Gina welcome how are you today great Arlen thanks for having me good afternoon everyone uh welcome to explicit with construction 101 as Arlen's talked to us about already and introduced it um we're going to talk a little bit about why what it is obviously and why it's important and um again my name is Gina Fulton and I work with IPA on other projects but this is kind of like a passion project so I hope you guys enjoy the success the sixth session series that we put together um to kind of give you some background and draw you into the importance of explicit instruction so let's go ahead and get started I want to share my screen with you and make sure you can fit with sound and we're just going to go ahead and get started so were you all to see it um I want to make sure that we can see everything and everything's good to go Arlen's going to be my commander-in-chief when it comes to chat so as we go through this we're just going to work our way through the slides and again if uh there'll be plenty of opportunity to have conversation so that's my at least that's my hope so we are we still haven't seen your screen yet did you finish the screen share yes that's what I was afraid of make sure I did the right one Arlington you know sometimes the technology yeah we still we see your webcam we can hear you okay but we cannot see your PowerPoint so go back down and just hit that share screen one more time one more time see if we get it share sound how about now Arlene it's there awesome hey technology is great when it works right so absolutely go ahead and it's where we need to be so today's outcomes obviously we never do anything without outcomes right so um just the top of what we're going to take care of is we're going to explore and understand obviously the foundations of explicit instruction and and really look at what the research telling us and what it is that makes it so important um obviously hopefully by the end you've gained some knowledge of the elements of explicit instruction because those are a little bit different than what the foundation is and obviously learning some underlying principles of explicit instruction we're going to look at some evidence as well because I think without evidence you know it's just your opinion and then we have enough of that in the world today so we want to make sure that we provide some support and give you that um good research base to be able to go back and dive deeper if you need to and then we're going to learn the common concerns that is associated with explicit instruction and I'll talk a little bit more about that but you'll get the gist um so you can kind of see what's taking place as what people might have some ideas relating to explicit instruction that are myths maybe and then at the end we'll take a look at a summary case study we're going to take a look at what it looks like to implement it very well in the classroom so let's go ahead and get started here I'm about as anal retentive as they come I like to know the next steps I like to know the purpose of things so obviously I'm not going to read this to you but here's our outline for the day as well so here's the topic that we'll cover the reason I put outline together too sometimes is it allows you after the presentation to go back and just simply Google some of these things that you might want more information on and it's pretty quick and quick and dirty way to get some information for you if you see EI obviously explicit instruction and so we'll just kind of work our way through the outline but let's get started um a big thing that we'll learn through Anita as well is um and Anita archery is the guru I would say of explicit instruction it's really laying out the purpose and letting people understand why we do what we do so if you're here today for the purpose of this this informational type webinar you're here to maybe affirm what you already know you're the yes person you get it you got it you know you but you still want to affirm that I knew this maybe you want a general reminder you're like yeah I think I've talked about this in the past but I'm not sure because I think I'm at cognitive overload I remember it but it's still there and then obviously to expand maybe some of you have a few Concepts you've talked about it in a staff meeting um and maybe you've even had training on it so you just want to expand and learn a little more or maybe it's that you really want to go through it again and apply what you've learned and you can put it all together and use it in a daily manner to best suit your students or help your staff improve their bag of tricks so one key thing about explicit instruction is is the need for active participation webinars are tough guys you know this you're probably zoomed to death right um I'm a person that likes to chat it up and read people it's really difficult for me during this time so I probably will overburden you with chat questions and responses but I try to get the most out of you because I want you to feel like hey it's three o'clock I'm given my time which is super precious and I want to make sure that I involve you as much as you can to make sure you understand um and hopefully move some of this stuff from short-term memory to long term yes we proceed through the slides so obviously we're working on active participation um for me I'm a note taker during these things because again I'm a squirrel I can't stand something real short very long I'm the one squirrel you know something distracts me so I'm a good note taker when it comes to these things because I want to get the most out of it some folks um you'll see through here we'll do maybe a short choral responses as you all know you're muted so muting is your friend in this case but when we would do trainings together we would do some short choral responses to get you actively engaged it's difficult on webinars but I wanted to share the um the premises of active participation here that we're going to try to do oral reading again there's some slides that just lend themselves to choral reading obviously you're muted and then the close reading the one slide I did have a close reading I just thought of is that I deleted that slide for us but close reading is another strategy that normally you'll see in the presentations that we do and then last year obviously is the best practice is the takeaways that you get from this session so hopefully as we go through everything you're actively engaged you're you're really wanting to be a participant and as there's just no there's any question that you need answered we're happy to help you and Arlen's going to be my Vanna White so to speak and tell me all the questions that might come up in the chat box so I encourage you to be an active participant and um let's just go ahead so our first quick chat you've already done great you've told me where you're from we have a really mixed group of folks all the way from teachers interventionists I noticed assistant principles principals do me the next level all right so I kind of have an idea who's here a quick pull and we'll do this obviously in the chat box are you an a resident expert you understand and have evaluated trained or you use implicit instruction in your classroom quite frequently in your lessons or maybe you're a principal and that's something that you guys implemented and you're looking for that the tools that you've observed in the lessons are you be are you entering the zone of explicit instruction that means sometimes you have used it in instructional tools and in your lessons or that you've observed an evaluation but it's not all the time it's there you know maybe once or twice I've done some things I know what it is or maybe you're C you're the novice and you feel lucky that you signed up for this and that you just want to learn more and to gain more obviously Knowledge and Skills about it so wherever you fall let's go ahead and have you drop that in the chat box and Arlen if you could on this I know it might be a little difficult but can you do me a favor and tell me the at some point here um it doesn't have to be right now but we'll do the survey says so I'm just doing a quick glance here and able to see that I'm seeing lots of B's and C's which makes me feel very comfortable as you all laugh I'm glad that no one's a super resident expert on all this because I've really bore you