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| explicit teaching examples: Explicit Instruction Anita L. Archer, Charles A. Hughes, 2011-02-22 Explicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume. Purchasers can also download and print the reproducible materials for repeated use. Video clips demonstrating the approach in real classrooms are available at the authors' website: www.explicitinstruction.org. See also related DVDs from Anita Archer: Golden Principles of Explicit Instruction; Active Participation: Getting Them All Engaged, Elementary Level; and Active Participation: Getting Them All Engaged, Secondary Level |
| explicit teaching examples: Explicit Instruction Anita L. Archer, Charles A. Hughes, 2010-11-08 Explicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume. Purchasers can also download and print the reproducible materials for repeated use. Video clips demonstrating the approach in real classrooms are available at the authors' website: www.explicitinstruction.org. See also related DVDs from Anita Archer: Golden Principles of Explicit Instruction; Active Participation: Getting Them All Engaged, Elementary Level; and Active Participation: Getting Them All Engaged, Secondary Level |
| explicit teaching examples: Explaining Reading, Third Edition Gerald G. Duffy, 2014-05-01 This trusted teacher resource and widely adopted text presents effective ways to demystify essential reading skills and strategies for K-8 students who are struggling. It has been fully revised to focus on the Common Core State Standards (CCSS) for English language arts. Following a concise introduction to the CCSS and explicit teaching, 30 engaging examples show how to be explicit when teaching each Literature, Informational Text, and Foundational Skills standard. Grounded in authentic reading tasks that teachers can adapt for their classrooms, the examples guide teachers to differentiate instruction, model and scaffold learning, assess student skills, and align reading instruction with Common Core writing standards. New to This Edition *Significantly revised and restructured with a CCSS focus. *The teaching examples are all new or revised. *Provides practical ways to develop close reading of text. *Incorporates recent research on authentic tasks and adaptive teaching. |
| explicit teaching examples: Five Practices for Orchestrating Productive Mathematics Discussions Margaret Schwan Smith, Mary Kay Stein, 2011 Describes five practices for productive mathematics discussions, including anticipating, monitoring, selecting, sequencing, and connecting. |
| explicit teaching examples: High-leverage Practices in Special Education Council for Exceptional Children, Collaboration for Effective Educator Development, Accountability and Reform, 2017 Special education teachers, as a significant segment of the teaching profession, came into their own with the passage of Public Law 94-142, the Education for All Handicapped Children Act, in 1975. Since then, although the number of special education teachers has grown substantially it has not kept pace with the demand for their services and expertise. The roles and practice of special education teachers have continuously evolved as the complexity of struggling learners unfolded, along with the quest for how best to serve and improve outcomes for this diverse group of students. High-Leverage Practices in Special Education defines the activities that all special educators needed to be able to use in their classrooms, from Day One. HLPs are organized around four aspects of practice collaboration, assessment, social/emotional/behavioral practices, and instruction because special education teachers enact practices in these areas in integrated and reciprocal ways. The HLP Writing Team is a collaborative effort of the Council for Exceptional Children, its Teacher Education Division, and the CEEDAR Center; its members include practitioners, scholars, researchers, teacher preparation faculty, and education advocates--Amazon.com |
| explicit teaching examples: High Leverage Practices for Inclusive Classrooms James McLeskey, Lawrence Maheady, Bonnie Billingsley, Mary T. Brownell, Timothy J. Lewis, 2018-07-20 High Leverage Practices for Inclusive Classrooms offers a set of practices that are integral to the support of student learning, and that can be systematically taught, learned, and implemented by those entering the teaching profession. The book focuses primarily on Tiers 1 and 2, or work that mostly occurs with students with mild disabilities in general education classrooms; and provides rich, practical information highly suitable for teachers, but that can also be useful for teacher educators and teacher preparation programs. This powerful, research-based resource offers twenty-two brief, focused chapters that will be fundamental to effective teaching in inclusive classrooms. |
| explicit teaching examples: Teaching Literacy to Students With Significant Disabilities June E. Downing, 2005-01-20 Break down literacy barriers to enrich the lives of students with significant disabilities! All educators and family members would agree that depriving any student of the enhanced self-esteem, independence, social skills, and general quality of life afforded by literacy would be wrong. However, because of the particular challenges-perceived or otherwise-of providing literacy instruction to children and youth with significant disabilities, these students are often overlooked in receiving meaningful experiences and equal access to this aspect of the core curriculum. Teaching Literacy to Students With Significant Disabilities offers tangible support for obliterating the obstacles to effective literacy instruction, including: Effective strategies for tailoring literacy materials to students with disabilities Tactics for adapting state standards and meeting No Child Left Behind (NCLB) and Individuals with Disabilities Education Act (IDEA) requirements Straightforward chapter summaries, frequently asked questions, Web sites, and other resources that reinforce key points Easy-to-implement planning and assessment guidelines Brimming with practical ideas, tips, and examples, this definitive guide offers K-12 educators the research findings and means for creating an inclusive environment that encourages students with significant disabilities to become actively engaged in literacy learning. It empowers teachers, family members, and all team members with creative, sensitive, and all-embracing ways to successfully set and meet realistic communication-development goals that yield lifelong benefits. |
