foreign to the webinar the magic is in the instruction uh let's give folks a few minutes to hop onto the webinar and uh give Dr Archer an opportunity to um to speak with you for a minute so thank you thank you for being with us you know um before the session occurred many of you submitted questions and so I got to view uh your names uh Ann I got to view where you were from and this is a session uh that is on the magic of instruction but it's important to everyone I saw many many states represented not just Georgia but other states I saw other countries represented including one that I'm going to visit next year Australia and Canada and uh so we are very glad that you are with us so and we're just letting people get on and then we're going to be ready to start uh and I think that could go ahead right now I think we got most people uh well let's give it just a few more minutes and I see the shout out to Australia I don't even know what time it is there okay is that how many hours away is that 13. oh my goodness uh I'm not 8 A.M thank you thank you all right oh goodness well good morning good morning and good evening and we're in the midst of winter here and so uh I think there's there's summering in Australia oh wow look at uh all the greetings uh Dr Archer do you see them Adelaide if nothing else around the up on the screen the chats so yes so yes look at that Australia with us New Jersey uh Montreal and Canada terrific uh Wisconsin where I work often Texas Hawaii Bobby uh tomorrow virtually but yeah Washington which I grew up in uh and oh goodness look at this Vancouver uh where I went to high school oh my goodness in the state of Washington and Ohio I'm working with you next Monday uh and Michigan I've worked on many big projects in Michigan and Colorado too uh and Malaysia I will tell you my grandfather worked in Malaysia all of his working years uh so uh what a Delight San Diego where I taught at San Diego State Kansas where I did Big projects uh wow New Mexico second home in New Mexico for many years just like Pennsylvania the patent group South Dakota I did this summer I just am totally blessed to have been in all these locations oh I saw someone from Indonesia I have not even visited Indonesia but then we've got a hello from uh New York City where I'll be virtually on Friday all day excellent excellent okay I'm I'm gonna go ahead and get us started and uh welcome uh to all of those that are coming in um Welcome to our webinar series Spotlight on structured literacy my name is Kim day and I'm a board member of Ida Georgia and on behalf of the board we're pleased to be offering this series this marks Ida Georgia's second year working in collaboration with the reading League Georgia and we're very pleased for that exciting partnership I want to say a special thanks to Nicole Vela and Ashley Edwards both from the reading Lee Georgia who will be supporting the webinar this evening by monitoring the chat box for questions I also want to take just a moment to thank Ida Georgia board members who work to put these webinars together uh in the essence of saving some time I you know who you are and I just want to thank you as the co-chair of this committee for all your hard work we wouldn't be able to do this without you Ida and the reading Lee George are committed to providing information on evidence-based practices to Educators parents and advocates in doing so we hope all students will have access to structured literacy instruction in this four-part series our speakers will discuss how to most effectively instruct reading based on the science and instruction and what content to include to ensure that students become competent readers of course as you all know Dr Archer is the first speaker in our series and she'll be focusing excuse me her presentation on joining the science of reading with the science of instruction before we begin thank you to those who submitted questions Dr Archer mentioned earlier when you registered for the webinar as a reminder if you have any other questions please put them in the chat box and as I mentioned the chat will be monitored and Dr Archer will be addressing as many of your questions as she's able to during the Q a and now without further Ado it's my pleasure to welcome and introduce this evening speaker though she needs very little introduction as her reputation and research are known and valued by so many Educators across the country and across the world Dr Archer serves as an educational consultant to State departments and school districts on explicit instruction and literacy she has presented in all 50 states in many countries including Australia and is the recipient of 10 Awards honoring her contributions to education Dr Archer has served on the faculties of the University of Washington the University of Oregon and San Diego State University she has co-authored curriculum materials including phonics for reading three level Intervention Program rewards a five component literacy Intervention Program and a best-selling textbook titled explicit instruction effective and efficient teaching please join me join me in welcoming Dr Anita Archer educator extraordinaire thank you for all 56 years thank you yes I was asked you know how many years have you taught and this is my 56th year I blessed so um it is a deep honor to start out this series this is the first session of the series called the structured literacy webinar series and when we look at structured learning uh we recognize that there are at least two bodies of research that come together in it one the science of reading so any area that uh is critical such as decoding uh and uh phonemic awareness and vocabulary and comprehension uh would be the research on any of those areas would be concluded as a part of the science of reading but I'm going to focus today on the science of instruction because here's what I've noticed I could have watched and I watched many videos this week I am working in Hawaii and then next Monday in Ohio watching videos with uh administrators so that we would be better observers of good instruction uh and what I notice is that they could have the same curriculum based on the science of reading in terms of content and how it should be teaching how it should be taught but the difference across teachers could be very very different all due to the quality of instruction that was utilized so that is what we are going to look at and my purposes for this even though it is just an hour uh I could tell uh from your questions that we have people with a great deal of background knowledge on instruction and so my goals are number one to affirm you because you're going to say I always do that I have always done that I'm very careful to do that and so sometimes the best thing that can come out of a webinar is affirmation uh and then sometimes we need to be reminded we need to be reminded about practices that we've learned about practices that we've read about but we're not putting into practice and we need to and then of course I hope to expand uh on your knowledge uh today because one of the attributes of great teachers is that they have a growth mindset they are learning learning learning learning reading reading reading going to webinars going to seminars going to conferences and putting things in practice so we hope to expand on what you already know now before we start I will tell you if you want to get the most out of this webinar you need to do uh What uh we know makes a difference in classrooms and that is to respond so I know that you are probably