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Elementary Science

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Classroom Protocols in Action: Using an Interactive Word Wall

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8 Strategies

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Ideas for you!

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10 Fun and Engaging Ideas to Teach Science Vocabulary

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10 Ideas to help students learn science vocabulary words10 Ideas to help students learn science vocabulary words-- awesome for 3rd grade, 4th grade, and 5th grade

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8 Strategies

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By Shaun Killian (MEd, MLead)
Robert Marzano and John Hattie have both reviewed the research on which teaching strategies work best. While they used different methods and terminology, they agreed on these 8 powerful strategies.

Strategy 1: A Clear Focus

John Hattie highlights how important it is for you (and your students) to be clear about what you want them to learn. According to Hattie, teacher clarity is one of the most potent influences on student achievement. Robert Marzano agrees! He includes lesson goals in his top 5 list of factors that affect how well students do at school.

Hattie states that lesson goals:

Clarify what you want your students to learn

Can focus on surface or deep learning (or both)

Must be challenging for the students relative to their current mastery of the topic

May be grouped (i.e. a single lesson may have more than one goal)

Need to be shared with the students

Marzano also found that posing questions at the start of a lesson is an effective way to focus students. For example:

How do you add mixed fractions with different denominators? That's what you must know by the end of this lesson.

What is the difference between elements and compounds?

Why is Persuasive Essay A better than Persuasive Essay B?

When (what period) were Egypt's great pyramids built?

Hattie suggests using questions in a slightly different way:
How To Set Lesson Goals To Boost Student Achievement

What are today's lesson goals?

What do I already know that will help me achieve these goals?

What actions will I need to do to ensure I achieve these goals?

Strategy 2: Offer Overt Instruction

Robert Marzano claims it is important to explicitly teach your students the things they need to learn. In fact, he found it was the most critical factor (teacher controlled) affecting students' success. You need to:

Tell them what they need to know

Show them how to do things they must be able to do for themselves.

John Hattie did not review explicit teaching per se, but he did find that Direct Instruction was very effective. Direct Instruction involves explicitly teaching a carefully sequenced curriculum. And, it has built-in cumulative practice.

Hattie also highlighted the power of giving students worked examples. More specifically, you should use worked examples when explaining how to multi-step tasks. Marzano also highlights the importance of providing examples and non-examples of the concept you are teaching. For example, when teaching prime numbers it would be useful to highlight:

2 as an example

9, 15 and 21 as non-examples

This helps to avoid confusion with odd numbers.

Marzano also found that you can explicitly teach deeper levels of understanding. How? By using graphic organisers. You should use graphic organisers to show how different ideas were related to each other. For example, you should use them to show steps, cause-effect, hierarchy, lists, comparisons, etc.

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Neither Hattie nor Marzano believes that great teaching is nothing more than standing out the front of the class and imparting knowledge. However, both agree that telling students what they need to know and showing students what they need to be able to do are essential aspects of teaching.

For an example of explicit teaching in context see the I Do, We Do, You Do model.

Strategy 3: Get the Students to Engage with the Content

You must teach students what they need to know and be able to do. But, it is also essential to get them to actively engage with the content.

Marzano and Hattie agree that this starts with students' prior knowledge. You need to help them link new information to their prior knowledge of the topic. Students need to engage with the content as soon as they hear it by:

Adding it to what they already know, or

Using it to clarify some of the faulty assumptions they currently hold

Engaging at the Surface Level

When students are relatively unfamiliar with what you are teaching, engagement strategies include:

Generating questions while reading

Taking and organising notes

Summarising

Rehearsal

Marzano also found getting them to work with physical manipulatives is helpful. And, he found that the simple act of asking students simple recall questions works well.

All these strategies are useful, but they only allow students to engage with the content at a surface level.

Engaging at a Deeper Level

Hattie and Marzano also found several ways for students to engage at a deeper level. These include exploring relationships between things using:

Marzano also recommends using analogies, such as:

Persuasive devices are to a writer what tools are to a tradie, or

The Magna Carta offered citizens what a referee offers a game of soccer

These are practical strategies that exemplify the higher levels of the SOLO taxonomy. This is an alternative to Bloom that Hattie advocates.

For further information, see 7 High-Impact Learning Strategies You Must Teach Your Students.

