Explicit Teaching: LearnerCentered Instruction

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Explicit Teaching Learner-Centered Instruction

• I DO
• YOU WATCH

I DO YOU HELP
YOU DO I WATCH
YOU DO I HELP
Wilhelm, J. D., Baker, T. D., Dube, J. (2001).
Strategic Reading Guiding Students to Lifelong
Literacy. Portsmouth, NH Boynton/Cook.
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Building Blocks for Designing Differentiated
Instruction
Curriculum Approaches
Adjustable Assignments
Instructional Strategies
Knowing The Learner
Assessing The Learner
Climate
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Adaptations

• Input
• Output
• Size
• Time
• Difficulty

• Level of Support
• Participation Level
• Modified Goals
• Substitute Curriculum

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• What can the teacher do to motivate students?
• Control the characteristics of the learning
• Identify knowledge goal - announce it
• Provide brief real-world experience related to
  goal
• Make trade books and other resources available
• Give students choice of subtopics and texts
• Teach cognitive strategies that empower students
• Assure social collaboration
• Grade students for progress towards goal
  
• 
  Guthrie, 2000

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One More Wayof Thinking About Differentiation

• Differentiation is classroom practice that looks
  eyeball to eyeball with the reality that kids
  differ, and the most effective teachers do
  whatever it takes to hook the whole range of kids
  on learning.

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A Definition of Backward Design
We ask designers to start with a careful
statement of the desired results the priority
learnings and to derive the curriculum from the
performances called for or implied in the goals.
Wiggins McTighe, 2005, p.17
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• Then, contrary to much common practice, we ask
  designers to consider the following questions
  after framing the goals
• What would count as evidence
• of such achievement?
• What does it look like to meet these goals?
• What, then, are the implied performances that
  should make up the assessment, toward which all
  teaching and learning should point?
• Wiggins McTighe, 2005, p.17

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• Stages in Backward Design Process
• Stage 1 Identify desired results
• Stage 2 Determine acceptable evidence
• Stage 3 Plan learning experiences and instruction

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Use the Six Facets of Understanding to Sharpen
Assessment Design

• Explanation show and justify connections
  between ideas and facts
• Interpretation make sense of, show significance
  of, or bring meaning to content
• Application use knowledge effectively in new
  and varied contexts
• Perspective examine ideas from different
  vantage points
• Empathy gain insight by experiencing another
  view, response, reaction
• Self-knowledge question our ways of seeing

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Use the elements of WHERETO to differentiate and
make learning engaging and effective
W Make sure students know where the unit is
headed and why H Hook and hold student
attention E Equip and enable students to meet
goals R Offer opportunities to rethink,
reflect, revise E Build in evaluation and
self-assessment T Tailor to meet individual
needs O Organize sequence to support uncoverage
and enhance understanding