sitting alone uh in your home or at school or at your workplace and you're watching this webinar but it would be helpful uh I'm going to have you sometimes say things together uh I am going to have you read uh just to remind us that good instruction is always Interactive I say something you say something I write something you write something I say it to a partner then you say it to your partner Okay so before we start let's just remember what our mission is sometimes we get so taken up uh in many details in our careers that we forget that we do have a mission this isn't a job this is even more than a career it is a mission and the mission is that the children we serve that we have the gift to serve that they are learning that they're learning decoding and encoding and phonemic awareness and vocabulary and background knowledge and comprehension and writing in response to what they've read their learning and more learning and more learning and more learning and more learning but here is the message of this webinar and that is that it is our teaching that directly impacts the learning that there is a direct relationship between the quality of my teaching and learning as an outcome now I just read an article you're going to get a number of Articles and one of them that I just got this week but this one was so surprising to me um Foster was the author Foster found surprising what was that teachers attributed students performance to their instruction only 50 15 of the time so they're not realizing the relationship between teaching and learning if the students are doing beautifully uh it means that you taught it well if the students have not yet mastered it have not learned it then we need to look at our teaching looking at our teaching teaching is our highest power as teachers it is what can make the most difference uh in terms of learning so we tell the students what we're going to teach them we do demonstrations we do guided practice we do checking for understanding all with the goal of more learning we provide feedback uh we provide praise we provide Corrections all with the goal of learning and uh we provide practice uh so that the students have an adequate amount of practice to make a difference so we know that all of those make a difference in terms of student learning so let's not just have the right content let's have the right instruction so that we can guarantee learning because all students can learn not one student can't uh but they need the very best instruction possible for that to occur I'll just remind you of one of my favorite quotes uh in uh and it was for administrators to remember no system or District in the world has made significant gains for students without a Relentless a Relentless a Relentless focus on the learning and teaching process and that's my experience too the districts that made a difference uh that lifted everybody up that reduced the number of students that needed intervention all focused on uh what do we know about learning what do we know about teaching well uh so we're going to specifically talk about explicit instruction and you know a principal last week asked me how do I know when I walk into a classroom if I see explicit instruction and I said well you'll know it when you see it because the teacher is explicitly teaching something directly teaching something is going to be systematic it is going to be active the students are going to participate the teacher is going to give feedback you'll know it when you see it so in 2019 a book came out on explicit and direct instruction and it gave this definition I'm going to read and if you're and you're home and you can read along with me explicit teaching is not just the episode within a lesson when information is presented it involves chunking content into small components guiding students initial attempts at working with that content and gradually releasing control into more open activities as students gain mastery it is a teaching model that progresses from I do to we do to you do now I had to laugh when I read this because in 1974 uh I wrote a chapter that utilized terms demonstration guided practice checking for understanding sort of Madeleine Hunter language and I said I want to have language that's more memorable so I coined uh what is now ubiquitous everywhere I do we do you do or I do it we do it you do it so that is a definite part of dynamic explicit instruction so I took the elements of instruction had to shorten up our list a little bit for today uh but uh as we go through this I want you to think what's happening in your classroom what's happening in your school so first element that we're going to look at is this and again wherever you are reading it with me focus on critical content to promote learning now this whole movement uh in terms of the science of reading has gotten people to sit up and say what is critical what is research validated what do we absolutely have to do uh and so I just put in here a reminder on many of you are totally familiar with the simple view of reading where decoding times language comprehension leads to reading but if we look at these elements they just are reminders of what a program would consist of certainly we would teach decoding now we wouldn't teach the kids to guess based on the pictures we wouldn't teach them to guess based on the context we would teach them that the only hint for reading is to look at the letters to say the sounds that corresponded to the letters and to blend it together so we're really clear about what decoding we should start teaching in kindergarten and teach in first and second grade and the upper grades extend by having prefix and suffixes so students can read multi-syllabic words with ease so uh we're just remembered what is the content that we would be teaching and based on the science reading so we would teach students print concepts like letter names and how to form those letters we would teach them phonological awareness including particularly phonemic awareness uh where these students blend sounds together and they segment sounds in words auditorily and we would definitely be teaching phonics you know it's so interesting because it's some of the uh conversations I see today on reading it's as if phonics is like new you know I wrote in 1984 the first version of phonics for reading we had a tremendous amount of research already on phonemic Awareness on Phonics on Advanced teaching of multi-slabic words this is not new uh and we also know that we need to teach words so they become site vocabulary and that the students would have fluency accuracy rate and expression but we also know that critical content is around language comprehension and we have a particular emphasis on background knowledge and academic vocabulary you know when I was first asked to give do a session the topic was on vocabulary but then we went to a bigger vision of explicit instruction but I did have them put into the materials for this session a video of me teaching students in seventh grade vocabulary so you just see what do we know about teaching vocabulary instruction all right so well I also got an email saying well I hope when you're in Georgia you give archerisms well that person had uh heard me speak at a conference and since my very first University training uh position I've tried to take what was complex and put it into memorable models that my students when I was at University of Oregon started calling archerisms uh and so read the archerism with me teach the stuff and cut the fluff so we know what this stuff is