explicit instruction vs. inquiry make-up professional development for induction please view this...
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Explicit Instruction vs. Inquiry
Make-up Professional Development for Induction
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Induction Professional DevelopmentOctober 15, 2015Facilitated by Lisa Wolf and Julie Shaw
Polish your starsInstructional strategies
Activate Prior KnowledgeThink about the lessons you have taught this year.
•How do you introduce your topic for instruction in each lesson?
•Do you generally follow a routine of instructional delivery?
•Is instruction delivered in thesame way for every lesson?
Explicit Inquiry
Learners and Needs for Exposure 5%
30%
60%
5%
1 to 4
4 to 14
14 to 250
250 to 350
(K. Stanovich , 1998))
Explicit vs. Implicit Instruction
• Explicit- direct, systematic instruction
• Implicit- instruction that relies heavily on questioning and exploration as opposed to a systematic design
Vocabulary Example:malapropism
Vocabulary Example:
malapropism
Vocabulary Example:
malapropism: the habit of misusingwords, especially those that sound alike
Let’s precede with this plan.
• Set Purpose • State Objective• Connect to and Review Previous Learning• Teach and Model New Concept• Guide Practice• Assess Student Application• Return to the Purpose to Reflect• Provide Opportunity for
Independent Practice
The Components of the Expl ic it Instruction Routine
• Purpose
• Objective (Learning Target)
• Connection to Previous Learning
CLEARLY COMMUNICATE:
Today we are going to learn…
The reason we are going to learn this is…
At the end of this lesson you will be able to…
Yesterday you…
•Teach the New Skill
•Model the New Skill
Explicitly:
I Do
My turn.
Watch me and listen as I…
•Guide students in practicing the new skill •all together
EFFECTIVELY:
We
Do
Our turn.
Let’s try this together.
• Gradually Release ResponsibilityStudents practice while you monitor ability, engagement, and opportunities for practice
• Assess student applicationfor mastery or needs
DELIBERATELY:
You
DoGradual Release of Responsibility (Pearson & Gallagher, 1983)
Your turn.
Let’s see you try this on your own.
• Facilitate reflection
• Provide opportunity for independent practice for those who are ready
STRATEGICALLY:
You
Do
Tell your partner what you learned and practiced today.
I want to give you a chance to showthat you can do thisindependently.
Please…
•Teach•Model•Practice •Apply
ESSENTIALLY…
Gradual Release Model
By Skill By Week
Teach
Model
Practice
Apply
Monday Tuesday Wednesday Thursday Friday
Teacher Role
Student Role
Strategic Design
Knowledge Taxonomy Progression Remembering Understanding Applying Analyzing Evaluating Creating
(A. Martello, 2009)
Appropriateness
• Explicit• Teaching a Skill • Building Knowledge
• Implicit• Exploring• No Correct Answer
• http://cooperativelearning.nuvvo.com/lesson/9592-seinfeld-teaches-history
Choosing the Right Strategy
•Learning is a process•There’s no right answer•Expanding into higher level thinking from prior learning•Providing opportunities for creativity
USE INQUIRY WHEN…
Student Role:
Teacher Role:Question Play for a purpose
Observe
Investigate
Explore Try out ideas
Alert to patterns
Connect learning to prior knowledge
Experiment Reflect on learning
• Create learning opportunities
• Provide problem solving opportunities
• Allow students to discover• Alert to obstacles
• Guide• Question
Gradual Release Model
By Skill By WeekTeach
Model
Practice
Apply
Monday Tuesday Wednesday Thursday Friday
Teacher Role
Student Role
Strategic Design
Knowledge Taxonomy Progression Remembering Understanding Applying Analyzing Evaluating Creating
Inquiry
(A. Martello, 2009)
Explicit or
Inquiry?
Decisions, Decisions…