to death today and I hope I don't do that to the bcc's that are still with us so maybe by the end of this Arlen can have that tallied for me and we can kind of see where we're at and I'm Maddie Phillips I'm glad to see I got a B plus a minus with me so she'll keep me on my toes for sure and she'll be happy to share perhaps some things that maybe have taken place in our classroom so that's even um it's even better for us to have some real life people that have gotten into this and gone on so um my background is um is a little bit diverse I I started here in Illinois um and have gone the gamut and moved around the country and then I'm back here in Illinois but when I was working at Boise State University out west and I worked with the center for school Improvement um I was asked by Dr Archer to attend her a tots training trainer of trainers right and so wow I don't know if you guys know Anita or if you've heard of Anita but we had Anita in the state of Illinois during uh and I'm dating myself so bear with me um when we had reading first right and we had all these reading academies across the state well the good thing about those reading academies is that we got to bring in some national level folks that have done amazing work um researching what's Best Practices as it related to reading at the time and so she invited us to come we went to Oregon actually we she invited us we go to the training she takes us to her house she welcomes us and she says my mission in life is to make sure because I'm not a spring chicken that I get all this out to people I just want them to understand how important explicit instruction is and I was hooked right um anybody that's you know she she gives everything she has she shares all her materials with us she's encouraging she wants us to go out to see and um she really really makes sure that we are um doing you know at least doing the best we can with the information that she's provided through the years of research that she's had um and I just wanted to make sure too that we if anybody wants to know this is the information where it's it's the book right here it's Anita Archer and Dr Charles Hughes Dr Hughes doesn't travel with her he's definitely the researcher it's not that she's not a researcher but she is the presenter and she is the I don't know if you like I said if you've seen her in person you'll understand why I'm so um passionate about the idea of doing some of her work with her so let's go ahead and move forward so obviously what is explicit instruction and we're going to hear from Anita herself in a few minutes but for those of you that need to kind of ground yourself in what specifically is explicit instruction is um it goes back to being one of those most powerful tools we can use as Educators and again we think about it it's her whole thing is about how do we maximize academic games for kids right and how do they improve success but she's also huge about what's it like not only you know not not content wise but you know how we deliver it and it's important and you know in her mind it's a positive or respectful environment and really again it goes back to that idea of improving Student Success and making them feel successful and nurturing their desire to learn because nothing's worse and I think the last two years have not only challenged students but it's probably challenged us as Educators as well as like how do I get back in the groove of being that a really great deliverer you know that teacher in front of kids in the classroom and providing that information so I I think that first part is just to get you rooted in what's what is it that we're thinking about because it kind of seems kind of nebulous at first right it's kind of touchy feely explicit instruction okay um and then the second part is really about characterized by how you instruct in a series of scaffolds and I don't know I saw some folks that are interventionists that work with struggling students but I find any more that with this two-year Gap we probably have students that struggle with the learning process all over the place because we have huge gaps we're going to talk a little bit about that not in all areas but in areas that would be obvious that they haven't been exposed to the skill so we're going to have those air those areas of concern so a huge part of her instruction is based on a series of scaffolds and how we set things up for students to progress through learning and then obviously again she's guiding him through the Learners learning process now Anita will tell you straight up don't commit assume aside and I saw that typed out and I didn't hear her say it and you know when you see it spelled out you're like what is that yes assume a sign and so I've used that for 15 years and people some people have heard that and some people haven't but and I'll say as especially as an evaluator of teachers I would go in and say okay I know you know this information but the kids probably could have learned a little bit more if they had a clear statement at the beginning because I'm I'm again a kid that needs to know the purpose or are we doing this to make it important and it goes into that purpose and rationale for learning a new skill it's that hook of how we get them into that lesson and obviously you've been in that classroom where sometimes the expectations and what they demonstrate I can tell you from experience again this was a elementary school I'm a high school English teacher by trade but um I will tell you that the clear expectations and demonstrations for students sometimes I I always tell the story of being a kindergarten classroom watching the letter um a and they kept talking about or actually the sound um a and they kept talking about Arthur the book I'm like that's an R sound that's probably not the best demonstration for the a maybe an apple would be so making sure that we have clear expectation those demonstrations that align to those expectations and that for that instructional Target and we really think about that feedback that we give because we want to make sure we provide enough feedback as we're scapulating those activities so kids can have that independent Mastery in my mind when I see this and anybody that knows how Anita's things are set up this kind of could be summarized by saying I do we do you do and for those of you you know the I do portion is we're gonna I'm gonna show you how to do it then we're going to do it together and then you're going to do it independently on your own and if you've ever seen Anita which you're going to see in a minute um it's it and she might say to you it might be the I do I do I do I'm still doing it I'm doing it and it might be that way with kids with big gaps right they're doing it they're doing it we're doing it together we're doing it together it may not be that simple I do we do you do there may be longer periods of of by doing and we doing until you're able to do it on your own independently so those are the kind of things that we're going to make sure we get a better understanding of as we move through this and again obviously it's instruction that's systemic direct engaging and success oriented so that's the big part of what Anita's gonna kind of show us so let's go ahead to the next and I I never show videos to tell you the truth I show clips normally real quick clips but Anita's so good and what I want you to do is pay attention to any ahas that you might have any questions you might have after the video is done and we're going to let it play out I normally don't play a long video but in this case I think you'll enjoy it because she's so great all right so let's go ahead and take a quick look at Anita's words what explicit instruction is [Music] thank you so I have the gift today of talking to you about explicit instruction explicit instruction simply is instruction that is quite direct it is unambiguous with the goal that the students would get it would understand it and would learn we have a lot of confusion around the term explicit instructions so let me sort of augment and add to that one question I'm often asked is wouldn't it be more motivating for students to learn it on their own to discover it to use authentic problems to discover it and it's as if we have set up a total dichotomy between explicit instruction and Discovery but we really should view it as a Continuum and when