November 29, 2022
Workshop Model Teaching and Learning Series
- Walkthroughs with feedback
- Implementation of all parts of Direct Instruction:
- I Do (Modeling and Think Aloud)
- We Do (Guided Practice, Cold Call, No Opt Out and Stretch It)
- Check for Understanding
Direct Instruction Timeline Extended
Why the need for extended time?
Things we noticed...
Why is I Do so important?
In our visits to classrooms we are noticing that this in an area in need of improvement/fine tuning.
- I Do is the first point of access to content for ALL learners - makes the content accessible to ALL
- Modeling shows students how to complete the task with accuracy
- Think Alouds make the learning visible
- Increases academic vocabulary
- Helps develop problem solving skills
- Helps students process new content
- Gives students the "why"
- Lecture (in small bites) can be an important strategy, but should always be complimented with I Do
What is the role of We Do?
In our visits to K-8 classrooms we are noticing that Direct Instruction often stays in We Do. This is a missed opportunity for a much needed I Do. We Dos are an area of strength, but need to be used as a vehicle to get to independent practice and not stay in We Do for the entirety of the lesson. We Do is just one piece of Direct Instruction.
- Gives all students an opportunity to practice the skill (low stakes) that was modeled in the I Do
- Gives the teacher an opportunity to know what the students understand and identify/correct any misconceptions
- Helps the teacher gather formative assessment data to make sure 75% of students are ready for collaborative or independent practice
Stretch It Strategy
- Getting the answer right is just the beginning...not the end.
The “stretch it” strategy is a technique that helps teachers continue the learning after a student has answered a question correctly.
- Right answers aren't the end of the learning process instead the open the door to further challenge.
- Instead of using verbal praise and repeating the correct answer to the question to reinforce the idea and learning, the teacher should follow that correct answer by following up with another question to confirm the students understanding of the concept.
- By doing this, teachers are eliminating the possibility for a question being answered by luck, coincidence, or even partial mastery or understanding.
- This technique also helps with differentiating instruction, or teaching to multiple skill levels of students. This then allows the teacher to personalize questions to the individual instructional needs of their students.
Stretch It Explained
Stretch It In Action: Video and Details
One Minute in MK Pope's Class: Stretch It, Wait Time ... and Humility (Video) - Teach Like a Champion
Here's a tiny little clip from MK Pope's classroom at Bed Stuy Collegiate in Brooklyn. It's just under a minute in length but that minute can, I think, teach us a lot about Stretch It, Wait Time and the mindset of a successful teacher. It's a pretty simple clip but definitely worth a bit of study.
Teach Like a Champion 3.0: 63 Techniques that Put Students on the Path to College Companion Site
- Click here to access the specific videos related to Teach Like a Champion.
- Check out the video on the website for Chapter 4 - Clip 043: Arielle Hoo "How Did You Know?"
🧰 Adding to Your Teaching Toolbox: Cold Call - Setting It Up for Success!
- Review the lesson plan and determine the sections where Cold Call could be used.
- Prepare exact questions in advance to ensure that they are clear and accessible to students using various levels of rigor.
- Create a systematic method of calling.
- Introduce Cold Call to the class, preferably at the beginning of the school year, by presenting details of the process; model how students will be called on, how they should respond, how important it is to listen to their peers, and when to expect a Cold Call.
- Explain the reasoning behind the routine and how it will improve student learning, better checks for student understanding, more efficient pacing of material, more equitable participation.
- Question the class using one of the previously prepared questions, pause to give think time, and then call the name of a student to answer the question. Allow time for students to practice the routine.
- Scaffold for different types of learners by initially asking a simple question as a warm-up, then progressing to a series of more difficult probing questions.
📸 Photos of the Workshop Model in Action
💡 Idea Shared by Danelle Hovenkamp
Nearpod is a great resource for helping to get students engaged in direct instruction while building in your I do, We do, and You do. At Everett we have a school account and you can also post a self paced link for students to use to review the notes or work on them outside of school if they were absent or quarantined. Here is an example self paced lesson that had students looking at graphs and how to interpret them.
📸 Share pictures of your class during a Do Now or Direct Instruction!
⭐ Instructional Division Support Request
💡 Share Your Ideas with Other Teachers
📝 Workshop Model Lesson Framework Aligned to Marzano Elements
🗃 Instructional Minute Website - All Editions in One Place!
You can find all of the Instructional Minute Newsletters in one place on the Lansing School District Website with descriptions by week.