Strategy 4: Give Feedback

It is vital that you give your students feedback after they engage with any new material. This involves:
See How to Give Feedback to Students: The Advanced Guide

Highlighting what is right and wrong, or good and bad about their work

Helping students to see how they can improve

Robert Marzano found that you need to give your students feedback while they still have time to improve. John Hattie agreed with this but went further. He found that:
See The Value of Feedback Infographic

Novice or struggling students need immediate feedback

More experienced and capable students do better when they receive delayed feedback

Hattie also highlighted that feedback is a two-way street. Student results provide the basis for both feedback to:

Students on how they can improve

You on the impact your teaching is having

Strategy 5: Multiple Exposures

If you want students to internalize new information, you need to expose them to it several times.

Robert Marzano explored ways to enhance students' vocabulary. He found that it was critical for teachers to expose students to the same word multiple times.

John Hattie picks up on the significance of multiple exposures. He talks about the critical importance of techniques such as rehearsal and review.

Rehearsal means going over the material until you can remember it

Review involves going over things you have learned previously

He also stresses the merit of giving students time to practice doing the things they have learned to do. When spaced out over time, Hattie found that having students practice things led to a 26-percentile improvement in their marks.

On a more cautious note, Hattie warned that practice without feedback could be dangerous. Why? It leads to students internalizing the wrong things.

Strategy 6: Have Students Apply Their Knowledge

Robert Marzano found that helping students apply their knowledge deepens their understanding.

A Deductive Process

Knowledge application is a deductive process. Put another way, students apply general principles to specific case studies or problems. Marzano found that deductive thinking helps students to generalise their learning beyond the topic or task at hand. He advocates:

Teaching students how to think deductively

Giving them guided practice in doing so

Hattie confirmed that deductive processes are much more useful than inductive teaching (i.e. asking students to discover general principles from observing particular situations).

Problem-Solving

Knowledge application also involves problem-solving. Robert found that problem-solving had a significant effect (d = 0.54) on students' understanding. Marzano believes that problems should require students to apply previously learned knowledge and skills. Hattie agrees. When problem-solving is used in this way, Hattie found a similar effect size (d = 0.61) to Marzano. However, when a problem is used to stimulate discovery learning, the opposite is true (d = 0.15). Hattie also emphasized the importance of teaching students how to solve problems.

Strategy 7: Get Students Working Together

Robert Marzano and John Hattie agree that getting students to work together is a good idea. It helps them to achieve better results. The use of cooperative learning groups adds value to:

Whole-class instruction (d = 0.41)

Individual work (d = 0.59-0.78)

They also agree that inter-group competition can increase the effect of cooperative learning even more.

However, neither Marzano nor Hattie believes that cooperative learning should replace whole-class instruction. Nor should it replace individual learning activities.

Hattie highlights the importance of individual students' competence. If students haven't gained enough mastery of the material, they cannot actively participate in cooperative learning tasks.

Marzano adds that if students are to master what they are being taught, they also need opportunities for individual practice and feedback.

Finally, Marzano and Hattie agree that cooperative learning is only useful when you:

Structure it carefully

Keep groups small

Teach students how to work in groups

For further information, read Group Work That Works.

Strategy 8: Build Students' Self-Efficacy

Self-efficacy refers to a student's belief about their ability to successfully complete a task. It is situation specific. For example, a student may feel confident that they can dance well on stage but be insecure about public speaking.

Hattie & Marzano both found that students' self-efficacy had a substantial impact on how well they did at school. Students who:

Believed they would master fractions were more likely to do so

Saw themselves as poor readers were less likely to improve their reading

Marzano found that you could build students' self-efficacy through praise and expressing your belief that they can do well. However, to be effective, such praise must:

Be genuine - i.e. only given when students have made a real improvement

Refer to specific accomplishments related to the task

As Carol Dweck noted, if you praise lavishly and liberally, you end up praising mediocrity. In turn, this sends a message that you believe that this is all they are capable of.

Hattie highlighted the reciprocal nature of the link between self-efficacy and achievement

Achieving genuine success influences self-efficacy

Self-efficacy influences success

Marzano & Hattie In a Nutshell

John Hattie and Robert Marzano have each conducted significant reviews of what works best in the classroom.

There are some apparent differences in their work.

They use different terminology to each other.

Marzano uses more isolated strategies, while Hattie combines strategies into broader approaches

Marzano's findings are based heavily on teacher-designed assessments. Yet Hattie's findings make more use of standardized tests

However, as you can see, there is significant agreement between Robert Marzano and John Hattie when it comes to what works best in the classroom.
Updated December 2016
References

John Hattie. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement.

