Explicit Direct InstructionPart I: Learning Objectives, Checking for Understanding, and Closure

How will we support our students as they move up the staircase?

Today’s Objectives

I can accurately describe three main components of explicit instruction: learning objective, checking for understanding and closure.

I can apply these components to my lesson plans.

EDI Lesson Planning Components

Lesson Objective

Activate Prior Knowledge

(Lesson Importance/ Real World Connection)

I Do: (Explain, Model, Demonstrate)

Active Teaching (Concept & Skill Development)

We Do:

Guided Practice

Closure

You Do:

Independent Practice

Check for Understanding throughout

CCLS High-Frequency Chart

4th Grade ELA Example

Identify structural patterns found in informational text (e.g. compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.

….becomes…

“Identify compare and contrast patterns in informational text.”

Skill – Identify Concept- structural pattern

(compare & contrast) Context – informational text

Today’s Objectives

I can accurately describe three main components of explicit instruction: learning objective, checking for understanding and closure.

I can apply learning objectives, checking for understanding and closure to my lesson plans.

Application – Learning Objectives

Your lessons

Identify your CCLS

Identify the different skills, concepts and context (if applicable) that exist…make a list

Turn these into learning objectives

Also look at how you will teach the learning objective

Supporting others Could learning objectives

be consistent from room to room?

How will you share your learning objectives with colleagues?

How will you support colleagues with design and delivery of learning objectives?

Checking for UnderstandingVerifying that students are learning

The teacher continually verifying

that students are learning

what is being taught

while it is being taught.

How to: Present the question to the

entire class

Provide wait time

Pick random non-volunteers (aim for 3)

Design CFUs during planning…not on the fly

Student responses to CFUs sets the pace of the lesson…not the clock

What? Why? How? method

When to: Learning Objective – ask

them to tell you what they are going to be learning

After a definition – ask them to restate in their own words or provide examples and have them pick the correct one

Steps for solving a problem – ask students to identify the step as you do them

After solving a problem – call on students for their answers

Checking for UnderstandingVerifying that students are learning

Strategies for CFU

TAPPLE Popsicle SticksWhite boards

Think-Jot Pair-Share then Share Out A-B Partners

Fist-to-Five Thumbs up/Thumbs downExit Tickets

Effective Feedback

*Echo – if correct

*Elaborate – partial answer

*Explain - if incorrect

Students should always answer in complete sentences

(Verbal TTQA)

Application – Checking for Understanding

Your lessons Create CFU questions in

your lessons

Tie the CFU to the learning objective

CFU should also tie to what the students are expected to do during Independent Practice

Try different methods

Supporting others

How can you share your CFUs with other teachers in your grade level?

ClosureYour final Check for Understanding

Closure is a final Check for Understanding to make sure students understand the content before they’re given any assignments to work on by themselves (pg. 188)

*Aim for 80-100% success*

Can my students correctly describe the Concept I just taught them?

Can my students tell me why it is Important to learn the information I just taught them?

Can my students successfully execute the Skill I just taught them?

Application – Closure

Your lessons Tie it to your learning

objective

How will students demonstrate understanding?

Keep it short, don’t over do it

Ways to close a lesson:

Exit Ticket*

White board quick answer

Partner Activity & Share Out

Any way you would CFU

Supporting others If you find a great & easy way

to close…share it!

How will you support colleagues with design and delivery of learning objectives?

Don’t skip over it!

It’s ok NOT to assign Independent Practice

If they can’t do it in front of you…they can’t do it on their own.