uh that we need to focus on to make the most difference I think this one is particularly critical this time I'm going to read when I stop say the next word breakdown complex strategies into obtainable pieces to ensure learning our outcome is always learning uh and but this one is very critical because if we teach things in very big chunks particularly with uh lower performing students they're going to have cognitive overload which all of you have experienced cognitive overload when too much information was coming in we have to break it down into obtainable pieces so the students will experience success so just two quick little examples so David Kilpatrick in his books has broken down uh phonological awareness into what we would teach early in terms of content uh what we would term as basic which would be the most critical to practice blending sounds into words segmenting words into sounds and then Advance where we would manipulate them deleting a sound adding a sound substituting sounds uh my good friend uh Dr Doug carnine uh did studies on what would be the sequence we could have uh for introducing letter sound associations and putting them into words and you know this is peaceful for us because we'll notice that it starts with very high frequency uh letter sounds versus ends with low frequency so the students are learning what's most useful from the get-go and then notice the letters the vowel letters are separated so we have the letter A then I separated from it but way back here is e because of the confusion of i and e so it's that kind of breaking it down and having its sequence for Optimum gains so here's the archerism the reason we break it down into obtainable pieces is so students will have success and we know that when you experience success it breeds more success why well because of the research on motivation I can't tell you how many times in the past year people have said to me Anita the students at my school simply are not motivated and they're just not motivated not motivated at all and I have to say to them look at the research on motivation from cognitive science two things need to occur if kids are going to be motivated want to be present want to come to class want to put in energy first they have to experience success we have to teach at such a high level that they are going to be successful but they also have to see that it's valued by the teacher but success does breed motivation so I always right in the room right next to me is my music room and I have a cello there uh and I've taken cello over time but never had enough time to practice it because I wasn't always at home but then during covet I was home more but I will tell you until I began to have success like like someone could recognize what I was playing was I is motivated to do it so I got to feel the empowerment of success on motivation all right well what else do we need to keep in mind as we teach and we teach very explicitly uh and again reading it with me and go provide quality explicit instruction lessons that yield learning quality explicit instructional lessons so if we look at research and I just used one uh you probably are familiar with John Hattie Australia uh Australians who are visiting with us today and John Hattie and his team collect many research papers uh answering questions that are critical to us as teachers and then they keep very well design studies get rid of ones that are poor and from it uh have what are called effect sizes basically that simply means it's effective and point for point four zero from zero to one is looked at as ah this is you darn you definitely want to do it uh and when we look at their outcomes which uh from 2019 explicit instruction had very high outcomes uh very direct instruction had very high outcomes Mastery learning had very high outcomes which is just one of the many uh summaries that have concluded that explicit instruction is very efficient and very effective so one way to have quality explicit instruction is to utilize explicit instruction procedures for example demonstration guided practice checking for understanding so that uh demonstration I am going to show you how to do it I'm going to tell you how to do it will that make a difference absolutely humans love learning and its inner DNA to learn from other humans but the demonstrations have to have Clarity they have to be extraordinarily clear so that the students will like get it one day I was doing a demonstration lesson and I was at the I do it stage so I was modeling the strategy and it happened to be a strategy on using context clues it was teaching actually a strategy called inside outside where the students would look inside the word first is there a part of the word that could help you give you a hint about the meaning then you look outside in the sentence are there any cues in the sentence that will help you and then there were uh if you didn't find it in that sentence you would look in other sentences and once you've figured out what the meaning might work you would check it in the sentence by substituting it for the word the meaning and then you'd ask yourself does it make sense so I showed the students how to do it uh I told them every step that I was doing I even got some responses from them so that they would stay alert I demonstrated a number of times and then the next day I came back and went to uh we're doing it together and guided them in doing it and guided them in doing it and guided them and doing it and guided them and doing it and then the next day they did it as I monitored them uh and did it with a partner but what was interesting on the first day where I demonstrated it the teacher came up afterwards and said oh my God they got it oh my God they got it I want to remind us that getting it is like learning that is like the purpose so the instruction needs to have a good deal of clarity and move from I do it to we do it to you do it now there was something very interesting as I read all of your questions uh and that was we have people on this webinar that is from the whole range of opportunities for instruction uh and some of you are in General Ed classes some of you I can tell are interventionists that do two to tier two interventions and we have people that are tier Three Special Ed so you might ask this question how does this model differ I do it we do it you do it across tier one General Ed tier two intervention and tier three uh which would be intense instruction as possible in Special Ed well what is fascinating here is that the same if I taught inside outside and I taught it in a number of different environments what would really differ is the amount of we do it now once you listen carefully because I keep seeing teachers going to I do it you do it skipping we do it all together where we guide them in doing it so maybe I'm a general ed teacher and I'm teaching that strategy and I do I do and I do another Dynamic demonstration where I tell them and show them how to do it I do and then I guide them we do it we do it we do it and they're looking very good and so we moved you do it but maybe I'm teaching that same strategy and I am teaching it uh to students that are in tier two in intervention and the students for maybe their third grade intervention students and they need a strategy for figuring out the meaning of words on their own so I say oh I can teach that strategy so I model it I do it uh I do it again I do it another time and then I move on to We Do It but the we do it's more extensive we do it we do it we do it we notice the gradual