Course #9 Explicit Instruction (day 1)

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Thursday- March 9, 2017

Course #9- Explicit Instruction: Effective and Efficient Teaching to Promote Achievement for All Students, Grade Levels and Content Areas (day one of this 2-day course)

by Dr.Charles Hughes, Penn 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 Post-secondary 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, Title 1 Teachers, Reading Specialists, 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.  This is day 1 of this 2-day course.

What You Will Learn

Course Objectives– Participants will be able to:

  • Describe key elements of explicit instruction and how they address the principles of effective instruction
  • Describe the various sources of research over the past 40 years that have converged to support Explicit Instruction as effective for struggling students
  • Describe Explicit Instruction elements and begin to design and deliver a prototypical Explicit Instruction lesson for teaching a skill that includes the opening of a lesson, the body of a lesson, and closing of a lesson
  • Describe and demonstrate instructional delivery behaviors used to keep students successfully engaged during a lesson including:  eliciting frequent responses, monitoring responses, providing corrective and affirmative feedback, and pacing
  • Describe and evaluate effective and purposeful practice activities

Schedule

8:00-10:00     Exploring the foundations of Explicit Instruction
10:00-10:15   Break
10:15-12:00  The prototypical structure of an Explicit Instruction lesson (skill)
12:00-1:00    Lunch- On your own
1:00-2:45      Lesson delivery skills
2:45-3:00      Break
3:00-4:00     Purposeful practice
4:00              Complete program evaluations