EXPLICIT INSTRUCTION
All is quiet in Stacey Jones sixth grade math class, though much is happening here. Her students, most of them avid self-starters, have learned how to use the first few minutes of class to focus on their assignments. And, they know this time to prepare and catch up is brief.
(teacher announces two minutes till we correct)
The tactic, allowing self starters to get ahead and time for Mrs. Jones to quietly help those with questions, is a key element in a teaching practice known as "explicit instruction." Achieving such efficiency and discipline in the classroom requires consistency from the teacher, as well.
These students tend to be focused, because they know what is expected from them for each lesson. Instruction begins with a class recitation of the content and language objectives for the day.
Super -- 1. Content and Language Objectives
(lesson goals, students reciting lesson goals)
Next, Mrs. Jones does what all teachers do --
Super -- 2. Telling
...she tells students the information they need to achieve the class objectives.
...put everything away, eyes up here
And in the teaching, she is careful to keep students engaged.
(teacher asking questions class responds, going over problem with class responding)
Super -- 3. Modeling
Modeling, or carefully showing students how to work an assignment, is the core of instruction. But talking is not necessarily teaching.
()we want to find a common denominator, what do we want to find? common denominator
(Stacey Jones) dif between telling and lecturing... i expect them to repeat it back, they finish my sentence, i have them repeat as whole class, so at least they hear, repeat numerous times, better they'll remember
Super 4. Guided Practice
The next step is to encourage students to move from mimicking to thinking, providing their own answers, perhaps with a little coaching.
(teacher, asking questions, unison responses)
Rote responses may help memorization, but application can be internalized by kinesthetic feedback. Stacey prompts the students to use their limbs to demonstrate geometry principles.
Stacey has also found that a simple technology, such as a white board, can encourage struggling students to try.
(Teacher: today use white boards, less intimidating, because can erase, and try again, see what they do, correct it, and they erase and fix)
( over right shoulder of teacher, watching students work, with white board, she counts down, 321, and show me, boards go up, talks through solving problem)
(advantage of working in groups is learning from each other that they don't know, they all put in input, every student is involved in showing what they know)
( if student offer what they know, boost self esteem and accomplishment)
Super 5. Independent Practice
Sooner than later, students must be allowed to produce their own answers. At times they work on assignments in class privately, but Stacey Jones believes students also learn from each other.
( independent practice means what they understand, what need to go over again, have student work on worksheet, work with small group up front so can help them with challenges)
( end product of explicit teaching is students enjoy math, contribute what they know, know what's expected, they know vocabulary, see them said them written them, they learn more because they're more confident)
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3:33
Guided Mathby bonnettclass1,471 views
im in this video it was fun to do
RockDevil25 7 months ago