EXPLICIT TEACHING显性教学.docx

EXPLICIT TEACHING显性教学.docx

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EXPLICITTEACHING显性教学

Focus!

Engagement!

Practice!

AGuidetoTeaching

aDemonstrationLesson

Pleaseusethisguidetothinkaboutanddiscussthelessonyouareplanningtoteachandhowyouwillgoaboutteachingit.Yourmentor/observerwillusethesameguidetoaskyouquestionsandcommentonyourclass.Pleasechoosealessonthatismeaningfultostudents,worthteaching,andfeasibleforaonetotwohoursession.Bepreparedtoexplainyourlessonindetailatthenextsessionandbringalongthematerialsyouareplanningtouseinteaching.

STEP1:

Thinkaboutwhattoteachandmakesurestudentshavetherequisiteskills

Wellbeforetheteachingday,decideontheskillorstrategyyouwanttoteachanddecidewhatyouwantstudentstoknowandbeabletodo.Decidewhatlearningopportunitiesyouwillprovidesothatallstudentscan“get”thelesson.

Whattopicorthemedoesyourlessonbelongto?

Whataretheimportantknowledge,skills,andstrategiesassociatedwiththetopic?

Whatwillbethefocusofyourdemonstrationlesson?

Whyareyouchoosingthislessonratherthansomethingelseyoucouldteach?

Whatshouldstudentsknowandbeabletodoattheendofthelesson?

WhatwillyouteachBEFOREthedemonstrationlessontomakesurethatstudentshavetheknowledge,vocabularyandlanguageskillstobeabletohandlethelesson?

WhatlearningopportunitieswillyouprovidetohelpALLstudentsattaintheknowledge,skill,orstrategyyouwantthemtoget?

Howwillyouknowifstudentshavetheskillsyouwantthemtohaveattheendofthelesson?

Howdoyouknowtheygotit?

Whattaskswillyousetupthatallowyoutoseewho’sgettingitandwhoisstruggling?

Decideonallthematerialsyouwillneedforthelessonandpreparehandouts

Whatmaterialswillyouusetoteachtheskillandstrategy,engagestudents,andgetthepointacross?

Whathand-outswillstudentshavetopracticetheskillsyouaretyingtoteach?

Whatmaterialswillyouusesoyoucancapturewhoisgettingit,whoishavingtrouble,andwhoalreadyknewmostofittostart?

Decideonthestructureforlearning–individualplus,pairwork,andsmallgroup.

Whatpairingwillyouuseforthepracticesessionoftheclass?

Why?

Willyouusea“think,pair,share”model?

Whyorwhynot?

Willyoupairupstudentswithdifferentproficiencylevelsorwilltherebehomogeneouspairsorgroups?

Visualizehowyouwillsetupthelearningopportunitysothatyoucanseethelessonflowinyourmind.Thinkaboutthepacingofthelessonsoyouwillalternatebetweenhighintensityworkthatrequiresstudentstofocusonthefrontoftheclassandhighengagementworkthatinvolvesstudentsinactivitiesthatreinforceconceptsbutarenottoochallengingforthem.

STEP2:

Makethepointofthelessonclear;presentaproblemortaskanddemonstratetheskill

Startwithaquickwarm-up–connectingwithstudentsandmakingthemfeelcomfortable.Establisharoutine,suchasaskingstudentsabouttheweatherorthedatetomovethemintoEnglish.

Whatwillyoudoasawarm-uptomakestudentsfeelcomfortable?

Brieflyintroducethepointofthelesson:

Focusontheskillsthatstudentswilldevelop,thestrategiestheywilluseandhowthelessonwillhelpthem.Makeconnectionsbetweenotherlessonstheyhavestudiedandbetweenwhat’sbeinglearnedandtheirlives.

Whatisitthatyouwantstudentstobeabletodoasaresultofthislesson?

Whatwillstudentshaveas“take-aways”attheend?

Whatwillyousaytoyourstudents?

HowcanyousayitinEnglishsothatstudentsunderstand?

Wherewillitbewrittendown?

Introducethepromptorexample（orapieceofatext）thatyouwillusetohookstudentsinandillustratethetask,skillorstrategy.Useapicture,apieceofrealia,aheadlineoragraphic.PutyourpromptonanoverheadorPowerPointifpossibleorputkeyphraseorchartonaflipchartforalltosee.

Whatpromptwillyouusetogainstudents’attention?

Whatwillyousayaboutit?

Wherewillthispromptbe?

Howandwherewillyouuseitduringthelesson?

Identifythetaskorproblemthatthelessonwillfocuson.

Whatwillbethetaskthatstudentshavetoaccomplish?

Whatlanguageorliteracyrelatedproblemdoyouwantthemtogetahandleonandhavetheskillstodoitwell?

Howwillyouintroducethetask?

Tellthestudentswhattheskillorstrategyisanddemonstratehowitworks.Modelwhatyouwantstudentstodointhepracticesession.Useoneofthemoreproficientstudentstohelpyoudemonstrate.Remembertheconceptof“cognitiveapprenticeship.”

Whatdoyouwantstudentstobeabletodo?

Howwillyoudemonstratetheskillorstrategythatyouareteaching?

Howwillyoumakesurethestudentswhostruggleinyourclassgetthepointyouaretryingtomake?