we look at the research on instruction we learn what are the attributes of that Continuum for example if you are teaching children that are novices that have just never learned this body of knowledge in the past it appears that they do much better if we explicitly teach them the information whether it's knowledge or skills or strategies that we teach it if they are learning a body of knowledge that they've not learned in the past they're brand new to algebra they are new to decoding of words then they really benefit from very explicit instruction so those two things when the student is a novice when the knowledge is new explicit instruction would be desirable but then after you've gained lots of information you've gained lots of skills then Discovery is much more a viable option but only after you've had explicit instruction so one of the things that I also would be reminded of is the research if you happen to be a special ed teacher especially students grammarly is a digital writing assistant and it's super easy to download onto your Chrome browser and use it to draft emails for obviously my college assignments and essays and even applying to internships so the plagiarism detector helps you check your writing Acro sound like we were getting some grammarly advertisements do you know I know Marlin and so it's always so good when all this works great yeah no problem was it that was there something open in your browser I you know I think it popped in right here at the end so I'm just gonna go right to where she was I apologize you guys would be desirable but then after you've gained lots of information you've gained lots of skills then [Music] okay so now I'm getting an f and knowledge or skills or strategies that we teach it if they are learning a body of knowledge that they've not learned in the past uh they're brand new to algebra they are new to decoding of words then they really benefit from very explicit instruction so those two things when the student is a novice when the knowledge is new explicit instruction would be desirable but then after you've gained lots of information you've gained lots of skills then Discovery is much more a viable option but only after you've had explicit instruction so one of the things that I also would be reminded of is the research if you happen to be a special ed teacher an interventionist and you are working with struggling students we definitely know that they are going to gain more with very explicit instruction uh than Discovery you know if they had discovered it they would not have been struggling and so we need to have very explicit instruction for them and what would that mean well we could actually take explicit instruction and put it into two areas one is the design of the instruction and the other is the delivery of the instruction and the design of the instruction means that we pick important content to teach them we break it down into obtainable pieces but then our lessons are organized so that more learning could occur for example I often talk about three major steps in teaching children skills and strategies where I do demonstration guided practice checking for understanding I do it we do it you do it and many of the skills and strategies we teach would follow that pedagogy um but it also means that the students are not direct not only directly taught it but they have practice actually I'm going to tell you my concern is often that we're not giving adequate practice uh I am constantly hear people say well you know Anita that is just drill and kill drill and kill and I can tell you we have no reported incidents of children dying of practice instead look at the research the Abundant research from cognitive science and from learning uh on practice the students need a deliberate practice where they're practicing with a purpose they need practice that is spaced over time not all in one session and they need to retrieve information in that practice so it's a combination of very uh explicit instruction with I do it we do it you do it followed with deliberate and space practice and retrieval but here's what I've noticed I've had the great blessing of teaching for 52 years and do demonstrations all throughout every year and what I have noticed is that students need better delivery skills than we've done in the past for example all instruction needs to be interactive I say something you say something I write something you write something all explicit instruction would be very interactive with students actively engaged throughout the entire lesson and we would give them we'd Monitor and watch their responses give them feedback on the responses and we would maintain throughout the whole lesson of very perky pace so those are some of the attributes of having very explicit instruction and we know that then I set you up for your ability to solve authentic problems I set you up for being successful I set you up to generalize information to other situations but this means we've got to keep the teach and teacher and we have to provide the teaching that our students need so let us never forget the research on explicit instruction because if learning is our goal then a lot of explicit instruction needs to occur there bless you in your career may you thrive as an educator so thanks everybody I I think it's important that way that we hear from Anita because when you see her in person it's totally different than hearing her words or reading her words right she is so good at delivery and um that's why I always am excited if we can to get a share her within the training itself because again it's her life's work and when she said 52 years she's been doing this I I think Anita's actually this year 89 or 90 and she still looks like that and she travels all over the country she's still in classrooms teaching this methodology and this delivery to everybody that'll that'll have her and she she again National presenter that goes around all around to kind of share her knowledge with the world and you can see she's so great at it so here's your first pause and pounder huh Ponder um what ahas did you have when you saw the video uh you know what did you think oh oh I get it now or I never thought about that and um what questions do you still need answered what would you like to know a little bit more about um this is my cute little Bodie this I'm a I'm that crazy dog lady that you never want to have to sit next to because all she does is talk about dogs that's me so of course I had to sneak him into the presentation and he'll be our little pause and Ponder um throughout the session this part's really important too so if you could really drop your drop one into the uh chat box it really helps with that active participation it helps me know that you're out there listening because let me tell you this is not the easiest thing to do when you're trying to do explicit and engaged instructions so great I see all of you dropping your chats in that's wonderful um and I just wanted you to see again the guru herself at the at her best so um I think that's what's really uh engaging here I'd love to see this here good teaching matters good ideas for engagement and instruction a lot of teach teacher then student back and forth right her stuff's very sing-songy if you notice it's and I tell everybody this if you put stuff to music kids get it I saw some of the most Innovative instruction in one of the Elementary classrooms in East St Louis that I was in several years ago and I was just so pleased and I said what are you doing and differently and she's like we have more Rhythm and songs that go with all the stuff we're reading and the kids have picked it up really quickly she's the same way she does that back and forth it's just natural but I guess if you've done it for 50 plus years you can do it so and good to see that is important somebody just said explicit instruction is not it's thrill and skill not drill and kill and I think that's pretty important to note so again thank you guys cats are great you're getting it I'm glad you're sharing it when we do these chat boxes you're going to be sick of seeing this little icon because it's going to pop up but we're doing it because again we don't want cognitive overload we want you to kind of take small pieces chunk it together we're going to try to move that to long-term memory even though we're in an hour sometimes