John Hattie & Gregory Donoghue. (2016). Learning Strategies: A Synthesis and Conceptual Model.

Robert Marzano, Debra Pickering & Jane Pollock. (2001). Classroom Instruction That Works.
[+Ceri Dean, Elizabeth Hubbell, Howard Pitler & BJ Stone. (2012). Classroom Instruction That Works. (updated)]

Robert Marzano & Debra Pickering. (2010). The Highly Engaged Classroom.

Robert Marzano & Mark Haystead. (2009). Meta-Analytic Synthesis of Studies Conducted at Marzano Research Laboratory on Instructional Strategies.

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Marzano & Hattie Agree on These 8 Strategies

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By Shaun Killian (MEd, MLead) Robert Marzano and John Hattie have both reviewed the research on which teaching strategies work best. While they used different methods and terminology, they agreed on these 8 powerful strategies. John Hattie highlights how important it is for you (and your students) to be clear about what you want them to learn.

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Vocab instruction

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You need to know

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5 funny English words and their interesting meanings!

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Vocabulary ideas

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I've been using a Word Wall with my high school students for 9 years now, and the results have been incredible.

I have 90-minute classes, so I'm able to give my students 8-10 minutes of free reading time each day. I put this time at the BEGINNING of the class for several reasons.

1. I express that free-choice reading is SO important in helping students with many aspects of their personal and student life that it deserves to be first in my class.
2. If you save it for last, students will be more likely to talk and not read.
3. It settles a class down and sets the vibe for the remaining portion of the class.

During these 5-10 minutes of reading time, students are to find ONE word that they don't know, find challenging, or like the sound of while reading. They write this word and sentence down immediately then continue reading. Then, I give them around 3 minutes to fill out their Frayer boxes on the word they found. Since I'm in a 1:1 classroom, they do this digitally in their Classroom OneNote Notebooks. Here is what it looks like:

If you would like this strategy, plus more vocabulary strategies for classroom OneNote, follow my OneNote Pinterest Board and download my free vocabulary notebook found in my collection!

My daily schedule goes like this:
1. Free Reading
2. Vocabulary
3. Daily Grammar Practice ( See how I incorporate music into my grammar program here: link)
4. Main Lesson

Monday Vocabulary Time:
By finding a new word each day, they will end up with 5 new words each Monday. It is on this day that I walk around the room and pick out the best of the best words. As I'm walking and checking work, I keep students busy by practicing roots words or reviewing their former words (more on this in a minute). I will ask the students with the best words to go up to my computer and type in their word, part of speech, sentence, and definition. I repeat this for all 3 classes (I'm on a block schedule) and end up with around 15-20 great words and sentences from YA books. I personally narrow these down to the top 10 that I see most often in literature and in life. I often teach a variety of grades (10th-12th), but have never had an issue with using the same list for all classes. It has always worked out well for me. I try to get the same amount of words from each class to be fair.

Tuesday Vocabulary Time:
After I have the vocabulary list all nice and neat (remember the students did the work), I project the vocabulary list of the week up on my board, and students copy the information. Since they aren't hand-writing these, I want them to do something with them, so I make them color-code the context clues in the sentences. I label each week's words a different color. For example, Red words 1 (I also color-code my Onenote notebook for an easy way to organize) More on why I color-code in a minute. This is what my student's notebook looks like after they have highlighted the context clues.

Wednesday Vocabulary Time:
Students review words with partners or play a game such as Kahoot, Quizlet, or ball toss (toss the ball and the catcher must call out the correct definition or they are out). I especially love using Quizlet because I simply copy and paste the words by using the "import" function (i.e. less work for me).

UPDATE! I've recently started incorporating a new game, and it might just be my FAVORITE! It's called Word Sneak, and I got this idea from my students. They were playing around and trying to make up funny sentences with the words, and I told them that we should use that as a game. They informed me that game has already been invented and is on The Tonight Show. Since I'm normally asleep by 8:30 each night, this explains why I've never seen it. ;) #partylikeanEnglishteacher

So, anyway, watch this clip to get an idea of the game then download my FREE game template here to play!

