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      <title>Explicit Instruction in Mathematics  by Fallon Waters</title>
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      <description>What is it? </description>
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      <pubDate>2019-03-31 13:27:06 UTC</pubDate>
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         <title>3 General Element of Explicit Instruction: </title>
         <author>fallonh2o329</author>
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         <description><![CDATA[<div>1. Teaching Modeling<br>2. Guided Practice<br>3. Academic Feedback </div>]]></description>
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         <pubDate>2019-03-31 13:27:06 UTC</pubDate>
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         <title>How often should it be </title>
         <author>fallonh2o329</author>
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         <description><![CDATA[<div>Frequently. It can be used in whole group, small group, and 1:1 settings. </div>]]></description>
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         <pubDate>2019-03-31 13:27:06 UTC</pubDate>
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         <title>It addresses many of the learning characteristics and needs of students with LD&#39;s. </title>
         <author>fallonh2o329</author>
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         <pubDate>2019-03-31 13:27:06 UTC</pubDate>
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         <title>How to help students with integrating and applying information they learn: </title>
         <author>fallonh2o329</author>
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         <description><![CDATA[<div>-previewing content<br>-providing clear directions<br>-carefully sequencing instructional content </div>]]></description>
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         <pubDate>2019-03-31 13:27:06 UTC</pubDate>
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         <title>How to address memory problems:</title>
         <author>fallonh2o329</author>
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         <description><![CDATA[<div>-repeated practice<br>-requent review<br><br></div>]]></description>
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         <pubDate>2019-03-31 13:27:06 UTC</pubDate>
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         <title>Practice for improving math outcomes for students with LD&#39;s</title>
         <author>fallonh2o329</author>
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         <description><![CDATA[<div>-"a model of instruction that provides a shrives of instructional supports and scaffolds in a logical sequence." (Current Practices Alerts, Issue 23 Winter 2015)</div>]]></description>
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         <pubDate>2019-03-31 13:27:06 UTC</pubDate>
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         <title>Why is it called what it&#39;s called?</title>
         <author>fallonh2o329</author>
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         <description><![CDATA[<div>Explicit instruction is an unambiguous design and direct approach to teaching that includes both instructional design and delivery procedures. </div>]]></description>
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         <pubDate>2019-03-31 13:27:06 UTC</pubDate>
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         <title>Similar to Direct Instruction in the way that...</title>
         <author>fallonh2o329</author>
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         <description><![CDATA[<div>Explicit instruction includes logical sequencing (i.e., lessons build on one another), review of previous content, teacher-directed presentation and modeling, guided and repeated practice with specific feedback, independent practice by learners, curriculum-based assessments, and periodic review. </div>]]></description>
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         <pubDate>2019-03-31 13:41:02 UTC</pubDate>
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         <title>The Difference </title>
         <author>fallonh2o329</author>
         <link>https://padlet.com/fallonh2o329/yrh0pw5d1zih/wish/346889379</link>
         <description><![CDATA[<div>Most forms of explicit instruction does not include specific elements of DI (scripted teaching).</div>]]></description>
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         <pubDate>2019-03-31 13:42:15 UTC</pubDate>
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         <title>Critical Elements of Explicit Instrction</title>
         <author>fallonh2o329</author>
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         <pubDate>2019-03-31 13:44:35 UTC</pubDate>
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         <title>Research-Based Strategies to maximize the effectiveness of Explicit Instruction in math:</title>
         <author>fallonh2o329</author>
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         <description><![CDATA[<div>-involving students<br>-using clear and consistent language when modeling<br>-using purposeful verbal prompts during guided practice<br>-positive and specific language when providing feedback </div>]]></description>
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         <pubDate>2019-03-31 13:54:21 UTC</pubDate>
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