this stuff's a little meaty and sometimes it's just making sure by tomorrow you might remember what we talked about so thank you again the I do we do you do I just saw so we're gonna go and it's great lots of chatter perfect so again why do you think leaders should know the importance of explicit instruction in today's classroom I'm not going to make you drop it in the chat but it's pretty obvious we've all been living through this covid-19 pandemic and as if we didn't have gaps in learning prior to depending on where you're taught some of the gaps have increased significantly and and I think I'm going to show you some of what the research tells us based on what the data is telling us it's not going to surprise you but it kind of will kind of put another lens on why we think we need to kind of really act quickly and close those learning gaps because not that we didn't act quickly in the past but now it's exponential almost that we have these learning gaps that we're really having to address and obviously you know these are geared towards educational leaders and that you have to have that knowledge and if you don't know how to deliver explicit instructions that's okay as long as you know what it is and what it looks like and you can provide support in that to your staff that's what you're wanting to do you want to have that ear training that eye training to be able to see what it is that teachers are doing in the classroom to support students and really helping them through their education so let's take a look at what the nation's report card has and I know I hear the booze out there but I like to do a metric that's kind of a National Standard right so if you do Illinois ones the test changes every couple years everybody can have different things they want to talk about versus what data is telling us and this is a good example for us kind of to just take a look at so this was in the news I don't know if anybody pays attention to the news anymore because it's sometimes depressing but it was in the news in August and um it was the long-term trend for reading and Mathematics at five selected percentiles for nine-year-old students from 2020 to 2022 and I know you're right um that was a rough couple years but at least we had a National Standard to go back and take a look at and it goes deeper and goes deeper in explaining how this was constructed what the methodology was who the group was yada yada and this has been a National Standard we've had for years so it's kind of the one consistent bar that we can kind of take a look at and not do any blame but just kind of see where we're at as a nation and normally it makes a lot of time what takes place in our state and you can drill down to the state level I just didn't do that here for protecting the innocent right so um the website's right here over to the right that you can see and what I wanted to show you is two things we're going to talk about the percentile and the scale scores of where we're at but I think the big thing is and I'm not telling any educator out there or any principal out there anything new this is the decrease we've had in those years right prior to believe it or not education was it was it increasing small Monumental increments but it had been increasing so this doesn't take a rocket scientist to be able to tell us this but this is definitely why we should feel a little feet under our fire and I I mean fire under our feet and we should realize boy in the past we were able to admire the problem a little bit we can't admire anything anymore we don't have time in our day compared to some of what's taking place and so just as a quick reminder I just want everybody to be able to see here again the percentiles will go up this side and I'm going to show you a slide after this if it's very small for you and I'm a scale score person so scale scores are here and you can kind of look at what this means so over here I included the explanation for you and it's obviously the percentile score and nape is a number where a certain percentage of students fall below that line right so here's the 10th percentile and we're looking at reading scores and out of that 155 was the score for the 10th percentile right that's their ceiling so this means in 2022 10 of nine-year-olds had a nape language LTT reading scores below 155 while 90 were above that right so what does that say to us some of the things we're going to talk about so be thinking what what does some of these scores mean when you just see this data what are your observations um and same way for mathematics if we look here it looks like 178 is the 10th percentile for Math and the scale scores 191 and then we kind of take a look up through here through the assessment years and again it's 2020 through 2022 here's where we can find this we want to go deeper but this is that purpose part like why is it that we need explicit instruction I read these charts a whole lot better again I'm the squirrel so I get you know distracted by The Legend and things of color I'm like wonder why they chose that you know those silly questions that squirrels have a tendency to do but what I wanted to say here is this is the exact same data that we saw in the previous slide but to me it's cleaner clear and keeps me focused and so again how you present data to staff or how you share data with people it makes a difference so here you can kind of see some interesting things right this is the big thing the change over time right and then here's mathematics where we started 2020 2022 right and then we go down and so you know initially we're like ah this ain't too bad right then we go here hmm I have lots of questions right so I start thinking of those questions so here's some of my questions that I want you to participate with me and I just need you to answer one of them in the chat box so what is the story that that data might have been telling us and I'm going to go back to the data so you can kind of see it so I want you to think about one question below and if you got no paper in front of you or whatever you have just jot down your answer to one of these questions so what are your observations of the data provided and that's just you know tell us the simple facts no conclusions provided right you're just reporting the data just the facts Jack um and and no no analysis nothing right so what did you see and we'll go back to it and what would you do if this was your school scores were you able to what what would you do to start to close the gaps any specific groups a subject area anything you're thinking about and are you experiencing these types of gaps in your school or are you just lucky and your kids are doing great and no one has any any needs her gaps to address I don't know many folks that are that lucky these days but hey if you've got a school that's doing great drop that in the chat box as well because I want to recognize you and give you give you a uh some Kudos and then what do you think the data is telling us right so do me a favor we're going to go back up here here's I'm going to use this one it's just simpler from this you can do an observation right you know just tell me what You observe in the chat box or you can answer one of the questions that we can go back here real quick you know what would you do if this was your school scores what would you do to start closing gaps and just drop any of those spots into the chat box and not everybody has to do it you can just write it on your in your notes to kind of Jar your memories thinking about hmm what does that make us think about definitely the scores have decreased since 2020. they've gone down in all areas thanks Margaret thanks Mona um how do we have time to recover those losses yes it is telling us there has been a change of instruction and learning since scored scores have just decreased thank you Jesse the students were below the 25th percentile lost greater ground than those who scored higher thank you Anne students who are working at the lower levels have decreased more than the scores of the upper levels I think I would identify groups and look at what resources I have to support them the data is telling me that our children's skills were negatively impacted by school is being shut down yes absolutely we start data teams this year in all classes uh I love this Zach the data is telling us we have an opportunity to