Classroom Environment for ELL Students
Explicit Instruction
by Lydia Mora
by Lydia Mora
Explicit Instruction is one of the best tools and effective methodology available to educators for teaching academic skills. Explicit Instruction is systematic, direct, engaging, and success oriented. It has been shown to promote achievement for all students. This form of instruction is called “Explicit”, because is a direct approach to teaching that includes both instructional design and delivery procedure. Students are guided through the learning process with clear statements about the purpose and rationale for learning the new skill. This teaching/learning procedure, “Explicit Instruction”, it is based on clear explanation and demonstrations of the instructional target or lesson objective, and supported practice with feedback until independent mastery has been achieved. This form of instruction was described by Rosenshine (1987) as “a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students. Share reading activity explanation below, it is an instructional approach in which the teacher explicitly models the strategies and skills of proficient readers.. to teach emergent readers, and it is an example of “Explicit Instruction”.
Share Reading Activity
1.Use big book and place where all the children can see
2. Preview book with students.
3.Take a Picture Walk through book with students.
4. Read text using pointer to follow text as you read.
(Stop during reading for predictions, word study)
5. Do the 2nd reading with choral reading or echo reading.
6. Discuss text with students.
7. Use text to teach words-(Use Explicit Teaching).
Explicit Instruction guides students through the learning process, step by step, with clear explanations and procedures. This technique is applied to teach phonological awareness skills by level. For example, sentence segmentation; students will tap one time for every word they hear in the sentence. Also, in blending, students will be asked to listen as the instructor pronounces letters to form word; or students will be asked to listen when the teacher says two small words to form a compound word for the students to identify. Deletion, syllable, onset-rime and phonemes are other levels in phonological awareness that can be taught to ELL students.
Explicit Instruction consists of the following actions: explain, demonstrate, guide, and practice.
2. Preview book with students.
3.Take a Picture Walk through book with students.
4. Read text using pointer to follow text as you read.
(Stop during reading for predictions, word study)
5. Do the 2nd reading with choral reading or echo reading.
6. Discuss text with students.
7. Use text to teach words-(Use Explicit Teaching).
- Cover words and ask students to guess from context.
- Sequence sentence strips from story.
- Arrange word cards into sentences from story.
- Match word cards to words in text.
Explicit Instruction guides students through the learning process, step by step, with clear explanations and procedures. This technique is applied to teach phonological awareness skills by level. For example, sentence segmentation; students will tap one time for every word they hear in the sentence. Also, in blending, students will be asked to listen as the instructor pronounces letters to form word; or students will be asked to listen when the teacher says two small words to form a compound word for the students to identify. Deletion, syllable, onset-rime and phonemes are other levels in phonological awareness that can be taught to ELL students.
Explicit Instruction consists of the following actions: explain, demonstrate, guide, and practice.
I do – Explain and Demonstrate
,
We do – Guide and Practice
You do – Reflect.
Below are two videos that demonstrate Explicit Instruction:
http://www.youtube.com/watch?feature=player_detailpage&v=yStzJjLXdxM
On May 10, 2011EXPLICIT INSTRUCTION
All is quiet in Stacey Jones sixth grade math class, though much is happening here. Her students, most of them avid self-starters, have learned how to use the first few minutes of class to focus on their assignments. And, they know this time to prepare and catch up is brief.
(teacher announces two minutes till we correct)
The tactic, allowing self starters to get ahead and time for Mrs. Jones to quietly help those with questions, is a key element in a teaching practice known as "explicit instruction." Achieving such efficiency and discipline in the classroom requires consistency from the teacher, as well.
These students tend to be focused, because they know what is expected from them for each lesson. Instruction begins with a class recitation of the content and language objectives for the day.
Super -- 1. Content and Language Objectives
(lesson goals, students reciting lesson goals)
Next, Mrs. Jones does what all teachers do --
Super -- 2. Telling
...she tells students the information they need to achieve the class objectives.
...put everything away, eyes up here
And in the teaching, she is careful to keep students engaged.
(teacher asking questions class responds, going over problem with class responding)
Super -- 3. Modeling
Modeling, or carefully showing students how to work an assignment, is the core of instruction. But talking is not necessarily teaching.
()we want to find a common denominator, what do we want to find? common denominator
(Stacey Jones) dif between telling and lecturing... i expect them to repeat it back, they finish my sentence, i have them repeat as whole class, so at least they hear, repeat numerous times, better they'll remember
Super 4. Guided Practice
The next step is to encourage students to move from mimicking to thinking, providing their own answers, perhaps with a little coaching.
(teacher, asking questions, unison responses)
Rote responses may help memorization, but application can be internalized by kinesthetic feedback. Stacey prompts the students to use their limbs to demonstrate geometry principles.
Stacey has also found that a simple technology, such as a white board, can encourage struggling students to try.
(Teacher: today use white boards, less intimidating, because can erase, and try again, see what they do, correct it, and they erase and fix)
( over right shoulder of teacher, watching students work, with white board, she counts down, 321, and show me, boards go up, talks through solving problem)
(advantage of working in groups is learning from each other that they don't know, they all put in input, every student is involved in showing what they know)
( if student offer what they know, boost self esteem and accomplishment)
Super 5. Independent Practice
Sooner than later, students must be allowed to produce their own answers. At times they work on assignments in class privately, but Stacey Jones believes students also learn from each other.
( independent practice means what they understand, what need to go over again, have student work on worksheet, work with small group up front so can help them with challenges)
( end product of explicit teaching is students enjoy math, contribute what they know, know what's expected, they know vocabulary, see them said them written them, they learn more because they're more confident)
License:Standard YouTube License
http://www.youtube.com/watch?feature=player_detailpage&v=N9leUP-yrW8
Modeling: I do, We do, and You do.