Whatwillyoudoiftheydon’tgetit?

STEP3:

Explainthetaskstepbystepandpairupstudentsorputthemintosmallgroups.

Explainthetasksstepbystep.Writestepsontheflipchartwherestudentscanseethemor,betteryet,putthemonanoverhead.Letstudentsknowhowtheywillreportoutattheendofthepracticesession.

Whatarethestepsyouwantstudentstogothrough?

Whatdirectionswillyougivethem?

Whatwillyoutellthemabouttherolestheyaretoplayineachpairandinthegroup?

Organizestudentsintopairsorsmallgroups.

Whatkindofgroupingwillyouuseandwhy?

Howwillyousetupthepairsorgroups?

STEP4:

Makesurestudentsknowwhattodo,putthemtowork,andwalkaroundtheclasstoobserveandhelp

Doublecheckthatstudentsknowwhatthetaskis.Indicatehowmuchtimetheyhavetocompletethetasks

Whatwillyoudotomakesurethatallstudentsunderstandthetask?

Howwillyouplantokeepthemontracktimewise?

EstablishgroundrulesforusingEnglish.

HowwillyoumakesurethatstudentshaveareasonablebalancebetweenEnglishandSpanishwhentheytalk?

Whatlanguagewillyouusewhentheyaskforhelp?

WhatstrategieswillyouusetohelpstudentsthinkinEnglishandstaywithEnglish.

Observeandassiststudents

Whatdifficultiesdoyouexpectyourstudentstohave?

Howdoyouplantodealwiththesedifficulties?

Asyouassiststudents,howwillyoumakesuretheygettheskillsandstrategiesthatyouareaimingfor（notjusttherightanswer?

）

Asyouwalkaroundandobservestudents,howcanyoucapturewhoisdoingokandwhoishavingdifficulties?

Whatkindofformcanyoudesignthatwillhelpyoudocumentwhoknowswhatandwhoisstruggling?

STEP5:

Askstudentstoreportontheirworkandassesswhattheycando

Askstudentstofinishandreportout.Repeatthetaskbeforestudentsstarttheirpresentations.

Howwillyouorganizethereportingout?

Howcanyouhelpstudentsdemonstratetaskandskill

WhatwillyoudowhenstudentsswitchtoSpanish?

Howmanypairsorgroupswillyouasktoreport?

Howcanyoumakesurethisdoesnotgoonandon?

STEP6:

Highlightthestrategyorskill,makeconnectionsanddoaquickcheck

Afteracoupleofpairstalk,highlighttheskillonemoretimeandtellstudentshowitwillhelpthem.

Whatwillyousaysothatstudentsgettheimportanceoftheskillinyourownlives?

DoaQuickCheckwithTrue/FalseCardsorYes/NoCardstoassesswherethegroupisintermsofunderstandingthekeyskillsandstrategies

Whatquestionscanyouaskthatletyouseewhointheclassisgettingitandwhoisstruggling?

Whatpencilandpapertaskcanyouquicklysetuptoletyouknowifstudentsareacquiringtheskill?

Whatopportunitieswillyouprovideforstudentstoaskquestions?

STEP7:

Discussfollowupandassignextensionactivities

Letstudentsknowwhatwillhappennextorprovideawrapupifthisisthelastsessioninaseries.Letthemknowwhatyouexpectthemtodotofurthersolidifytheskill

Whatfollow-upactivitiesareyouplanning?

Whatwillyoutellyourstudents?

Whatassignmentwillyougivethemthatwillhavethemapplytheskilloutsideoftheclassroom?

Whatshouldstudentspayattentiontointheirdailylivessotheycanseetheskillorstrategyinaction?

Focus–Engagement–Practice

DemonstrationLessonObservationForm

Directions:

BeforetheObservation:

Discussthelessonwiththeteacheraheadoftime.Whatis（s）hetryingtoaccomplishintermsoflearningoutcomes?

Whatlearningstructureswillbeused（wholeclass,pair,group）?

Whatshouldstudentsbeabletoknowanddoattheendofthelesson?

Howwilltheteacherknowifstudents“got”whattheyaresupposedtoget?

DuringtheObservation:

Havetheteacherintroduceyoutotheclass.Yourroleistobethereasafriendandobservetheteacherandtalkwithhim/heraboutthelesson

Observetheclasswithaneyetoward“focus,engagement,andpractice.”Usetheattachedcharttocommentonthelesson.Foreachsegmentoftheclass

1.checkifasegmentwasimplementedasdescribedandcriteriamet

2.notethe%oftimetheteacherusedSpanishineachsegment

3.brieflylistthecommentsyouhave（youcanattachanadditionalsheet）

AftertheObservation:

Besupportiveoftheteacher.Startbyaskingtheteachertocommentonthelessonandtellyou

∙how（s）hethinkstheclasswent（whatwentgreatandwhatdidn’tgosogreat）

∙what（s）hewoulddodifferentlynexttime

Commentonthepositiveaspectsoftheclass.Makeoneortwosuggestionsforimprovement,ifappropriate.Ifappropriate,recommendwaysinwhichtheuseofEnglishintheclassroomcanbemaximized.

ObservationofaLessonCenteredonFocus,Engagement,andPractice

NameofTeacher___________________NameofObserver________________Date:

_____

Step

Criteria

InPlaceasDes