do great things this year and Beyond absolutely you know yeah you're wanting to go up this is the year to go up social emotional impacts absolutely in the RTI World more students need our services thanks Maureen that's a that's a great thing to think about that's also a good thing to think about how we set up our targeted groups how we put you know because you got to manage resources and again it makes you rethink RTI a little bit right so your tier one should be pretty big right now because a lot of kids haven't been exposed to those and I'm off topic so but I just want to address that RTI World question is you're going to have a lot of tier one kiddos right so that's instruction in the classroom that's core Services everybody gets it so absolutely Maureen and it's going to look a little bit different though when we get into what they need because you really need to rethink that RTI model right because everybody's probably got a gap um my great Elizabeth glad to see everybody's using data teams that's great so thank you perfect so what this part did is really show us why we need direct explicit instruction in areas that have gaps right so if we go back there and look somebody hit the nail on the head on one of their observations this is a the students in the 10 all struggled anyway but even here look at the majority right here and somebody hit the nail on the head and they said it at the 25th percentile below that was when the majority of um change occurred right and not in a good way not in a positive way but Zach made the great point is you could you know what a great opportunity to improve what it's always about what we choose is our method to improve right so when we go through these things I really want you to think about wow there's a great time now to start really thinking about how we do instruction how we do delivery and how we combine That explicit instruction as one of those means to introducing you know especially because a lot of kids are going to be novices still because they've not you know I think about mathematics to your gap of some kids getting instruction and some kids not depending on where you are at and I think what a better time now knowing this because you guys know it every day you see it every day the importance of finding things that work and that don't waste your time in our research base because you don't have time to waste anymore you didn't have time before but but you really have you feel the the need to do something the urgency so to speak and then this slide simply is something for you to go back to right so I provided this just so you have those resources because again I'm the nerd that likes to go read more about some of these things but these are also great tools because I'm going to harp on everybody to use research-based practices you know have your staff read more about um you know explicit instruction and all these places here provide you with all that information as well as a couple places to get some more data about what really is going on so you can use you know especially if you start data teams you can use some data to introduce the concepts of just observations before you make conclusions and maybe doing that with somebody else's Data before you start with your own um Anita covered this just very generically and we'll cover it generically today because when we it's a series of six webinars which we hope you all will come back and attend um I just wanted to give you the foundational aspects of it because in an hour's webinar we really don't have time to go deeper into each one but we will go into the foundation specifically in in more you know detail later but I I want you to take a quick look this is your opportunity to do your independent reading skills and kind of take a look here at 1 through 16. and if you could either on your paper or whatever you've got a thing put an X by things that you do in the classroom what is it that you're a educational leader as the principal of the building or the assistant principal you go through classrooms and you're doing evaluations what things do you see when you look at you know classroom observations are you seeing these kind of explicit instruction opportunities in the classroom so just Market next by things you've seen and I would say Mark and next by things you've seen consistently as the as the leader of the building and and as a person that's providing instruction you know reflect upon your own practice and say huh what are these 16 things do I do really well and boy I forgot about that or this one needs some work and I think when you go through the list you'll find that a lot of these are directly from research I look at number nine and I can hear Bob Marzano in my ears telling me over and over the importance of examples and non-examples and that was the one I did so poorly I was a high school English teacher I didn't really think about those kinds of things so that was always the one that I was like I need to go back and think about that when I design my lessons right I'm super logical linear so that was never the issue but there are certain things and brisk pace you'll you'll find that I'm Italian I talk really fast and the research is out on that people that talk fast folks listen to so I'm very happy to say that I'm sure you're all listening to me with baited breath and that I'm quick at delivering my perky paste so I also have a time limit so I'm keeping my eyes on that too so I don't want to mess up anybody's afternoon so when you go through this this is kind of like an example of what are the areas that you're looking at because I don't need to tell you you know read these to you and tell you each one but what I want you to do again is do your own self-assessment it's either personal as you write the lesson plans or as you go through classrooms and deliver it and I'm just curious and and I really don't want you to share out on this because nobody wants to be a man and a tattletail or make anybody feel bad I I told you mine was definitely number nine um I just want you to think about this these layers that are built into when you Pro when you're planning for lessons or when you're walking through a classroom to see the lessons we're going to do the underlying principles because there's not only 16 foundational pieces but there's the underlying principles of explicit instruction and Anita touched on these you know she's talking about that optimize that engagement time the time on task because that's what's important with kids who have those gaps right and so we really want to encourage them and we want to promote those high levels of success and it's hard to feel successful if you can't grasp the knowledge and that somebody's up here talking over your head and it's not really on part and then obviously increasing the content coverage you know so it might take more time but I do we do you do again I do might be a little bit longer than I normally have had in the past because I didn't have two years of limited instruction um the weed is going to be a little longer so you do might take a little longer but knowing this um and knowing best practices there's ways to increase that amount of content copper and then making sure students have spent more time in instructional groups I can't preach this enough if you are really looking at ways to kind of close in some of these gaps but you really got to think about how you set up you know it's explicit you set up those groups so they're high functioning teams right that takes a little time you have to practice that you have to be explicit in your instructions to kids so this is how we behaving group and this is what we're doing group and so really thinking through and teachers have to feel more comfortable doing instructional groups I think you know if you just say we're going to do groups and kids are all over the place and things aren't very structured that's not necessarily a good spending of your time but really using instructional groups as intended right and preparing for that planning for that um scaffolding instruction this is so important and this is another star on your list of making sure again a Sumo site comes into this right and I know I was a high school teacher so kids would come to me and be like ah these kids know this stuff they should know this stuff I didn't take time to find out well hey maybe in the