Explicit Mathematics Instruction 2010 Region 3 Education Service Center Region / Texas A&M...

Explicit Mathematics Instruction

2010 Region 3 Education Service Center Region / Texas A&M University

ObjectivesAt the end of this training session, you will be able to•state a definition of explicit instruction

•list the components of explicit instruction

•provide examples for each of the components


“Tell me and I forget. Teach me

and I remember. Involve me and I

learn.”

–Benjamin Franklin


What is Direct/Explicit Instruction (EI)?

• A teacher-directed instructional approach that is effective for teaching math to students with math difficulties (Maccini and Gagnon, 2000)

• A structured and tailored instruction based on student needs and progress

• An instructional practice that constructs interactions between students and their teacher


Essential Components to EI

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(Hall, 2002)2010 Region 3 Education Service Center Region / Texas A&M University

Let’s Think About…

• What are some common characteristics of students with low-incidence disabilities that impact their ability to learn math?

• Why is EI important to use in math instruction when teaching students with low-incidence disabilities?


EI Steps

• Learning objective• Opening instructional routine • Explanations and directions • Modeling/demonstration • Guided practice and independent

practice• Corrective feedback• Closure

(Carnine, 1997)


Learning Objective

Timeframe Within 12 instructional weeks

Behavior Write the solution to a series of one-digit numbers to be added

Condition Using a calculator

Criterion Getting 8 out of 10 problems correct on 4 out of 5 trials

Handout

#1Handout

#2Activity #1

Activity #2


Opening Instructional Routine



Handout #3

Activity #3

Activity #4



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Handout #4

Activity #3

Activity #4



Handout #5

Activity #3

Activity #4


Explicit Instruction with Modeling

“…the practice of deliberately demonstrating and bringing to learners’ conscious awareness those covert and invisible processes, understandings, knowledge, and skills over which they need to get control…”

(Cambourne, 1999, p. 126)


Task Modeling• Demonstrate how to do the learning task

• Follow the sequential step-by-step process.

• Use concrete objects when possible

• Incorporate the think-aloud strategy

• Use multiple examples

• Check for student understanding


Think-AloudThink-Aloud

2010 Region 3 Education Service Center Region / Texas A&M University 15

Activity #5

• Dramatize how to apply strategy

• Discuss the steps in the process

• Include a description of the reasoning used

when performing a task

• Dramatize how to apply strategy

• Discuss the steps in the process

• Include a description of the reasoning used

when performing a task

Guided Practice

Types:

• Step-by-step teacher direction

• Students solving problems with teacher monitoring each step

• Teacher-led group problem-solving

• Practice with peers

Activity # 6


Independent Practice

• Is self-directed by students

• Involves minimal teacher monitoring

• Should provide opportunities for students to generalize tasks to real-life settings


Corrective Feedback

• The teacher corrects the error immediately after it is made by modeling the correct answer/skill

• The teacher asks the same question later in the lesson, and if answered correctly, the lesson can progress


Closure• Relates back to the lesson’s objective

• Is student-centered

• Facilitates storage and retrieval of new information

• Allows teacher to assess students’ learning

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Handout #6

Activity #3

Activity #4


Explicit Instruction Benefits

The teacher…. Benefit

uses a curriculum that teaches prerequisite skills first

has a clear, well-defined learning objective.

gains students’ attention in a meaningful way that is related to the current lesson

tells students what they will be learning or the objective of the lesson

explains, models, provides examples/nonexamples, leads students in guided practice, provides opportunities for students to engage in independent practice, and ends the lesson in a closure activity that actively involves students

provides corrective feedback to students

provides meaningful and purposeful learning

engages in a scaffolded method of cueing students

Activity #7


Closure

Take out your Change of Practice Plan. Think about what you learned in this module and relate to your classroom. Put down some ideas of what you want to start to use in your classroom.


Explicit Mathematics Instruction 2010 Region 3 Education Service Center Region / Texas A&M...

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