| explicit teaching examples: How I Wish I'd Taught Maths Craig Barton, 2018 Brought to an American audience for the first time, How I Wish I'd Taught Maths is the story of an experienced and successful math teacher's journey into the world of research, and how it has entirely transformed his classroom. |
| explicit teaching examples: Vocabulary Instruction Edward J. Kameenui, James F. Baumann, 2012-03-29 This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers. |
| explicit teaching examples: The Power of Explicit Teaching and Direct Instruction Greg Ashman, 2020-11-25 Direct instruction and explicit teaching can offer you a shorter, straighter route to developing effective learning in your classroom. In this smart and accessible book, Greg Ashman explores how you can harness the potential of these often misunderstood and misapplied teaching methods to achieve positive learning outcomes for the students you teach. It investigates key foundational principles, combined with thoughtful commentary on what these mean in classroom practice and an examination of relevant research and theories from cognitive psychology that substantiate these approaches to teaching and learning. |
| explicit teaching examples: The researchED Guide to Explicit and Direct Instruction: An evidence-informed guide for teachers Adam Boxer, Tom Bennett, 2019-09-07 researchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings. In this edition, Adam Boxer examines Direct Instruction, editing contributions from writers including: Kris Boulton; Greg Ashman; Gethyn Jones; Tom Needham; Lia Martin; Amy Coombe; Naveen Rivzi; John Blake; Sarah Barker; and Sarah Cullen. |
| explicit teaching examples: The Voice of Evidence in Reading Research Peggy D. McCardle, Vinita Chhabra, 2004 A masterful synthesis of information from leading experts in the field, this accessible resource helps school administrators, educators, and specialists answer complex questions about scientifically based reading research and make informed choices about t |
| explicit teaching examples: Bringing Words to Life Isabel L. Beck, Margaret G. McKeown, Linda Kucan, 2013-01-31 Hundreds of thousands of teachers have used this highly practical guide to help K–12 students enlarge their vocabulary and get involved in noticing, understanding, and using new words. Grounded in research, the book explains how to select words for instruction, introduce their meanings, and create engaging learning activities that promote both word knowledge and reading comprehension. The authors are trusted experts who draw on extensive experience in diverse classrooms and schools. Sample lessons and vignettes, children's literature suggestions, Your Turn learning activities, and a Study Guide for teachers enhance the book's utility as a classroom resource, professional development tool, or course text. The Study Guide can also be downloaded and printed for ease of use (www.guilford.com/beck-studyguide). New to This Edition *Reflects over a decade of advances in research-based vocabulary instruction. *Chapters on vocabulary and writing; assessment; and differentiating instruction for struggling readers and English language learners, including coverage of response to intervention (RTI). *Expanded discussions of content-area vocabulary and multiple-meaning words. *Many additional examples showing what robust instruction looks like in action. *Appendix with a useful menu of instructional activities. See also the authors' Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples, which includes specific instructional sequences for different grade ranges, as well as Making Sense of Phonics, Second Edition: The Hows and Whys, by Isabel L. Beck and Mark E. Beck, an invaluable resource for K–3. |
| explicit teaching examples: Explicit Comprehension Instruction P. David Pearson, Janice A. Dole, 1988 |
| explicit teaching examples: It's All about Thinking Faye Brownlie, Leyton Schnellert, 2009 How can we help students develop the thinking skills they need to be successful learners? How does this relate to deep learning of important concepts? How can we engage and support diverse learners in inclusive classrooms where they develop understanding and thinking skills? In this book, Faye and Leyton explore these questions and offer classroom examples to help busy teachers develop communities where all students learn. This book is written by two experienced educators who offer a welcoming and can do approach to the big ideas in education today. In this book, you will find: insightful ways to teach diverse learners, e.g., literature and information circles, open-ended strategies, cooperative learning, inquiry curriculum design frameworks, e.g., universal design for learning (UDL) and backward design assessment for, of, and as learning lessons to help students develop deep learning and thinking skills in English, Social Studies, and Humanities excellent examples of theory and practice made accessible real school examples of collaboration - teachers working together to create better learning opportunities for their students |
