Providing Immediate Specific Feedback and Maintaining a Brisk Pace
Providing Immediate Specific Feedback and Maintaining a Brisk Pace
Explicit Instruction Course: Module 7 Overview
This module is the third in a set of four course modules focused on explicit instruction. This module focuses on providing immediate specific feedback and maintaining a brisk pace. The module begins with a review of the explicit instruction model and describes how the supporting practices can be used to maximize student engagement. In this module, educators will learn about:
- How the supporting practices maximize engagement
- How to provide immediate specific feedback
- How to maintain a brisk pace
- How to adapt a program lesson to make it more explicit by incorporating the supporting practices
This module is divided into three parts, with an introduction and closing. The full PowerPoint presentation and workbook across all parts of the module is available below.
Complete Slide Deck (508 compliant)
For questions related to course content, please contact ncii@air.org
Introduction: How do the supporting practices maximize engagement?
In the introductory video to Module 7, you will review the explicit instruction model and learn how the supporting practices maximize engagement.
Worksheets & Activities
7.1 - Stop & Jot: Solidify your Understanding
Related Videos
Part 1: How should feedback be provided?
In Module 7, Part 1, you will learn why it is important to provide immediate, specific feedback and how to provide this feedback.
Worksheets & Activities
7.2 - Stop & Jot: Consider your Classroom
7.3 - Analyze a Video Example: Apply your Knowledge
7.4 - Analyze a Video Example: Apply your Knowledge
7.5 - Analyze a Video Example: Apply your Knowledge
7.6 - Analyze a Video Example: Apply your Knowledge
7.7 - Analyze a Video Example: Apply your Knowledge
7.8 - Analyze a Video Example: Apply your Knowledge
7.9 - Stop & Jot: Consider your Classroom
7.10 - Analyze a Curriculum Example: Apply your Knowledge
7.11 - Discussion Board Post: Module 7 Part 1
Related Videos
Affirmative Feedback: Reinforce & Restate (Associated with PowerPoint Slides 35-36)
Corrective Feedback—You Say It, They Repeat It (Associated with PowerPoint Slide 40)
Corrective Feedback : You Say It, They Repeat It (Answer) (Associated with PowerPoint Slide 41)
Corrective Feedback: Give the Answer and Give a Choice (Associated with PowerPoint Slide 43)
Corrective Feedback: Give the Answer and Give a Choice (Answer)(Associated with PowerPoint Slide 44)
Corrective Feedback: Revoicing (Associated with PowerPoint Slide 46)
Corrective Feedback: Revoicing (Answer)(Associated with PowerPoint Slide 47)
Reset Feedback: Stop a long response (Associated with PowerPoint Slide 52)
Reset Feedback: Stop a long response (Answer) (Associated with PowerPoint Slide 53)
Reset Feedback: Ask a question a different way (Associated with PowerPoint Slide 55)
Reset Feedback: Ask a question a different way (Associated with PowerPoint Slide 56)
Part 2: How can a brisk pace be maintained?
Module 7, Part 2 discusses how to maintain a brisk pace. The video begins with an overview of maintaining a brisk pace in the context of the DBI framework and provides educators with a checklist for how to maintain a brisk pace. This checklist is reviewed in detail throughout Part 2 and viewers will have the opportunity to apply the checklist to workbook activities. Part 2 not only describes why it is important to maintain a brisk pace but also how to do so.
Worksheets & Activities
7.13 - Stop & Jot: Consider your Classroom
7.14 - Analyze a Video Example: Apply your Knowledge
7.15 - Analyze a Curriculum Example: Apply your Knowledge
7.16 - Journal Entry: Module 7 Part 2
Related Videos
Analyze a Video: Maintaining a Brisk Pace (Associated with PowerPoint Slide 81)
Lead Teacher Demonstration: Maintaining a Brisk Pace (Associated with PowerPoint Slides 85-86)
Video Example: Maintain a Brisk Pace (Associated with PowerPoint Slide 91)
Analyze a Video Example: Maintain a Brisk Pace (Associated with PowerPoint Slide 95)
Part 3: How can you use the Supporting Practices to make adaptations to a program?
Part 3 of Module 7 discuses how to use supporting practices to make adaptations to a program. This part provides an overview of using supporting practices (eliciting frequent responses, providing immediate and specific feedback, and maintaining a brisk pace) in the context of the DBI framework and illustrates how to bring all 3 of the supporting practices together through a curriculum activity.
Worksheets & Activities
7.18 - Let Me Start It: Apply your Knowledge
Related Videos
Activity 7.18: Let Me Start It Video (Associated with PowerPoint Slide 105)
Closing: What are the next steps?
Module 7 concludes with the next steps in supporting practices. It includes a brief review of what was learned and applies each supporting practice to the DBI framework. In this review, the checklists are reviewed one last time and educators are provided the opportunity to apply supporting practices in their classroom with the support of a coach.
Worksheets & Activities
Journal Entry for Classroom Application: Module 7
Classroom Application: Module 7
Related Videos
Evaluate a Lesson: Main Idea (Associated with PowerPoint Slide 53)
Evaluate a Lesson: Decoding Words (Associated with PowerPoint Slide 63)
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.