release of responsibility uh so that I am lowering my voice tone and then you do it but very intensive instruction would be more like this I do it I do it I do it but notice one of the problems sometimes with very intense instruction is the teacher does I do it I do it I do it I do it I do it I do it I and the teacher's getting really good but we need to instead move to we do it but here's where we have the difference if I am teaching that strategy it might be I guide you and we do it we do it we do it we do it we do it we do it we do it we do it we do it we do it we do it across days many days holiday I do it we do it we do it we do it before you do it so uh yes this can definitely be used across tiers of in students but uh the we do its what differs well what would I say are my archerisms for instruction explicit instruction this one is the one that I have adopted since the very beginning of my teaching career at universities because as I read the research again and again and again the power of teaching to lead to learning was so evident so the students had this as their model how well I teach equals how well they learned that direct relationship I don't want just 15 percent of the time teachers to say that the learning of my students was related in some way to my teaching I want them to say 100 of the time my teaching makes a difference in student learning so that when students are doing well we celebrate and we of course review over time uh if they're doing poorly I look at my teaching do they need more practice do they have lack of clarity did they need another demonstration for how well I teach equals how well they learn and then of course we have I do it we do it you do it okay we have some Aussies on so one day because I worked for many many years in Australia I was teaching uh doing uh teaching teachers how to teach and I use the term I do it we do it you do it and this wonderful gentleman raised his hand and he said well you know in Australia we just say I do we do you do why do you say I do it we do it you do it well I knew I needed a clever response uh and so I said to him well you know I teach at University of Oregon that's in Eugene that's the home of Nike just do it and later he said is that really how it came about I said no it was pretty clever wasn't it uh so uh oh you could just use I do we do you do but this is the power of explicit instruction uh in a short form demonstration guided practice checking for understanding well at the bottom here I had routines routines routines routines routines I cannot tell you uh how evident this was as I looked at all of these videos that we analyzed teaching behaviors the absolute Glory of routines now all of us are aware of Behavioral routines so we have behavioral routines what do you do when you enter class what do you do to participate uh what do you do at the end of class routines behavioral routines but there's two that we found made big differences number one is that anytime we have an item that we are going to ask students to respond to or we teach and then we have a parallel item and then another item that's parallel to it and another item we should use exactly the same instructional steps so that the student knows exactly what is happening for example when I teach vocabulary I introduce the pronunciation I then give a student-friendly definition for the meaning I illustrate it with examples and then I ask questions to verify if the students understand the meaning and when I go to teach the next word I introduce the pronunciation I introduce the meaning I introduce an example to illustrate it and I ask questions to check their understanding and the next one and the next so that I as the teacher benefit from routines uh and because I know the routine so now I can do the routine putting more of my cognitive energy on the responses of my students so routines routines routines routines routines now if you're gonna ask me what is the first thing we should do at our schools in regard to explicit instruction I would have to say number four So reading it with me and go [Music] actively involve all students in responding throughout the lesson making learning visible actively involve all students responding throughout the lesson making learning visible this is the most overt most visible Behavior instruction for our students to make and it's exactly where uh if we are going to move into more explicit instruction our efforts should start and why well clear and consistent research results number one when the students responses go up in a class so doth their behavior on task when the responses go up in terms of numbers so death learning that's what we're all about so if you want to increase learning increase the opportunities to respond and here's the glory there's more on task Behavior there's more learning but a reduction in disruptive behaviors because if I'm asking you to respond you cannot respond to academic questions at the same time as you are being inappropriate or disrupting the lessons all right so it's a management tool also and many of you are teaching intervention or special ed so if we look at the research on interventions one of the major ways to increase the intensity of the intervention is to increase the opportunities to respond now because I believe this is the first thing our schools should work on in the path of becoming more explicit uh then how many responses do we want well here's some guidelines in looking at studies that have been done on teachers who are very effective very efficient in what they do the majority of their responses are everyone responses everyone says it everybody writes it everybody does it and a smaller number are individual responses where I call on one student but even there we know that we should call on non-volunteers so if I visit your school one of the first things we would do is we would get rid of the Sea of raised hands we would have no hand raise as one of our Universal non-negotiables why well if teachers have kids volunteer we know exactly what happens the students that are highest performing students raise their hands thus the highest performing students get the most practice uh if the student's Teacher Calls on hand raised we also get the most assertive students the most confident students and the students that are most proficient in English a practice that I call teaching the best and leaving the rest so I would call on individuals but I also would tell us and all of you do this I would try to make my classroom as safe for all children as possible like before I call on you I'm going to teach it very well and then I am going to give you an opportunity to respond to it within the context of a group or to a partner and then I'm going to call on select individuals to be certain that the group is getting the information so I'm going to set it up where you are have already been taught it you've already practiced it and maybe you already have said it to your partner and now you're going to be called on now I'm always asked well how many responses should we be getting well luckily we have research on that question and so when they looked at very very effective teachers and these were Elementary studies they found that when the responses were simple responses such as everybody says it everybody gestures it or the students held up response cards simple responses that those effective teachers got three to five opportunities to respond per minute not one response in a period not one response in our not really one response in ten minutes but many