Supporting Practices: Using Effective Methods to Elicit Frequent Responses (Explicit Instruction Course Module 6)

Supporting Practices: Using Effective Methods to Elicit Frequent Responses (Explicit Instruction Course Module 6)

Module Overview

This module is the second in a set of four course modules focused on explicit instruction. This module introduces the concept of supporting practices necessary for successful implementation of explicit instruction. The module introduces how to use effective methods to elicit frequent responses. Throughout the module, educators will learn how eliciting frequent responses support instruction within the DBI framework.

In this module, educators will learn about:

  • How the supporting practices maximize engagement
  • Various methods to elicit responses
  • How to use these methods to elicit frequent responses that:
    • maintain or check accuracy of processing
    • match student abilities
    • use a variety of response formats (when appropriate)
    • maximize student involvement

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

Complete Slide Deck (508 compliant)

Workbook (508 compliant)

Introduction: How do the supporting practices maximize engagement?

In the introductory video to Module 6, you will learn:

  • How the supporting practices maximize engagement
  • Various methods to elicit responses
  • How to use these methods to elicit frequent responses that maintain or check accuracy of processing, match the learning outcome, match student abilities, use a variety of response formats (when appropriate), and maximize student involvement.

 

 

Worksheets & Activities

Introduction Transcript

6.1 - Stop & Jot: Solidify your Understanding

 

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Part 1: What are the methods and purposes for eliciting responses?

In Module 6, Part 1, you will learn methods for eliciting responses and the two purposes for eliciting responses.

 

Worksheets & Activities

Part 1 Transcript

6.2 - Stop & Jot: Consider your Classroom

6.3 - Pause & Process: Solidify your Understanding

6.4 - Analyze a Curriculum Example: Apply your Knowledge

6.5 - Discussion Board Post: Module 6 Part 1

6.6 - Quiz: Module 6 Part 1

 

Related Videos

Video Example: Maintain Processing in Modeling (Associated with PowerPoint Slide 41. Stop video at 01:00)

Video Example: Maintain Processing in Guided Practice
(Associated with PowerPoint Slide 43. Stop video at 0:45)

Lead Teacher Demonstration: Elicit Responses to Maintain Processing
(Associated with PowerPoint Slide 50-53. Stop video at 05:01)

Video Example: Purposes for Eliciting Responses (Associated with PowerPoint Slide 58. Stop video at 02:26)

 

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Part 2: Does the method of eliciting response match the learning outcome?

In Module 6, Part 2, you will learn how to match the method of eliciting a response to a learning outcome.

 

Worksheets & Activities

Part 2 Transcript

6.7 - Pause & Process: Apply your Knowledge

6.8 - Stop & Jot: Solidify your Understanding

6.9 - Analyze a Video Example: Apply your Knowledge

6.10 - Journal Entry: Module 6 Part 2

6.11 - Quiz: Module 6 Part 2

 

Related Videos

Lead Teacher Demonstration: Using Methods to Elicit Responses that Match Learning Outcomes
(Associated with PowerPoint Slides 77-79. Stop video at 02:35)

Video Example: Matching to Learning Outcome (Associated with PowerPoint Slide 86. Stop video at 02:08)

 

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Part 3: Does the method of eliciting a response match student abilities?

In Module 6, Part 3, you will learn how to match the method of eliciting a response to student abilities.

 

Worksheets & Activities

Part 3 Transcript

6.12 - Stop & Jot: Consider your Classroom

6.13 - Analyze a Curriculum: Apply your Knowledge

6.14 - Partner Work: Module 6 Part 3

6.15 - Quiz: Module 6 Part 3

 

Related Videos

Audio Example: High Probability Requests (Associated with PowerPoint Slide 108)

Lead Teacher Demonstration: Elicit Responses that Match Student Abilities (Example)
(Associated with PowerPoint Slide 112)

Lead Teacher Demonstration: Elicit Responses that Match Student Abilities (Non-Example)
(Associated with PowerPoint Slide 113)

Video Example: Matching Student Ability (Associated with PowerPoint Slide 117. Stop video at 01:23)

 

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Part 4: Does the method of eliciting a response match the desired response format?

Within the DBI framework, one thing to consider is whether you are using a variety of response formats. In Module 6, Part 4, you will learn how to match the method of eliciting a response to the desired response format.

 

Worksheets & Activities

Part 4 Transcript

6.16 - Stop & Jot: Solidify your Understanding

6.17 - Analyze a Curriculum Example: Apply your Knowledge

6.18 - Analyze a Video Example: Apply your Knowledge

6.19 - Discussion Board Post: Module 6 Part 4

6.20 - Quiz: Module 6 Part 4

 

Related Videos

Lead Teacher Demonstration: Matching the Desired Response Format
(Associated with PowerPoint Slides 134-135)

Video Example: Matching the Desired Response Format (Associated with PowerPoint Slide 141)

 

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Part 5: Does the method of eliciting response maximize student involvement?

Eliciting frequent responses helps increase student understanding and maximize engagement. In this module, you will learn how to choose the right type of response. In Module 6, Part 5, you will learn how to elicit responses that maximize student engagement.

 

Part 5 Transcript

6.21 - Stop & Jot: Solidify your Understanding

6.22 - Analyze a Video Example: Apply your Knowledge

6.23 - Pause & Process: Solidify your Understanding

6.24 - Analyze a Curriculum Example: Apply your Knowledge

6.25 - Journal Entry: Module 6 Part 5

6.26 - Quiz: Module 6 Part 5

 

Related Videos

Lead Teacher Demonstration: Maximize Student Involvement (Associated with PowerPoint Slides 171-172)

Video Example: Maximize Student Involvement (Associated with PowerPoint Slide 181)

Video Example: Maximize Student Engagement (Associated with PowerPoint Slide 185)

 

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Closing: What are the next steps?

Now that you have learned about how to elicit frequent responses, what are the next steps? In this closing, we summarize the importance of eliciting responses in terms of the DBI framework and the activities you completed. The video also introduces an opportunity to apply what you have learned through a Journal Assignment and Application Activity.

 

Worksheets & Activities

Closing Transcript

Journal Entry for Classroom Application: Module 6 Classroom Application Prep

Classroom Application: Module 6 Classroom Application

 

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Coaching Materials and Facilitation Guide

"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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