explicit mathematics instruction 2010 region 3 education service center region / texas a&m...
TRANSCRIPT
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Explicit Mathematics Instruction
2010 Region 3 Education Service Center Region / Texas A&M University
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ObjectivesAt the end of this training session, you will be able to•state a definition of explicit instruction
•list the components of explicit instruction
•provide examples for each of the components
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“Tell me and I forget. Teach me
and I remember. Involve me and I
learn.”
–Benjamin Franklin
32010 Region 3 Education Service Center Region / Texas A&M University
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What is Direct/Explicit Instruction (EI)?
• A teacher-directed instructional approach that is effective for teaching math to students with math difficulties (Maccini and Gagnon, 2000)
• A structured and tailored instruction based on student needs and progress
• An instructional practice that constructs interactions between students and their teacher
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Essential Components to EI
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(Hall, 2002)2010 Region 3 Education Service Center Region / Texas A&M University
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Let’s Think About…
• What are some common characteristics of students with low-incidence disabilities that impact their ability to learn math?
• Why is EI important to use in math instruction when teaching students with low-incidence disabilities?
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EI Steps
• Learning objective• Opening instructional routine • Explanations and directions • Modeling/demonstration • Guided practice and independent
practice• Corrective feedback• Closure
(Carnine, 1997)
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Learning Objective
Timeframe Within 12 instructional weeks
Behavior Write the solution to a series of one-digit numbers to be added
Condition Using a calculator
Criterion Getting 8 out of 10 problems correct on 4 out of 5 trials
Handout
#1Handout
#2Activity #1
Activity #2
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Opening Instructional Routine
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Opening Instructional Routine
Handout #3
Activity #3
Activity #4
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Opening Instructional Routine
11
Handout #4
Activity #3
Activity #4
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Opening Instructional Routine
Handout #5
Activity #3
Activity #4
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Explicit Instruction with Modeling
“…the practice of deliberately demonstrating and bringing to learners’ conscious awareness those covert and invisible processes, understandings, knowledge, and skills over which they need to get control…”
(Cambourne, 1999, p. 126)
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Task Modeling• Demonstrate how to do the learning task
• Follow the sequential step-by-step process.
• Use concrete objects when possible
• Incorporate the think-aloud strategy
• Use multiple examples
• Check for student understanding
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Think-AloudThink-Aloud
2010 Region 3 Education Service Center Region / Texas A&M University 15
Activity #5
• Dramatize how to apply strategy
• Discuss the steps in the process
• Include a description of the reasoning used
when performing a task
• Dramatize how to apply strategy
• Discuss the steps in the process
• Include a description of the reasoning used
when performing a task
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Guided Practice
Types:
• Step-by-step teacher direction
• Students solving problems with teacher monitoring each step
• Teacher-led group problem-solving
• Practice with peers
Activity # 6
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Independent Practice
• Is self-directed by students
• Involves minimal teacher monitoring
• Should provide opportunities for students to generalize tasks to real-life settings
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Corrective Feedback
• The teacher corrects the error immediately after it is made by modeling the correct answer/skill
• The teacher asks the same question later in the lesson, and if answered correctly, the lesson can progress
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Closure• Relates back to the lesson’s objective
• Is student-centered
• Facilitates storage and retrieval of new information
• Allows teacher to assess students’ learning
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Handout #6
Activity #3
Activity #4
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Explicit Instruction Benefits
The teacher…. Benefit
uses a curriculum that teaches prerequisite skills first
has a clear, well-defined learning objective.
gains students’ attention in a meaningful way that is related to the current lesson
tells students what they will be learning or the objective of the lesson
explains, models, provides examples/nonexamples, leads students in guided practice, provides opportunities for students to engage in independent practice, and ends the lesson in a closure activity that actively involves students
provides corrective feedback to students
provides meaningful and purposeful learning
engages in a scaffolded method of cueing students
Activity #7
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Closure
Take out your Change of Practice Plan. Think about what you learned in this module and relate to your classroom. Put down some ideas of what you want to start to use in your classroom.
212010 Region 3 Education Service Center Region / Texas A&M University