responses within a minute one of the best things we can do for feedback is to count the responses uh that we see that the opportunities to respond in a classroom in like 10 minutes and would be looking for three to five opportunities to respond per minute now this is just a guideline but it certainly moves away from like one response in a period now of course if they are more responsed like I'm sharing with a partner I'm writing something down or I'm writing a math problem on my whiteboard and holding it up but even then the effect of teachers got one opportunity to respond per minute oosh and would it matter what kind well there are many many responses that we could get from students uh so they can make a verbal response particularly everybody says a short response together everybody says it to their partner they could have short written responses maybe writing it on a whiteboard they could have an action response such as use of appropriate gestures or my favorites are holdups why because the research highly suggests that use of holdups improves learning everybody writes on their whiteboard and holds it up everybody has multiple choice in percent choices on the screen and they show with their hand number two is the correct answer or maybe they have a response card uh yes or no true or false that they hold up what's the glory of holdups well the glory is I can observe all of the students responses thus hold everybody accountable and uh everybody is going to show me their answer and thus I have a better idea of the learning of my whole group but I'm also going to use inclusive practices for reading everybody reads it to themselves everybody reads it together I read stop and they say the next word uh Echo reading I read it they Echo it partner reading now the problem with partner reading is that some students are lower readers than others so I always give children the me or we option so when it's their turn they can say me I can read it to my partner accurately and fluently or we partner would you join me and read it together see that goes to that safety setting up a situation that's safe for children but if you want to start and make a lot of difference start with increasing opportunities to respond in your classroom or at your school site so what are the archerisms because I have to tell you I'm very fond of getting frequent responses from students well this is one I've used forever particularly when I work in middle schools and high schools learning is not a spectator sport why some students try to make it a spectator sport yep they come to class uh on the first day they sit way in the back as if to announce my body is here but don't expect me to participate but that's not going to work they will not learn and I'm responsible for all of them so one of my favorite ones is everyone does everything and this is actually not one that I came up with but my very good friend Kevin Feldman who trains across our country people particularly secondary teachers in active participation but it is what I want to see everybody says it everybody writes it everybody does it and so those are excellent reminders about uh getting frequent responses are you still with me I hope so because this only gets better number five I'm gonna read when I stop you say the next word carefully monitor students responses adjusting the lesson as necessary to ensure learning remember all of these elements of explicit instruction have one goal learning learning learning now I'm teaching a lesson and I uh need to be able to know if my students are responding accurately or not and so I must look very carefully I might must listen very carefully and if they are doing independent work uh if they are writing or they're talking to their Partners I need to circulate and monitor I need evidence I need ongoing formative assessment to decide should I go forward should I go back should I review it tomorrow this is a very interactive model of instruction so what are my adages here well look carefully listen carefully we can't just go through the actions we have to go through the actions and then look at their response to it so that we give input we ask a question we monitor their responses and then we give feedback and that is seen again and again in our lessons I provide input I ask a question the students respond I look carefully I listen carefully so I can give feedback uh and in some cases I have to circulate and monitor and uh one of my friends Stan Payne included one of his books um this sequence I'm gonna walk around look around talk around I'm going to walk around look around talk around and the talk around is feedback one of the strongest things we can do as teachers is be so aware of students responses that we will provide feedback now it could be uh praise particularly when students have had a series of correct responses don't you love praise don't you love it when your kids comes up and says wow I got that lesson that was really good teaching or a parent comes in and says my child has never learned so much as they do from you and you just feel better and our kids do too and it could be from for Behavior everyone's looking at me beautiful and sometimes it is informative how to improve your actual performance in an area sometimes informative feedback how to get better how to do better uh on something you've done uh would differ by children so maybe I'm teaching writing and we have a long rubric for what needs to occur we have to have a topic sentence have to have related details and each of those details have to strengthen the main idea in the topic sentence uh and when we write there has to be coherence flow from sentence to sentence we might even use transition words to help that flow and it has to be fairly legible if it is written out so I can read it and then you have to have a spelling punctuation capitalization so some things are pretty complex with many different behaviors so now I'm out monitoring and I come for the first child and uh I acknowledge that they have a topic sentence they have related details they have transition words uh and so I want them to continue doing that when we do the same type of let's say summary later but they could uh have handwriting that's just a little more legible by putting their words on the line on the best ways to improve your legibility and the next student I go to they've got the topic sentence they got the related details they have careful handwriting they've looked at their spelling and the capitalization and their and so I'll give them positive feedback all of those and suggest though that it could even be a step a little bit better if they added uh transition words not with every sentence but really where would it help so that's informative feedback and Corrections one of the things that's amazed me over my career is how teachers are so reluctant to correct students made an error it is a situation where there's an obvious error uh and I should correct it but they'll say no that'll reduce their self-esteem I want to tell you something what reduces your self-esteem is you didn't learn it if you make a mistake and the teacher corrects you with an affect that is not angry not a put down but just informative and then as you make the correct response which will help your learning in the future then it is a very good thing to do so feedback look at the effect size wow this one really makes a difference whether it is affirmative informative or corrective so archerisms for feedback okay this is very clever feedback feeds forward and whether it is I praise