school that they fed into us they didn't cover blank or you know whatever content I assumed they covered they hadn't covered and so I had to think about those things and making sure that I was scaffolding my instruction to kind of shrink those gaps and make sure that they could get to the content that we were all on the same page and then obviously we had to address different forms of knowledge in in kids coming in different differing experiences and backgrounds as well and so I think the one thing too is the takeaway too and I'll hear people say it and I kind of cringe and I kind of don't I'm just happy that you're having a conversation about instruction because again I'm the nerd um there's definitely similarities between explicit instruction and direct instruction what I want you guys to kind of know is that in explicit instruction can be direct instruction um I mean direct destruction can be explicit instruction but it's like that Hulu commercial where they have uh it's really bad and they say hulu plus plus I would say explicit instruction is part of direct instruction but direct instruction goes one step further and they really have that emphasis on the differentiation of curriculum design and that's built into direct instruction where explicit instruction is exactly what Anita talked about you know she talked about that design and the delivery and really talked about you know that engaging pedagogy that she really wanted to talk about and all those things are part of direct instruction but explicit instruction isn't direct instruction does that make sense to everybody so again it's not hulu plus plus direct instruction is Hulu Plus plus so all right so here's a quick note on optimizing instructional time and I want to make sure I keep my eye on my time as well so when we look at this we're really thinking about um where can we find time these days right it's our number one limited resource and so what we want to do is make sure that we take you know as you do every day but you want to make sure you're spending that time on that critical content right that stuff you've agreed upon as a team this is the stuff that kids need and ensure appropriate match between what's being taught and the instructional needs of the class because you may want them to be here but they're still struggling from not maybe having the instruction that you expected or assumed they had in the past and then the rest of this piece here start lessons on time stick to schedule um teaching groups as much as possible be prepared avoid digressions increase transition time and use routines sometimes I think this sounds so simple but I can tell you as a building principal if I were to walk around my buildings I would look and you know we really struggled on that transition time sometimes some people ran a tight ship and some of people didn't and I know if you're out there you think you could think of somebody instantly in your mind that you're like oh yeah I know who that person is they could you know the kids were in the bathroom for 15 minutes it was supposed to be five or whatever it is but there's ways to make sure we use our time wisely and that's so important now without burning ourselves out that's the caveat of finding balance so again another pause and Ponder if you guys could take a quick minute we've crammed a lot in these last few slides what ahas might you have had maybe if there's any questions you still need answered you could just drop any aha you've got in the chat box my other problem is I need to practice wait time better and so it's really hard on webinars to practice wait time without opening my mouth so until I see somebody hit the chat box that I know people are answering me so anything that you grasped oh God bless number one here better understanding between the difference between explicit and direct rate that is the biggie on that one people use that word interchangeably and yeah it is but it isn't right thanks Elizabeth I appreciate that well with time being the way it is we're just going to keep moving through um and again um not assume great Nancy and then um I know that I'm doing a lot of the 69s but 16 things don't happen every single lesson and I think that's fair but I think it gives you something to think about though right you know uh and Scaffolding is an underrated strategy God bless you Amy it definitely is gosh especially now think about it we got some loss here what are we doing to scaffold that piece to get kids where we are and how do we do that quick kwl or whatever we're doing to find out what's the student's background knowledge if you're teaching reading or if you're teaching mathematics you're talking a foreign language sometimes to kids that you know for two years maybe didn't have the vocabulary used in mathematics or didn't practice specific things um you know characteristics of reading that they should have been looking for seeing things like that point of view um and Julie thanks I'm glad to see the foundations of explicit health will help you when you're doing observations that's great because that's those kind of things you want to think about now we're going to talk about my boyfriend John Hattie I hope you're all laughing out there I am a nerd total nerd right and so John Hattie's work has been around for a long time I've used it for 20 plus years I um I talk about this all the time I've used John Hattie's work for as long as he's been in the states doing his stuff and so what he has done for us as Educators and again I'm all about saving time what John's done is grab as many students as he could at grad students as he could and they've done meta-analyzes of almost everything you can think of in education and they've taken this lovely it looks like a protractor but they've taken this half circle in front of us and they've talked about effect size and when we're looking at research effect Size Matters right and I can tell you when I did reading first and those conversations around reading were brutal right whole language versus whatever and at the time whole language it was no you couldn't move people off of it mind you kids couldn't read spell do anything but we did whole language and if I've offended someone I'm sorry I've offended you but you really need to know the research shows that it's not effective so if you're doing those kinds of things I just want to lead you through some of these things as well and Anita talks a lot about the pieces of research that we know that make up effective instruction and make up explicit instructions so obviously here teacher student relationships are you shocked to see that it's a 0.72 effect teachers matter teachers are important in the classroom right so when we look at this and this is just simply to explain four and above is great for effect size and anything here I mean give yourself five gold stars but when we see anything below that hmm reverse effects have you seen that there are a lot of things in mathematics that if you do it wrong it takes you two years to correct that's not a good thing right we're already two years behind and so these are important to pay attention to and I I'm going to talk a little bit and I'll show you the picture as we go here's my um unfortunate plug for a fortunate plug for you is these are older books this is not new stuff but this is stuff that you can't recreate and you don't have the time to do 800 Med an hour and if you do after name and number in here because I'm going to give you a call because I got some things I want you to look at for me and so here's the things if you're a building principle visible learning is something you need on your desk at all times if you're a curriculum director of anything these are what you need to know if you need to find time to save this guy is going to find your time and help you save it when you're designing programs creating curriculum whatever it is that you're doing or even having to sell things to people that have got to move their cheese right those that are still wanting to do I don't know round robin reading whatever that old strategy is that you need to move them off of in his book he will show you the effect size and you have to like kind of show folks the data it's not personal but this is what the date is really telling us um he makes visible learning for teachers and so that's just at the teacher level and