Explicit Instruction: Effective and Efficient Teaching by Anita L. Archer, ISBN-13: 978-1609180416

Description

Explicit Instruction: Effective and Efficient Teaching by Anita L. Archer, ISBN-13: 978-1609180416

[PDF eBook eTextbook]

• Publisher: ‎ The Guilford Press; Illustrated edition (November 9, 2010)
• Language: ‎ English
• 290 pages
• ISBN-10: ‎ 1609180410
• ISBN-13: ‎ 978-1609180416

Explicit instruction is systematic, direct, engaging, and success oriented–and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume. Purchasers can also download and print the reproducible materials for repeated use. Video clips demonstrating the approach in real classrooms are available at the authors’ website: www.explicitinstruction.org.

Table of Contents:

1. Exploring the Foundations of Explicit Instruction 1

Elements of Explicit Instruction 1

Underlying Principles of Effective Instruction 4

A Convergence and Accumulation of Evidence Supporting Explicit Instruction:

A Summary of Selected Research 13

Response to Possible Concerns about Explicit Instruction 17

Chapter Summary and a Final Case Study 21

2. Designing Lessons: Skills and Strategies 23

Opening of the Explicit Lesson 24

APPLICATION 2.1. EXAMPLE: OPENING OF AN EXPLICIT LESSON 28

Body of the Explicit Lesson 29

APPLICATION 2.2. ANALYSES OF LESSON OPENING, MODELING, AND PROMPTED

OR GUIDED PRACTICE 34

Closing of the Explicit Lesson 39

APPLICATION 2.3. MODEL LESSON: ALGEBRA LESSON ON PARENTHESES 41

APPLICATION 2.4. MODEL LESSON: DETERMINING THE MAIN IDEA 44

APPLICATION 2.5. MODEL LESSONS: THREE CONSECUTIVE SENTENCE-COMBINING LESSONS 47

Chapter Summary 51

APPLICATION 2.6. IDENTIFYING POTENTIAL PROBLEMS AND GENERATING POSSIBLE SOLUTIONS 52

APPLICATION 2.7. DESIGNING AN EXPLICIT LESSON 52

3. Designing Lessons: Vocabulary and Concepts 53

Preparation for Explicit Vocabulary Instruction 55

APPLICATION 3.1. VOCABULARY SELECTION FOR PRIMARY READ-ALOUD 61

APPLICATION 3.2. VOCABULARY SELECTION FOR FIFTH-GRADE CHAPTER BOOK 63

APPLICATION 3.3. VOCABULARY SELECTION FOR MIDDLE SCHOOL SOCIAL STUDIES 64

APPLICATION 3.4. CREATING STUDENT- FRIENDLY EXPLANATIONS 66

APPLICATION 3.5. DETERMINING CRITICAL ATTRIBUTES FROM DEFINITIONS 72

APPLICATION 3.6. DESIGNING EXAMPLES AND NON-EXAMPLES 73

Explicit Vocabulary Instructional Routine 75

APPLICATION 3.7. DESIGNING A VOCABULARY LESSON TO TEACH WITH THE BASIC

INSTRUCTIONAL ROUTINE 76

Vocabulary Instruction Extensions 84

Chapter Summary 91

4. Designing Lessons: Rules 92

Select Appropriate Rules for Explicit Instruction 93

Develop Examples and Non-Examples 93

APPLICATION 4.1. DETERMINING CRITICAL ATTRIBUTES IN A RULE 94

APPLICATION 4.2. CREATING EXAMPLES TO ILLUSTRATE A RULE 96

APPLICATION 4.3. CREATING NON-EXAMPLES TO ILLUSTRATE A RULE 99

Instructional Routine for Teaching a Rule 100

APPLICATION 4.4. WORDING OF RULES 101

APPLICATION 4.5. DESIGN OF RULE LESSONS 107

Chapter Summary 108

5. Organizing for Instruction 109

Organizing the Physical Space 109

APPLICATION 5.1. EVALUATING THE PHYSICAL ORGANIZATION OF THE CLASSROOM:

SETTING THE STAGE 113

APPLICATION 5.2. ANALYSES OF CLASSROOM ARRANGEMENTS 114

Establishing Classroom Rules 117

APPLICATION 5.3. ANALYSES OF CLASSROOM RULES 118

Establishing Routines and Procedures 121

APPLICATION 5.4. SITUATIONS REQUIRING A CLASSROOM ROUTINE OR PROCEDURE 122

Chapter Summary 130

6. Delivering Instruction: Eliciting Responses 131

Require Frequent Responses 132

Successful Responding 162

APPLICATION 6.1. ANALYSES OF ACTIVE PARTICIPATION LESSONS 164

Alternative Passage-Reading Procedures 168

Chapter Summary 171

7. Delivering Instruction: Other Critical Delivery Skills 173

Monitor Student Performance Carefully 173

Provide Immediate Affirmative and Corrective Feedback 174

APPLICATION 7.1. EXAMPLES AND NON-EXAMPLES OF CORRECTIONS 180

APPLICATION 7.2. EXAMPLES AND NON-EXAMPLES OF PRAISE 190

Deliver the Lesson at a Brisk Pace 193

APPLICATION 7.3. LESSONS ILLUSTRATING SLOW AND BRISK PACE 195

Chapter Summary 197

APPLICATION 7.4. OBSERVATION OF A LESSON 198

8. Providing Appropriate Independent Practice 201

Initial Practice 203

Distributed Practice 203

Cumulative Practice and Cumulative Review 204

APPLICATION 8.1. DESIGNING INITIAL, DISTRIBUTED, AND CUMULATIVE PRACTICE 208

What Will Be Practiced? 209

How Will the Assignment Be Designed? 210

APPLICATION 8.2. SELECTING PRACTICE ACTIVITIES 214

APPLICATION 8.3. CASE STUDY: INDIVIDUALIZING SAMUEL’S ASSIGNMENTS 217

How Will the Assignment Be Presented to Students? 223

How Will the Assignment Be Evaluated and Feedback Provided? 224

What Routines Will Be Put in Place to Facilitate Independent Practice? 227

Homework 233

Chapter Summary 243

Conclusion 244

Reproducible Materials 245

Feedback on Application Exercises 253

References 279

Index 287

Anita L. Archer, PhD, is an educational consultant to school districts on explicit instruction, the design and delivery of instruction, behavior management, and literacy instruction. She has taught elementary and middle school students and is the recipient of 10 awards honoring her excellence in teaching and contributions to the field of education. Dr. Archer has served on the faculties of San Diego State University, the University of Washington in Seattle, and the University of Oregon in Eugene. She is nationally known for her professional development activities, having presented in every state over the course of her 40-year career. Dr. Archer is coauthor of numerous curriculum materials addressing reading, writing, and study skills (with Mary Gleason), and of the book Explicit Instruction (with Charles A. Hughes). She is also author of the professional development DVDs Golden Principles of Explicit Instruction, Active Participation: Getting Them All Engaged, Elementary Level, and Active Participation: Getting Them All Engaged, Secondary Level.

Charles A. Hughes, PhD, is Professor of Special Education in the Department of Educational and School Psychology at The Pennsylvania State University and Adjunct Senior Scientist at the University of Kansas Center for Research on Learning in Lawrence. Prior to joining the Penn State faculty in 1985, Dr. Hughes worked in schools for 14 years as a general and special education teacher, a state-level consultant, and an educational diagnostician. His research interests focus on the development and validation of self-instructional strategies to help students with learning and behavior problems manage their academic and classroom behaviors. He has published over 100 articles, books, book chapters, and curriculum materials and has served as President and Executive Director of the Council for Exceptional Children’s Division for Learning Disabilities and editor of the Council’s journal Learning Disabilities Research and Practice.

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