you for a specific behavior which now you're going to do in the future or I give you informative feedback that improves your actual response you're going to use it forward or I correct an error and uh you repeat the correct response uh that also feeds forward so we need to give feedback feedback feedback feedback well number seven and read it with me provide deliberate practice retrieval practice and space practice to ensure retention and learning wow now we could do a whole evening together on practice or like a week together on practice so I'm just going to touch the big ideas and so if we look at the research on practice one practice is deliberate practice which is goal-oriented practice consciously devoted to Improvement of a skill now this we could do every single day every time we gave an assignment so I could say to students you have read this section in our social studies book please uh write a summary or I could say we've read this section uh and you're going to write a summary and the summary needs to start with a yes a main idea statement then all of the other sentences have to include important details from what we've read and then you have to use everything you know about writing a paragraph let's just review that now that is deliberate goal-oriented practice because I'm checking mine off to see do I have the first sentence that is uh the main idea of what we read are all of the others sentences of supporting it but critical things to remember so that is very very deliberate goal-oriented practice and oh I have been reading a lot in cognitive science about retrieval practice retrieval practice is where the students have to retrieve something from memory now where this becomes really important is at the beginning of a lesson where we may might go back and review what we've covered in the past now one way we often do it uh is a recap okay let me just give you an example maybe I am a social studies teacher in fifth grade and we're studying the federal government and you come into my class and I say well let me just review uh what we have been studying in terms of the federal government first we looked at the three branches of the government we've learned about the legislative branch the Executive Branch the judicial branch uh and then we put a lot of extra study into the legislative branch and as you well remember there's two parts of it the House of Representatives and the Senate now when we studied and so the teacher just Recaps it the research shows that is not as powerful as this get your whiteboard out now we're going to do a review of uh what we've already learned about the federal government so uh first we learned that there were three branches in the government think of those ones turn to your partner and touching your fingers tell them uh what are the three branches of the federal government the teacher looks out at the group and they're going executive legislative judicial so the teacher then gives feedback so you don't have to have them in this order but you could have had these three equal branches the legislative branch the executive branch and the judicial branch that is retrieval practice not just a recap well spaced practice have you ever watched this in your own life you learned something and then you know like a month later you've forgot some of it so you had to bring it back into existence so you could remember it well that is exactly what we know about space practice now I gave you an article that was written by uh Brock rosenshine on explicit instruction but I particularly want you to attend to uh what he suggested in terms of practice and space practice particularly so in Brock rosenshein's work uh they had a Monday review and every Monday and every subject they would go back and do retrieval practice review of what was occurring what they taught in the previous week and then they would do it the next Monday and the next Monday so a short period of time was used to review the previous week but then on the fourth Monday they would go back and review all of the critical information taught that month did this make a difference yes they had a plan and space practice done in that way made a huge difference all right so we have had critical content we have broken it down we have provided very very explicit direct instruction uh we have involved the students throughout that instruction and we as the teachers have monitored and we have given feedback and we've provided uh judicious practice enough practice that they would recall the information so again wow look at combined studies looking at effect sizes deliberate practice retrieval practice space practice oh my gosh it makes a difference and number eight well let's do seven first now I had a hard time coming up with a altruism to remind us of this uh and you know people often say well uh perfect practice makes permanent and that's not true perfected practice over time makes perfect and permanent okay notice all the P's okay we'll work on that one perfected practice you got better and better it was done over time with space practice uh and now it's correct and accurate and maybe even automatic perfect and you're going to recall it perfected practice over time makes perfect and permanent so read number eight with me utilize management procedures that support students and teachers thus facilitating learning I had to add this because we can't just talk about good instruction without understanding that we have to simultaneously use practices that help management help manage the students and reduce disruptions so I'm going to just share with you some archuisms that sort of summarize how I viewed it over time okay so I would teach students behavioral routines how to enter the classroom how to exit the classroom uh what to do if they don't have materials what to do if they have to go to the restroom and these would be very predictable but this is the adage and I think it works very well predictability predicts ability if I consistently want students to have the right materials in class I'm going to use a routine again and again and again so because predictability predicts ability you're more likely to be able to do it if it reoccurs reoccurs and reoccurs it's a good one for parents too in their own household okay this is my favorite though provide pre-corrections pre-corrections simply mean I anticipate what might occur and I correct it beforehand I anticipate what might occur and I correct it beforehand oh this is important if you expect it pre-correct it you know as I watch classes almost always something that the teacher gets irritable about and has to correct could have been totally predicted let me just give you an example that we have in one video of me teaching so I'm in the classroom and it is a second grade and in the back of the class is the principal uh the first grade teachers the second grade teacher and my videographer Dima and I say to myself some students in second grade are going to just keep watching the teachers watching the principles turning around watching and talking and waving at the videographer I better pre-correct it so I said to the students now in the back of the room we have a number of people who are here to observe the lesson so that they can learn what they might do when they're teaching uh and uh so here's what you're going to do everybody turn around wave at the principle wave at the teachers wave at the videographer now turn around and look at me for you will never turn around and look at them again and they didn't because I pre-corrected it so