Course # 17 Explicit Instruction-Day 2

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Friday- March 10, 2017

Course #17  – Explicit Instruction: Effective and Efficient Teaching to Promote Achievement for All Students, Grade Levels and Content Areas (Day 2 of this 2-day Course)

by Charles A. Hughes, PhD, Pennsylvania State University 

About the Speaker
photoCharles A. Hughes, PhD
, worked as a special education teacher and teacher consultant for 12 years before joining the Special Education Faculty at Penn State University in 1985 where he is currently a Professor of Special Education. He is also an Adjunct Senior Scientist with the University of Kansas Center for Research on Learning (KU-CRL). His scholarly interests focus on the development and validation of instructional strategies designed to help students with learning and behavior problems self-regulate their academic and social behaviors.  He has published over 100 articles, books, curriculum materials, and book chapters.  His most recent book (co-authored with Dr. Anita Archer) is entitled Explicit Instruction: Effective and Efficient Teaching. He is also co-author of an upcoming book, Building Academic Fluency for Struggling Learners.  Additionally, he has coauthored five of Learning Strategy Curriculum books included in the Strategic Instruction Model (SIM) developed through the KU-CRL. Dr. Hughes has served as Editor-in-Chief for two professional journals: The Journal of Postsecondary Education and Disability and Learning Disabilities Research and Practice.  He is on the editorial board of ten additional journals, including Exceptional Children, Journal of Learning Disabilities and Learning Disability Quarterly.  In addition to delivering hundreds of conference presentations and professional development sessions around the U.S., he has consulted and presented internationally.  He has also provided consultation to various U.S. organizations such as the National Board of Medical Examiners, and the National Center on Learning Disabilities.  In 2014 he was presented with the Council for Exceptional Children’s Division for Learning Disabilities’  “Jeannette Fleischner Award for Outstanding Contribution to the Field of Learning Disabilities.”  Disclosure: Financial- Charles is employed by Penn State University and he receives royalties from Giilford Publishers. Nonfinancial- There are no nonfinancial relationships to disclose. 

Target Audience (who should attend): General Education Teachers, Special Education Teachers, Resource Room Teachers, Reading Specialists, Title 1 Teachers, School Psychologists, Speech-Language Pathologists, ELL Teachers, Math Teachers, Principals/Administrators, Private Tutors, and Instructional Assistants and Paraprofessionals

Target Age Range: Kindergarten through 12th Grade

Course Description: This two-day course will cover effective instructional design and delivery principles and techniques for teaching academic skills to students with learning difficulties in general and special education classrooms.  Specifically, participants will learn how to use Explicit Instruction when teaching a variety of skills (e.g., reading, math, language arts, content areas subjects), at a variety of cognitive levels declarative, procedural, conditional, and conceptual), and at a variety of grade levels (K-12).  Explicit instruction is a group of evidence-based teacher behaviors used when planning and delivering instruction.  It is a systematic, unambiguous, and direct approach that provides initial support and guidance for novice learners followed by gradual fading of that support leading to independent and accurate performance. Explicit Instruction lessons are “built” to be lively by requiring frequent and varied student responses followed by effective affirmative and corrective feedback.  These delivery skills are all used to keep students successfully engaged in learning. In addition to effective lessons designed for initial skill and knowledge acquisition, purposeful practice techniques will also be covered that promote retention, retrieval, and generalization.
Day 2 of this 2-day progressive course.

 What You Will Learn
Course Objectives– Participants will be able to:

  • Describe effective and purposeful practice activities (Part two)
  • Explain how to evaluate purposeful practice activities
  • Describe and demonstrate Explicit Instruction lessons for teaching concepts
  • Describe and demonstrate Explicit Instruction lessons for teaching vocabulary
  • Describe and demonstrate Explicit Instruction lessons for teaching academic rules in a variety of subject areas
  • Identify how, when, with who, and for what purpose they can use the elements of Explicit Instruction in their professional situation

Schedule

8:00-8:30  Review and questions from day one
8:30-9:30   Purposeful practice (Part 2)
9:30-10:00  Teaching vocabulary and concepts using Explicit Instruction
10:00-10:15  Break
10:15-12:00  Teaching vocabulary and concepts using Explicit Instruction
12:00-1:00  LUNCH- On Your Own
1:00-2:45 Teaching academic rules using Explicit Instruction
2:45-3:00  Break
3:00-4:00  Final “Big Ideas” about Explicit Instruction; Course Wrap Up; Questions and answers
4:00  Complete program evaluations