Evaluating Use of Explicit Instruction to Support Students’ Academic Needs (Explicit Instruction Course Module 8)

Evaluating Use of Explicit Instruction to Support Students’ Academic Needs (Explicit Instruction Course Module 8)

Module Overview

This module reviews explicit instruction and the supporting practices. The module includes opportunities to view and evaluate lesson examples, apply what was learned, and self-reflect.

This module is divided into three parts, with an introduction and closing. The full PowerPoint presentation across all parts of the module is available below in a Section 508 compliant version.

Complete Slide Deck (508 compliant)

Workbook (508 compliant)

Introduction: How do the supporting practices maximize engagement?

This video reviews content on explicit instruction and the supporting practices with opportunities to view and evaluate lesson examples, apply what was learned and self-reflect.

 

 

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Part 1: How do you know you have created the right objectives and provided effective modeling?

Part 1 focuses on how to create clear objectives and provide effective modeling. Video examples are embedded along with a model of how to evaluate these videos for clear objectives and modeling. Educators will also receive the opportunity to evaluate new video examples and self-reflect on their own teaching.

 

Worksheets & Activities

8.1 - Evaluate a Lesson: Apply your Knowledge

8.2 - Journal Entry for Classroom Application: Prepare your Lesson

8.3 - Classroom Application

8.4 - Self Reflection

 

Related Videos

Evaluate a Lesson: World Knowledge (Associated with PowerPoint Slide 13)

Evaluate a Lesson: Cause and Effect (Associated with PowerPoint Slide 28. Stop video at 03:50)

 

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Part 2: How do you know you have effectively implemented practice?

Part 2 focuses on practice. It reviews how to evaluate a lesson for effective use of guided and independent practice. Educators will evaluate real classroom videos using the checklist for guidance. At the end, educators will self-reflect on their own implementation of practice.

 

Worksheets & Activities

8.5 - Evaluate a Lesson: Apply your Lesson

8.6 - Journal Entry for Classroom Application: Prepare your Lesson

8.7 - Classroom Application

8.8 - Self-Reflection

 

Related Videos

Evaluate a Lesson: Main Idea (Associated with PowerPoint Slide 53)

Evaluate a Lesson: Decoding Words (Associated with PowerPoint Slide 63. Stop video at 05:50)

 

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Part 3: How do you know you have effectively used the supporting practices?

Part 3 focuses on the supporting practices. It reviews key elements of eliciting frequent responses, providing feedback, and maintaining a brisk pace. A real classroom video is used as an example along with a model of how to evaluate a lesson for use of supporting practices. Educators will go back to self-reflect on a previously implemented lesson and think about how they can improve in the intentional use of the supporting practices in a future lesson.

 

 

Worksheets & Activities

8.9 - Evaluate a Lesson: Apply your Lesson

8.10 - Journal Entry for Classroom Application: Prepare your Lesson

8.11 - Classroom Application

 

Related Videos

Evaluate a Lesson: Syllables (Associated with PowerPoint Slide 89)

 

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Closing: A final review and summary

This section concludes Module 8 and the Introduction to Explicit Instruction. The instructor reviews important key ideas and educators reflect back on what they have learned about the DBI framework, explicit instruction, and evaluating lessons using the checklist.

 

8.13 - Stop & Jot: Apply your Knowledge

8.14 - Stop & Jot: Solidify your Understanding

8.15 - Stop & Jot: Solidify your Understanding

8.16 - Discussion Board Post

 

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Coaching Materials and Facilitation Guide

The "Coaching/Facilitator Guide" helps facilitate implementation, reflection, and feedback. It is intended for use by external (i.e., SEA or LEA staff, faculty, project-based coaches) or internal (i.e., school-based instructional coaches) coaches working directly with in-service educators who are learning and practicing the course content. Additionally, materials within the coaching/facilitator guide can be adapted by faculty as they prepare pre-service educators. The goal for coaching/facilitation is to ensure that educators are practicing the content they are learning and receiving feedback to improve their instruction. Included in this guide are: (a) sample communication emails, (b) a master checklist, (c) a discussion guide with important talking points, and (d) a fidelity form that can be completed by a coach/facilitator when observing classroom instruction.

Coaching/Facilitator Guide

 

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