we have at least one new teacher on this webinar uh and uh we always teach new teachers to be certain to catch students being good so that they are praising the students particularly specific praise tells them exactly what they did well behaviorally but also this is one for all of us maintain a pricky pace uh because what happens in a lesson is when there are voids the students feel it and I don't care if you're talking kindergarten you're talking fifth graders you're talking seventh graders you're talking sophomores avoid the void for they will fill it avoid the void for they will fill it well the last one I just the fact that you are here this evening uh that you are dedicated to your profession that you want the students to learn you want to continue to utilize the best instructional practices I know that you do this so my turn intentionally establish positive teachers student relationships that support learning in the classroom well you would do this you greet the students at the door you would smile at them you would know their names uh you would have Equitable practice across all the students you would monitor all of them you would have all of them responding uh and so and you would constantly connect connect by smiling at them connect by nodding at them in the hall connect by knowing something like how did that soccer goal game go last Saturday and you would be kind remember I mentioned uh Doug carnine earlier who had a long history in research in reading and in direct instruction now he does work in kindness has a a whole Institute that he runs in terms of kindness and I think it's important for all of us to remember if you came into my house and walked up the steps from my basement to the first floor there is a sign that says Be Kind be kind be kind and all of us can be kind too our students to our fellow teachers and to our principal to our parents our world simply needs more kindness all right so we have a summary here and uh that you would teach critical content that you'd break down complex strategies that you would provide quality explicit instruction that you would involve all students everybody does everything uh and you would constantly monitor their responses because you need that feedback that embedded formative assessment in order to adjust your lessons and you would provide affirmative feedback praise uh you would provide informative feedback and Corrections and you'd have practice judicious practice when they were given an assignment you'd make it deliberate you would have practice over time so they'd have recall and you'd have them do retrieval practice to improve memory of critical content and you would manage them particularly if you expected pre-correct it and avoid the void for they will fill it and you continue to realize that relationships and teachers student relation also makes a huge difference in terms of student gains now I was supposed to end at 8 15 on that presentation which would be 5 15 here in Portland Oregon and perfect timing uh now at this point many of you submitted questions beforehand uh and as you uh enrolled and then you might have put more questions uh in the actual uh chat box so I'm going to respond to questions but I will tell you there's so many questions I could have had you here for two years to answer all of those questions uh but I am going to uh answer them I read them over again and again and put them into groups so let me just pull up in front of me and this is just for me on the list of questions that I'm going to respond to I wish I could respond to all of them but I'm gonna do my best with as many as possible so um when I looked at your questions here's something that was very interesting many of you appear to be in districts that are moving uh from uh teaching uh balanced literacy as the philosophy and what was occurring in classrooms to structured literacy that would include both the science of reading in terms of content and procedures and the science of instruction and we had questions like this what are the best ways to transition from balanced literacy uh to structured literacy or do you have any advice for teachers who work in a district that is still using balanced literacy approach or how do you get teachers to buy in when they feel confused by the balance literacy push of the past all right so I said to myself what would I tell you if you had done balanced literacy and were moving to a structured literacy or uh organization okay here's what's worked for the districts I'm working with across many states number one we started in the primary grades because if they had been involved in balanced literacy where phonics was not explicitly taught or reinforced on a systematic way uh then we've got to take care of that right away uh and so we want a curriculum that has a sequence we want very explicit and structured to go along with it now may I use just an example so having worked with many districts that were making this movement one of the districts I'm working with uh said what kind of instructions should we give and I suggested that they utilize a series of instruction procedures called enhanced core reading instruction enhanced core reading instruction often called echary ecri where you would simply take the sequence in a core program uh a very systematic sequence and you would add these instructional procedures well here's what happened and that was that the change in the students gains was so phenomenal that even teachers who resisted moving away from balanced literacy said oh my goodness when I explicitly teach kids how to read words utilizing decoding skills and also having paired it with encoding or spelling I've never in my 25 years and this I hear all the time in my 25 years I've never had children at the end of kindergarten reading at this level I can't believe how how high the kids read where they are coming into third grade I've never had that before and I've taught a lot of years so what we want is success so that we started with the primary grades uh and uh in particularly we're careful we still had vocabulary instruction we still had read alouds we still had comprehension questions and we still had vocabulary but we really strengthened that one strand to ensure that the students would be able to read the words by the end of second grade now I put in an article for you to read that was given to me just in time uh so I have some cohorts in Michigan uh who sent this article to me called flip the script on change listen big and you're going to enjoy that article so often we try to change people's beliefs and how they viewed it talking them into it versus having them do something that changes their practices that leads to changing their attitude and beliefs and study after study after study on change found that if the teachers or there's many other professions this has been studied with uh have actions that are taught and they're required to utilize them and the outcome is success and they're given feedback on the success of their children in terms of teaching that there was much more change in beliefs and attitudes if first we change the actions and then cometh the attitudes and beliefs read that article okay then we had a whole bunch of questions on like you presented quite a bit tonight on explicit instruction how do we get it started you might have already got an inkling what I would do but they said things such the questions were such as um have you got any practical advice of how School leaders can embed the science of instruction in every classroom in their school