Model Of Explicit Instruction

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Model Of Explicit Instruction
Gradual Release of Responsibility Model
Student
Modeling
Teachers gradual release of responsibility
Independence
Teacher
Guided Practice
Spires Stone, 1989, after Pearson Gallagher,
1983
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• Dependent Learning
• Direct Instruction that establishes purpose,
  models thinking, demonstrates skills, and teaches
  for metacognition.
• Must consists of a Focused Lesson

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Focused Lesson

• Clearly establish a purpose and model their own
  thinking.
• Provide students with information about the ways
  in which a skilled reader, writer, or thinker
  processes information.
• Almost always done with the whole class and
  typically last around 15 minutes (depending on
  the age group)

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Clearly establishing a purpose

1. A clear, general statement of learner outcomes,
2. Related to an identified problem and needs
   assessment
3. Achievable through instruction

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What to Look For

• The teacher establishes the purpose for the
  lesson.
• Both content and language goals are established.
• The teacher uses I statements to model
  thinking.
• Questioning is used to scaffold instruction, not
  to interrogate students.
• The lesson includes a decision frame for when to
  use the skill or strategy.
• The lesson builds metacognitive awareness,
  especially indicators of success
• Focus lessons move to guided instruction, not
  immediately to independent learning

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• Dependent Learning
• Direct Instruction that establishes purpose,
  models thinking, demonstrates skills, and teaches
  for metacognition.
• Shared Learning
• Guided Instruction and tasks that require joint
  intellectual effort, such as jigsaws, case
  studies, group projects, numbered heads together,
  etc.

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Shared Learning Two Parts

• Guided Instruction
• Almost always done with small, purposeful groups,
  which are composed based on students performance
  on formative assessments.
• Consist of students who share a common
  instructional need that the teacher can address.
• Ideal time to differentiate based on needs

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What to Look For

• Small-group arrangements are evident.
• Grouping changes throughout the semester.
• The teacher plays an active role in guided
  instruction, not just circulating and assisting
  individual students.
• A dialogue occurs between students and the
  teacher as they begin to apply the skill or
  strategy.
• The teacher uses cues and prompts to scaffold
  understanding when a student makes an error an
  does not immediately tell the student the correct
  answer.

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Shared Learning Two Parts

• 1. Guided Instruction
• 2. Collaborative Learning
• Key is the requirement for independent products
  from the group collaboration.
• It is not the time to introduce new information
  to students.
• Should be a time for students to apply
  information in novel situations or to engage in a
  spiral review of previous knowledge.
• Critical to the success of the gradual release of
  responsibility model of instruction

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What to Look For

• Small-group arrangements are evident.
• Grouping changes throughout the semester.
• The teacher has modeled concepts that students
  need to complete collaborative tasks.
• Students have received guided instruction of the
  concepts needed to complete collaborative tasks.

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• Dependent Learning
• Direct Instruction that establishes purpose,
  models thinking, demonstrates skills, and teaches
  for metacognition.
• Shared Learning
• Guided Instruction and tasks that require joint
  intellectual effort, such as jigsaws, case
  studies, group projects, numbered heads together,
  etc.
• Independent Learning
• Tasks that are meaningful, experiential, and
  relevant, which the student completes on his or
  her own.

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Independent Learning

• Students should not be asked to do unfamiliar
  tasks - tasks for which they have not had
  instruction - independently.
• Too many students are asked to complete
  independent tasks in the absence of good
  instruction.

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What to Look For

• Students have received focus lessons, guided
  instruction, and collaborative learning
  experiences related to concepts needed to
  complete independent tasks.
• Independent tasks extend beyond practice to
  application and extension of new knowledge.
• The teacher meets with individual students for
  conferencing about the independent learning tasks.

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Complete Model

• Focus Lessons Establishing the lessons purpose
  and then modeling your own thinking for students.
• Guided Instruction Strategically using prompts,
  cues, and questions to facilitate students
  increased responsibility for task completion.
• Collaborative Learning Enabling students to
  discuss and negotiate with one another to create
  independent work, not simply one project.
• Independent Tasks Requiring students to use
  their previous knowledge to create new and
  authentic products.

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This instructional model is intentional,
purposeful, and explicit.