyone engaged

g n i d a e R e g a s s Pa
Individual turns-use with small groups Partner read- page or time limit Stop-Read-Respond Partner Coaching Ask-can you figure out this word? Tell-This word is_____. What word? Re-read the sentence

g n i d a e R e g a s s Pa
Scaffolding lowest Readers Partners read material together Highest reader (#1) reads first, lower reader (#2) re-reads same material Lowest reader reads with another student in a triad

s e s n o p s e R r o t i Carefully Mon

Look Around Walk Around Talk Around

n o i s s a P h t i w h Teac n o i s s a p m o C h Manage wit

How well you teach= How well they learn

Website: www.explicitinstruction.org

s e s n o p s e R r Monito
As you carefully listen and look at student responses, ask yourself these questions: 1. Are the responses correct or incorrect? 2. If the response if incorrect, what type of correction procedure should be used? 3. If the response is correct, what type of praise would be appropriate?

s e s n o p s e R r Monito
4. What adaptations, if any, should be made in the current lesson? 5. What adaptations, if any, should be made in future lessons?

k c a b d e e F e d i v Pro
Praise/Acknowledge Encourage/Support Correct Errors
Correct errors with individual or group Correct with a neutral affect Use: I do, We do, You do

Feedback
Corrections are: Provided Immediate Specific and informative Focused on correct response, not incorrect Delivered with appropriate tone Ended with student correctly responding

Feedback
Praise is: Specific Focused on achievement and effort rather than on personality attributes Comparing students to themselves rather than others Positive, Credible, Genuine

e c a P k s i r B a n i Mainta
Prepare for lesson Use instructional routines Avoid digressions Avoid Verbosity