Here is a picture from my Instagram with this game in action:

I share all of my ideas first on Instagram, so be sure and follow me there! @Bsbooklove

Thursday Vocabulary Time:
Vocabulary Bingo: Students draw 9 boxes (3 across and 3 down) and put the new set of words in the boxes. When you build your wall up, you can use more colored sets. For example, I say, "9 boxes with any blue or red word." Once they have their boxes made, I make up sentences and have students put an X on the word that fits with the sentence until someone gets a bingo. I have a little box full of candy and toys for the winners.

I'm always surprised how much big kids like toys like these!

Friday Vocabulary Time:
We play a different review game each Friday. Here are the ones in rotation:

* The fly swat game. I have two fly swats and make a bracket with 8 teams (I just have my students number off to 8). The teams go up against each other until the bracket gets to a winner. The first person to swat the correct word on the wall gets to move up the bracket. I do single elimination so this game doesn't take too long.

*Quizlet Live. This is my students' new favorite game!!!

*Others mentioned above such as ball toss, word sneak, Kahoot or bingo.

I also give a quiz each Friday over the new set of words PLUS last week's words OR ....and here's where it gets complicated to explain... the same colored set of words. For example, my quizzes will go like this:

Week 1- Red words
Week 2- Red words plus new Blue words
Week 3- Blue words plus new Yellow words
Week 4- Yellow words plus new Green words
Week 5- Green words plus new Orange words
Week 6- Red words 1 plus new Red words 2
Week 7 Blue words 1 plus new Blue words 2
etc.

I use sentences with context clues for my quizzes. Since we practice highlighting context clues on Tuesday, this really helps them to search for these on the quiz. I differentiate by highlighting the context clues for certain students.

*As you can see, having a color-coded visual of words makes it extremely easy for teachers and students to constantly review new words.

*If you are trying to add more Greek and Latin words into your curriculum as I am, you can focus on a root a week and have students try to find these roots in their reading. You can also add quiz questions regarding these roots.

*Word Walls set the atmosphere for easy, no-prep games to add fun to your classroom.
*Students love being able to look at this wall and add words to their writing (I always put a huge smiley face when I see a word wall word used in student writing).

*Students take ownership of their vocabulary instruction.

*It helps set a routine for your class which is very beneficial for behavior problems.

*It promotes good reading skills

*It promotes free-choice reading. We do a book project every 9 weeks, and it's the best day of the year. I absolutely LOVE the creative projects my students come up with. Want to get a FREE download for my Fun Foodie Book Project Choices? Sign up for my newsletter to receive your free download!

*Word Walls give you an instant inspiration board when you want students to practice writing grammatically correct sentences. (For example: Tell them, "Use one blue word and one yellow word to form a compound sentence using a semicolon")

For a free vocabulary template, click here: 5 New Words a Week Template

Want to see my newly updated Word Wall letters to match my new Harry Potter-ish themed classroom? Click Here: Harry Potter Secondary Classroom

Want more teaching and time-saving tips? Be sure to follow me and sign up for my newsletter using the prompt above!

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How and Why to Use Word Walls with Older Students

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I've been using a Word Wall with my high school students for 9 years now, and the results have been incredible. I have 90-minute classes, so I'm able to give my students 8-10 minutes of free reading time each day. I put this time at the BEGINNING of the class for several reasons.

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A Support for Literacy in Secondary Classrooms

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Unversity of Pittsburg

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Isabel Beck | Learning Research & Development Center | University of Pittsburgh

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IRA selected Margaret McKeown and Isabel Beck's paper "Rethinking Comprehension Instruction: Comparing Strategies and Content Instructional Approaches," for their cross-journal virtual issue on comprehension. The editors chose articles based on interest and potential impact on both literacy scholarship and practice, their article was one of three chosen.

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Etymonline - Online Etymology Dictionary

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The online etymology dictionary (etymonline) is the internet’s go-to source for quick and reliable accounts of the origin and history of English words, phrases, and idioms. It is professional enough to satisfy academic standards, but accessible enough to be used by anyone.

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Interactive Word Wall: Management in the Active Classroom

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This strategy stresses understanding words within the larger context of a reading selection by requiring students, first, to analyze the items (definition and characteristics) and, second, to synthesize/apply this information by thinking of examples and non-examples.

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5 Brain-Based Vocabulary Activities for the Secondary Classroom - Reading and Writing Haven

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Looking for a way to get students to have fun learning new words AND remember them longer? Try these brain-based vocabulary activities.