the future point of view and I love this one it's visible learning in the science of how we learn so it's all the brain science and the cognitive research that we know and a lot of based off of so for all of you out there in technology world I'm just wanting to see can you raise your hand if you've been using John Hattie's work in your school or in your own planning so on at the bottom here on your screen you've got a little hand that I think you can put up and Arlen's gonna kill me if I mess this up um but you've got it right down there at the bottom we've already got four hands in the air all right so we got four people sharing great anybody else out there that uses Hattie's work it's a Shameless plug but I'm telling you pull up Amazon as we speak or whoever you want to pull up Google John howdy that first book I'm telling you it's the Bible of education and I don't know why folks don't have to have that in in every College course that they take in education because we'd waste a lot of we waste a lot of time we don't have time to waste so great so how many do we have Arlen Henry's four it looks like we've got one two three four seven all right awesome so okay so then when we take a look at we're gonna I'm not gonna go over all these These are the components that make up um explicit instruction so if you take a quick look at me here's the D here's the effect right anything over four is a good thing and if we look at it so variables related explicit instruction direct instruction Mastery learning goals Clarity questioning all these things will make up what we know is a positive effect I'm kind of a nerd again I like things that make a lot of effects I'm looking for the big ticket items so in my building as a leader I'm looking for we need to work on feedback because we're going to get more bang for a buck um and believe it or not rehearsal memorization all you Masseys out there it is basic skills it's not skill and kill it's skill and drill basic facts and computation skills that they can do pretty quick just like it is when you read and decoding and understanding those kinds of things scaffolding look at that point eight two and then response to intervention for all you folks out there that are deniers now let me preface this by these are only good if we do them with uh the intent behind them right so if we do them if we don't do them as they're described or how they're proposed to do like you've seen response to mention gone bad right it's like a bad movie intervention gone bad or I hear people talk to talk about how horrible their training um I'm trying to think of saying like professional learning groups are professional learning communities I'm like well technically professional learning communities if you do them as they're done you know if you do it with um the intent behind the instruction in the research they're very effective but if you kind of make them your own that's when we kind of get into trouble and so when we look at this let's look at my favorite whole language 0.06 anybody in your building doing whole language this year it needs to go right we don't have time for things like this now the caveat on the Discovery Based Teaching 0.21 and Anita kind of talked about that right it's that continuum um and you can't go to Discovery and problem-based learning until you teach the skills right they have to have that what are you going to discover if you don't know anything so those were those are why standing on their own they don't do well so and student control over learning well you know I don't know about you but kids anymore sometimes they're not going to want to do more oh yeah please give me more let's do more you know so it comes though but it comes after we've gotten them engaged in the learning and mastering of the skills right so we look at Mastery learning once they've they've got it so so far what do you think about the effects of explicit instruction the effect sizes anything as shocking to you do I have anybody out there that's doing the whole language in their building still you don't have to admit it I I that's just me as again the high school English teacher that got kids that couldn't read I'm like what are you guys teaching well again if you don't know how to read and you just give them a novel to read that's kind of a you know a farce farse example of to teaching right so exactly Elizabeth the importance of feedback we do a lot of courses for IPA we create content for IPA I work on a team here and feedback is almost in everything we research right but we it's the least we do and it's cheap how much is it to do feedback right so think about it but it goes back to feedback's only as good as what you train and what you put the importance on it so you really have to think about that like oh we do feedback we'll do you was everybody trained was it calibrated do we all understand what we're looking for or is it an attaboy at a girl that's not really quality feedback right great so here's some things I want you to keep in mind and I again I'm not a special education teacher I worked for the center for school Improvement and I worked in the special education I ran the special education program for them for it was called sesta and we delivered technical assistance out to the field but it goes back to the question about RTI we ran I ran all the mtss so to speak for the state of Idaho and we looked at in our Center we looked at the two sides of academic you know academic RTI and behavioral RTI and how they come under that that umbrella and so many times it was the core right our core wasn't where it needed to be to build these systems and people would give up and they'd say hey this is not working this RTI step doesn't work well it it's because we didn't realize and so we had a foundation that everybody could work through on that core tier one and everybody'd have to own it them a special ed problem right probably we're identifying kids because we couldn't guarantee that our core was solid and so sometimes explicit instruction gets put into the pile of you know it's special education and and we can't go you know and and it's not thought of as a general education it's for everyone is what I'm trying to say because any kid that's struggling or disadvantaged doesn't mean you're in special special education and it's Guided by what students needs are and guided by you know um with guided practice versus unguided practice and we kind of talk through these things of what's important and what's you know kind of not important we've kind of covered these this drill and practice versus drill and kill the contextualize versus contextualized instructions student-centered versus teacher Center because there's times and places for all these but sometimes folks go well that's a that's a special ed thing you know we don't do we don't teach explicit instruction and I'm here to tell you as a high school English teacher general education teacher this is good content for everybody okay so I'm going to skip this part because I just want to go over these things I'm getting towards the end and I want to really make sure I watch your time here um but I've put these slides up here and we'll go into it a little more next time but this is just kind of a idea of what are the myths behind some things put the evidence behind um what's the evidence say about explicit instruction it shows us that when teachers are actively actively teach students like we're engaged we're looking at things where we love it we love that teacher we love learning three times the effect on students than when we try that facilitative learning again it's hard to facilitate learning if kids don't know what they're doing right there's no content there's no Foundation to build on and that's why I always talk to people about RTI and how we really need to make sure we think about some of those things because again three times the effect on students I don't know about you but I want to close those gaps I'm looking for things like this um and then this is another quote too just to support the evidence it's like although unguided or minimally guided instructional approaches are very popular intuitively appealing the point is made that these approaches ignore both the structures that constitute human and cognitive architecture and evidence from empirical studies over the past half century that consistently