yes uh work on opportunities to respond uh how might we best support colleagues or novice teachers who are new to this type of instruction have staff development on opportunities to respond how can principals engage hesitant teachers in the work of Science and instruction we have staff development on opportunities to respond uh so we have uh done staff development within schools where uh we introduce something let's say use a Partners not just turn and talk but structured partners and then they discuss with their colleagues in plcs how that might look uh in third grade how it might look in kindergarten and then they have to use it and come back to plc's and discuss it but opportunities to respond is always my first choice of introducing more explicit instruction now we also had a lot of questions I mean lots of questions uh that were what should I teach explicitly so I'm going to do these quickly should I explicitly teach handwriting absolutely Steve Graham probably one of the best researchers in the area of uh writing would say teach handwriting should I explicitly teach letter names absolutely the students will be focusing on the graphing when they learn that first label then you can refer to it this is the letter A it sound is ah but you would have already taught the letter name should I teach phonics to Primary students absolutely if you can't read the words there's no comprehension hope should I teach it to older struggling readers absolutely in fact one of the articles that you're getting is the IES practice guide which is looking at is the Institute of educational science who collects studies on certain issues and writes recommendations in documents called practice guides and they did one on Intervention for older struggling readers fourth through ninth grade and their first recommendation is teach students strategies a strategy not strategies a strategy for reading multi-syllabic words should I teach phonics to English language Learners yes because uh no matter what your background language is your first language now you're learning an additional language and ours is an alphabetic language which you have to know the letter sound associations should I exclusively teach spelling yes and it's pretty powerful particularly in the younger grades if the words that we are practicing spelling where we slow it down and segment it into the sounds and write the word parallel what we're learning in terms of decoding we teach vocabulary exclusively yes you have a video that shows this the here's what I see is the air most often in vocabulary instruction where the teacher starts out not telling them the meaning of the word but asking does anybody here know what precipitation means this is from a real lesson I watched and the first hand goes up precipitation I think it means what's under your arms and what okay the challenge with that is some child in the class is being very attentive and they may pick up on a total wrong answer teach then-esque teach the meaning then ask questions to strengthen their knowledge of that word teach then ask um and should I explicitly teach comprehension I was thrilled to see that your very next session is by a friend of mine Dr Sharon Vaughn from University of Texas and Austin and she's doing the session on comprehension now if you ask me that question at first I would say remember comprehension is an outcome you have to be able to read the words you have to know the meaning of words and you have to have the background knowledge needed to understand that and you need to focus on critical content thus I'm certain that she will share with you Sharon Vaughn one of a comprehension strategies that she has researched called getting the gist well the last category and I'm just going to watch my time oh pretty good uh the last category that many questions were about uh were um should I uh or what should I teach to struggling older readers now I already uh alluded to this but uh how should I address struggling readers at the secondary level how does this play out in secondary school settings if you could Implement one intervention consistently the second level at second Dairy level with staff not trained in structured literacy uh what would you guide the teachers to do in middle school and high school well this is my area of research now I tell them I'm doing a project in New York City where we are utilizing rewards with children who read uh at the third or fourth grade level but our seventh grade or eighth grade or ninth grade but again I want you to read that is practice guide called providing reading interventions for students uh in grades four through nine you have its link uh and it's an excellent source beautiful review of research and exactly the recommendations I would suggest having research rewards that reflects those but I do want to end this with absolutely commending you see a number of Studies have looked at children viewing us and asking are we credible as teachers and when you break it down the students looking at us is number one does the teacher love teaching and I know because you're here that you absolutely love teaching and you want to be very good at it and continue to grow number two uh does the teacher love uh the content they're teaching and so no matter what we are teaching and I know this is true for you uh you show that this is important this is critical we've got to learn this and the third attribute would be do you have a commitment to students learning so that you are passionate about teaching passionate about content and passion about student learning and student learning occurs when we have the very best instruction possible and then the students learn and we adjust the lesson based on their performance well I'm going to turn this back to Nicole and Nicole uh I bet it's time to sort of end this webinar but we did rather well yeah that was perfect timing thank you again Dr Archer for tonight's presentation and discussion we appreciate all that you shared with us and many thanks to everyone who joined us this evening I know that we've all learned a good bit tonight about explicit instruction and are all thinking about ways that we can improve our own practice um so listen if you have colleagues who did Miss tonight's webinar just please let them know that within 24 hours to 48 hours that all registrants will be receiving a link to the webinar as well as any of the materials that Dr Archer mentioned tonight during the presentation and also all registrants including those who are on the wait list will also receive a link so they can fill out a knowledge check slash survey if they are interested in a certificate of attendance and that they can do that whether they've watched the live presentation tonight or they've watched the recording that form will be sent out early next week and the registrants will have approximately one week to submit the form if you do fill out the form you will receive your certificate of attendance the day after the deadline for submission our next webinar in the spotlight on structured literacy series is going to be held on Wednesday February 8th at 7 pm the speaker is Dr Sharon Vaughn as Dr Archer mentioned and she's going to be presenting on the science of reading as it pertains to comprehension so please go ahead and visit the Ida Georgia website and kind of get a jump start on registering for that presentation thank you so much for joining us and have a wonderful rest of your evening take care thank you and every doctor thank you Dr Archer Ashen managed with compassion thank you