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Focused instruction is not the time to simply tell the student things ,instead, the key to quality teaching is the explaining.

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Focused instruction is not the time to simply tell the student things ,instead, the key to quality teaching is the explaining.

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pg. 20

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p.22 students need to understand the purpose and learning target-   students need to know WHAT they are learning today and HOW they will apply that knowledge today

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p.22 students need to understand the purpose and learning target-   students need to know WHAT they are learning today and HOW they will apply that knowledge today

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Teachers can establish purpose in three domain: content, language and social.

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Teachers can establish purpose in three domain: content, language and social.

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Pg 25

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Pg. 19  Teachers need to remember that while it may be easy for us to grasp, what we are teaching is complex for the learner.

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Pg. 19  Teachers need to remember that while it may be easy for us to grasp, what we are teaching is complex for the learner.

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Modeling is not just "showing", it's designed to provide a narrative for the student to follow.
2. State the purpose of the strategy,
skill, or task.
3. Explain when the strategy or skill
is used.
4. Use analogies  to link prior
knowledge.
5. Demonstrate how the skill,
strategy, or task is completed.
6. Alert learners about errors to
avoid.
7. Assess the use of the skill.

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The second key feature is modeling (instructional move used during a cognitive process) or demonstrating (what teacher does).
*Verbal and visual elements reinforce the task
Step 1 - Name the strategy, skill, or task - using specific language (Vocabulary).

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p. 24  Establishing a purpose (setting objectives) allows students to see the connections between the activities they are completing and the reasons why they are learning it, when, and where to apply it.

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p. 24  Establishing a purpose (setting objectives) allows students to see the connections between the activities they are completing and the reasons why they are learning it, when, and where to apply it.

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The teacher bares the cognitive load and the students listen to their thinking.

Gives an example of a science teacher thinking through understanding a vocabulary word.

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Noticing:  The 4th key feature of focused instruction.
Notice what the kids do with the new learning and make decisions about what to do next.    Noticing is not evaluating. It allows for scaffolding of instruction.

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The goal during a think-aloud is to make sure to use "I" statements while you are making decisions, showing skills, problem solving, and evaluate

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Pg 35 Noticing student response to determine the next GRR step of guided practice.

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Pg 35 Noticing student response to determine the next GRR step of guided practice.

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Demonstrations are appropriate for tasks that involve movement, coordination, or any complex physical component.

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The teacher thinks aloud so that the students can witness the thinking process used to understand the concept or master the skill.

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Teachers are more like facilitators.

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Students are not just being taught how to do something; they are being primed to analyze the success of their use of what they are learning.

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P.34 Engage students, teachers explain their thinking.
pg.21
pg.

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phases of instruction must be accompanied by ways of checking for understanding.  Good ways are for students to work as partners and discuss what they have learned, making summaries together.

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Make it authentic helping them to think like the expert. Label the skills that are being taught and demonstrate what it looks like.

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Think alouds:
*Keep the focus of the think aloud brief
*Pay attention to your own thinking
*Find your authentic voice-"I" instead of "you"

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Engage students, teachers explain their thinking. p.34

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Engage students, teachers explain their thinking. p.34

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*Establishing  a clear learning target and letting students know what is expected of them and how it will be achieved builds incremental success and motivates students to continue their pursuit of success.