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Happy Saturday Friends!
How is your weekend going so far? Today marks the first day of my fall break and I am so excited to enjoy a week off! I have two days of a digital leadership conference, plenty of TpT things to catch up on, sleeping in, going to the beach, catching up with friends and family and a ton of yard work. Now that I think of it, that doesn't sound like much of a break.

I wanted to start of my break by sharing with you something my 5th graders look forward to every day! I call it my Daily Graffiti Wall. I got the idea from Miss 5th over in IG. Every day I post some kind of question on the board and the kids get to answer it. It's so simple, yet so engaging! They look forward to it every morning when they walk in. Here are some of the pictures from my wall!

If you want to see some more posts from me, make sure you follow me on IG. Don't forget to follow Miss 5th too! She has some great posts!

I hope you all have a great weekend!

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{Daily Graffiti Wall} (Tonya's Treats for Teachers)

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Happy Saturday Friends! How is your weekend going so far? Today marks the first day of my fall break and I am so excited to enjoy a week off! I have two days of a digital leadership conference, plenty of TpT things to catch up on, sleeping in, going to the beach, catching up with friends and family and a ton of yard work.

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The last couple of lessons for my Transformations unit were dilations and symmetry.

For dilations, I used my dilations foldable. I gave students the small page with the vocab and definitions that they glued at the top of the page. This foldable separates the properties and the examples.

The examples flap has two examples - an expansion and a contraction. I don't really go into any more depth than this with my students. We will investigate it a lot more when I have them for Algebra 2 next year.

Then, we moved on to symmetry. You can download the file here. Line symmetry is not new for my students. The top of this page took like 2 minutes. Then, we talked about rotational symmetry. After talking through the first two examples, I left them to work with their partners. Then, we went over it together and I gave them the formula at the bottom of the page. Most of my students had figured it out, even if they hadn't written it down explicitly.

The last page in their notebooks for this unit was review. I printed my transformations task cards and gave even student four. I copied them at four per page, so they printed tiny enough for their notebooks. Each student worked their problems. Then, they switched notebooks and checked their partners work. If they agreed, I double checked their answers. If they disagreed, I checked or had them as someone else for input. I LOVED using task cards this way, because I didn't have to come up with additional examples and I already had them.

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The last couple of lessons for my Transformations unit were dilations and symmetry. For dilations, I used my dilations foldable. I gave students the small page with the vocab and definitions that they glued at the top of the page. This foldable separates the properties and the examples.

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An Initiative in an Urban School

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In an effort to improve student achievement at an urban high school, teachers and administrators developed a 5-part, schoolwide vocabulary plan. Over 4 years, teachers provided students with increased opportunities to read, read to their students, developed content-specific vocabulary instruction, taught students academic words, and focused on 5 words each week with a common prefix, suffix, or root. Over the 4 years, student achievement in vocabulary and reading comprehension improved in significant ways, both on reading assessments and state achievement tests.

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Creating a Schoolwide Vocabulary Initiative in an Urban High School

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In an effort to improve student achievement at an urban high school, teachers and administrators developed a 5-part, schoolwide vocabulary plan. Over 4 years, teachers provided students with increased opportunities to read, read to their students, developed content-specific vocabulary instruction, taught students academic words, and focused on 5 words each week with a common prefix, suffix, or root.

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Inference Wall too

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ELA.L.7.4a

Common core State Standards

ELA: English Language Arts

L: Language Standards 6-12

7: 7th Grade

4a:
Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on
grade 7 reading and content, choosing flexibly
from a range of strategies.

a. Use context (e.g., the overall meaning of a
sentence or paragraph; a word's position
or function in a sentence) as a clue to the
meaning of a word or phrase.

b. Use common, grade-appropriate Greek or
Latin affixes and roots as clues to the meaning
of a word (e.g., belligerent, bellicose, rebel).

c. Consult general and specialized reference
materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find
the pronunciation of a word or determine
or clarify its precise meaning or its part of
speech.

d. Verify the preliminary determination of
the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in
a dictionary).

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. According to the teacher, what are the interdisciplinary connections in this lesson?

2. How do the word and inference walls help students anticipate what they will read?

3. How does the teacher engage students in a discussion using the word and inference walls?

School Details

Mount Baker Middle School
2310 East Section St
Mount Vernon WA 98274

Data Provided By:

Teachers

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Preparing Students to Read: Word & Inference Walls

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Students in Cathy Farrell's 7th grade English Language Arts class prepare to read a new chapter of "The Outsiders" by reviewing vocabulary and making predictions. The teacher uses a word wall and an inference wall to help students predict what will happen in the chapter.