indicate minimally guided instruction is less effective and less efficient than instructional Pro approaches that place a strong evidence on guidance of the student learning process again this goes back to being let's be effective and efficient because again time is on our not on our side a lot and we're really having to close those gaps um in the just to make sure I'm keeping on time here I know we don't have much time left but I wanted to make sure here too oh that for you guys um it's kind of like that idea you know thought of for the day insanity is doing the same thing over and over again and expecting different results it takes me back to Hattie all the time right and I think of all the stuff that we do that perhaps doesn't have the effect we want and we don't have time in our day to do things that are ineffective and so I want to think about through these things is explicit instruction I instantly got brought into this because I mean I just feel like this is really what's going to help kids get that foundational basis so we can take them to the next level so we can really push that envelope and really push through um you know higher levels of content when we need to once we build the foundation it's about not assuming not committing a suicide and so here just you know why do we continue to do things in education that have minimal effect and um again for brevity is the reason here I would love for you to think about those things jot it down on your piece of paper you don't have to drop it in the text box and again I I want to kind of have that closing thought too is implicit instruction is used for these three bullets and if you think about it it's for new information it's for teaching novices man we're not talking about teaching kids that are in you know Advanced comp Advanced anything that that's not a New Concept right because then we can do that Discovery you know the discovery problem solving problem-based learning and really teaching struggling Learners right so those are the three areas that we know explicit instruction is the strongest and I probably would have to say that third bullet is something we need to think about struggling Learners are probably all across our buildings anymore kids that were in that 90th percentile are still probably struggling and I would be you know I just think we have to think about those kind of things a little bit differently now that we are back at it everybody's in the classroom and um I want to do that one last pause and Ponder if you could kind of move this to long-term memory and no it was like I try not to have that water hose effect but it just seems to happen but I kind of do need us to do that last pause and Ponder what ahas did you have in this last section caddy always blows people's mind those effects eyes just blow your mind and then and what questions do you still need answered the next slides that you'll have and I don't need to talk about it but I'll come back to that text box in the chat I've just provided you guys again with some very specific things because we only have an hour this takes more than an hour I just wanted you to have and you're going to say well that's old research no this is seminal and research so we don't have to worry about oh it's old it's again you think of John Hattie in the meta-analyzes this is stuff that really was is stuff we should still be keeping our eye on right and when we think about these things it goes back to the this is where Anita got the drill and kill um from Sharon Bond and gersten and all those guys uh and again the national math panel on all these are just I don't ever like to leave anybody without the summary and things to go looking for the thing that we're really and I'm running over time I know Ireland so I'm going to apologize the summary case study is basically um if you take your time you can go through you read the summary and it talks about Mr Davidson and how he has his Epiphany right he's gone through he's done the 16 pieces that we've spoke about he's got the perky Pace he's doing everything he's doing his lesson planning and it talks through you know just the case study of where he was at 25 7th graders Three Special Ed and he goes through this whole thing here basically what the case study looks like what's his classroom looks like but he's been schooled in explicit instruction right he has a poster in his classroom and this is what the poster says every day to remind him what it looks like what does explicit instruction look like in his classroom his kids know that they're all part of that piece and they understand what the goal for the day is here's what his targets are here's what they should be looking looking for this you know because then they're part of that interactive piece and they'll probably say hey you didn't model that skill for us wouldn't that be great if kids had that language and then at the very end you can review through and see what the observations are and it talks about the big thing is is after he went through this transformation and he really and people trained around those 16 skills and they talked about what it looks like in the classroom and again this is not rocket science nothing in there those 16 things were hard that you couldn't do right nothing would take 20 years for you to figure out you know it's not like it's Einstein's theory of relativity but what it was is he really found that um he really moved more around the room he found that he was able to you know examine those written responses as he moved about in the small groups and he connected with kids and most importantly an examination of student responses in his classroom indicated that learning not just teaching is occurring in his classroom so it goes back to again and I won't make you pause and Ponder because when you go back through and take a look at that case study I think that's something that's really important and it gives you like a summary of synopsis of what it looks like in the classroom right so I know I talked really fast I apologize Arlen I'm probably four minutes over I just wanted to be able to get to that piece because then that's technically your homework if you're coming back for us so if you come back with us in this second webinar which I've got here here's the next step webinars and when they are and sign up just the same way you did in the past and we'll go all the way through to March and if there's things that you want addressed in some of these sessions you can always drop them in the chat or actually it'd be great if you'd send me an email and I'd be happy to work that into the presentation if it fits into that section and if you'd like some more information about it and if you'd like more information or just some help with something there's my contact information I'm always on email so you can see that and again I just want to thank you all for kicking off your year with us it's really important that you get this instructional piece right and I just want to applaud you all for coming back after two years of having a really tough time and I know that you guys can do this and make a difference in kids lives so thanks for attending wonderful thank you so much Gina put your hands together for Gina Fulton give her a thank you in the chat if you're still with us appreciate you hanging in there going a little bit past four o'clock a lot of content to get to we this introduction to explicit instruction what it is and why it's so important I will post a link again to register for the next there are going to be a total of six of them um we're taking October off because that is our conference uh IPS conference month and we're awfully busy with our schedules then but we will be having one every other month all the way through March of next year so let me paste into I'm sorry there don't faced in the chat and she's right I had that wrong it's the 15th isn't it Merlin in December typo on my part yes I think we we had to move that date yes so that was my bad thank you for catching that uh December December 13th let me check here real quick yep I'm gonna make everybody car sick here so yeah December 13th if you can update that Gina yep got it and you'll see that when they add the thing uh thank you guys so much it was great I appreciate you interacting with us and again an hour of instruction at the end of the day it's greatly appreciated