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Reverse dictionary

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In the case of multiple letter combinations where no space is between the selected letters such as words containing qu, those two letters need to appear next to each other in the specified order anywhere in the word for a word to be included in the words that contain qu word list.

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Our online dictionary is the best source for definitions and origins of words, meanings of concepts, example sentences, synonyms and antonyms, grammar tips, and more.

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Thesaurus and word tools for your creative needs. Find the word you’re looking for!

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Strategies

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Frontloading Vocabulary in Core Content Classes: Instructional Strategies | W&M School of Education

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The Virginia Department of Education lists the Frayer Model (see Figure 1) as an instructional strategy for teaching math vocabulary. As illustrated, the targeted vocabulary word is placed in the center of the graphic with the definition, characteristics, and examples surrounding it. Identifying non-examples is helpful in developing a fuller understanding of that word.

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One of the great debates in close reading is whether or not we should frontload (or pre-teach) before students do a close reading. Often, close reading lessons start with a cold read, when students start reading text without any lesson beforehand. While this approach has merit, there are many reasons frontloading has a place in close reading lessons.

Frontloading ensures that students maximize their time with the text by giving them just enough information so they gain traction as they enter the text. It's also an authentic way that readers start reading.

Think about the way you approach texts. The last time you were in a bookstore, or shopping for a book online, you may have read the back cover or the online summary. You may have read the Amazon or New York Times reviews to find out more about the plot and what other readers thought of the book. If a friend recommended the book, you may have asked a few questions about the topic or plot. Perhaps you quickly Googled information about the author, the setting, or the historical time period before you read. These are all forms of frontloading.

This is not to say that we need to teach entire lessons before students read. But, frontloading just enough information so that students can get started with a book may be just the ticket to help them with deeper analysis. Strong frontloading lessons activate students' background knowledge, provide them with just enough information to gain traction with the text, increase student motivation, and are woven into the broader purpose for reading.

We can also teach students how to do their own frontloading. Teach them how to skim a text to grasp quick facts about the who, what, and where. Have them scan headings, subheadings, and graphics that may activate their background knowledge or help them form questions to think about as they read. Talk to peers who have read the book before, or have experience with the topic. Encourage students to do a quick online search (of reputable sources) to answer initial questions about a topic or text.

Making frontloading an authentic experience that students engage in, rather than a laundry list of vocabulary words or facts-to-know before reading, adds depth to close reading lessons and makes frontloading a skill rather than a scaffold.

Where do you come down in the frontloading debate? How do you start your close reading lessons?
Samantha Cleaver is an education writer, former special education teacher, and avid reader. Her book, Every Reader a Close Reader is scheduled to be published by Rowman and Littlefield in 2015. Read more at her blog: www.cleaveronreading.wordpress.com.

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The Case for Frontloading: Why Kids Should Talk about Texts Before they Read Them - WeAreTeachers

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One of the great debates in close reading is whether or not we should frontload (or pre-teach) before students do a close reading. Often, close reading lessons start with a cold read, when students start reading text without any lesson ...

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8th grade math vocab lesson

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Video Clips (iPad/iPhone compatible)

Description: Dr. Archer has had the opportunity to demonstrate explicit instructional lessons in many general and special education classes. These video clips illustrate many of the concepts and practices introduced in Explicit Instruction: Effective and Efficient Teaching. Teachers, faculty members, and teachers-in-training are invited to view these video clips, to analyze and critique the instructional procedures.

Suggestions for use: Each video clip is accompanied by a video guide. We suggest that you download and print the guide before watching the video. Read the description of the video and the suggested video focus. As you watch the video, take notes in response to the focus questions. After viewing the video, share your observations with your colleagues and read the feedback provided by Dr. Archer.

Limits on videos use: . No individual or agency is given permission to post these videos on a for-profit website or use them in any manner in which financial gain occurs without written permission from Dr. Archer.

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Explicit Instructions | Effective and Efficient Teaching

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Video Clips (iPad/iPhone compatible) Description: Dr. Archer has had the opportunity to demonstrate explicit instructional lessons in many general and special education classes. These video clips illustrate many of the concepts and practices introduced in Explicit Instruction: Effective and Efficient Teaching.