| explicit teaching examples: The Truth about Teaching Greg Ashman, 2018-06-28 Find out how to avoid common mistakes and challenge some of the myths about what good teaching really is. |
| explicit teaching examples: One Without the Other Shelley Moore, 2017-02-13 In this bestseller, Shelley Moore explores the changing landscape of inclusive education. Presented through real stories from her own classroom experience, this passionate and creative educator tackles such things as inclusion as a philosophy and practice, the difference between integration and inclusion, and how inclusion can work with a variety of students and abilities. Explorations of differentiation, the role of special education teachers and others, and universal design for learning all illustrate the evolving discussion on special education and teaching to all learners. This book will be of interest to all educators, from special ed teachers, educational assistants and resource teachers, to classroom teachers, administrators, and superintendents. |
| explicit teaching examples: Collaborating to Support All Learners in Mathematics and Science Faye Brownlie, Carole Fullerton, Leyton Schnellert, 2011-06-23 In this second volume of It’s All About Thinking, the authors focus their expertise on the disciplines of mathematics and science, translating principles into practices that help other educators with their students. How can we help students develop the thinking skills they need to become successful learners? How does this relate to deep learning of important concepts in mathematics and science? How can we engage and support diverse learners in inclusive classrooms where they develop understanding and thinking skills? In this book, Faye, Leyton and Carole explore these questions and offer classroom examples to help busy teachers develop communities where all students learn. This book is written by three experienced educators who offer a welcoming and “can-do” approach to the big ideas in math and science education today. In this book you will find: insightful ways to teach diverse learners (Information circles, open-ended strategies, inquiry, manipulatives and models) lessons crafted using curriculum design frameworks (udl and backwards design) assessment for, as, and of learning fully fleshed-out lessons and lesson sequences inductive teaching to help students develop deep learning and thinking skills in Math and Science assessment tools (and student samples) for concepts drawn from learning outcomes in Math and Science curricula excellent examples of theory and practice made accessible real school examples of collaboration — teachers working together to create better learning opportunities for their students. |
| explicit teaching examples: How Learning Works Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman, 2010-04-16 Praise for How Learning Works How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning. —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching. —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues. —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book. —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning |
| explicit teaching examples: Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching Rod Ellis, Shawn Loewen, Catherine Elder, Hayo Reinders, Rosemary Erlam, Jenefer Philp, 2009-06-19 The implicit/ explicit distinction is central to our understanding of the nature of L2 acquisition. This book begins with an account of how this distinction applies to L2 learning, knowledge and instruction. It then reports a series of studies describing the development of a battery of tests providing relatively discrete measurements of L2 explicit/ implicit knowledge. These tests were then utilized to examine a number of key issues in SLA - the learning difficulty of different grammatical structures, the role of L2 implicit/ explicit knowledge in language proficiency, the relationship between learning experiences and learners’ language knowledge profiles, the metalinguistic knowledge of teacher trainees and the effects of different types of form-focused instruction on L2 acquisition. The book concludes with a consideration of how the tests can be further developed and applied in the study of L2 acquisition. |
| explicit teaching examples: Visible Learning John Hattie, 2008-11-19 This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools. |
| explicit teaching examples: Just Tell Them: The Power of Explanations and Explicit Teaching Zach Groshell, 2024-11-26 This book reaffirms the enduring importance of effective explanations at a time when teacher talk is often undervalued. Drawing on the science of learning, Zach Groshell explores essential techniques for showing, telling, demonstrating, modeling, and presenting so that even the most complex concepts become accessible to all learners. Engage with the art and science of breaking it down to discover how a direct and explicit approach to teaching can significantly impact classroom success. |
| explicit teaching examples: Diversity and Motivation Margery B. Ginsberg, Raymond J. Wlodkowski, 2009-11-24 When the first edition of Diversity and Motivation was published in 1995, it became a premier resource for faculty and administrators seeking effective and practical strategies that foster motivation among culturally diverse student groups. This revised and updated second edition of Diversity and Motivation offers a comprehensive understanding of teaching methods that promote respect, relevance, engagement, and academic success. Margery B. Ginsberg and Raymond J. Wlodkowski base their insights and concrete suggestions on their experiences and research as college faculty. The book defines norms, illustrates practices, and provides tools to develop four foundational conditions for intrinsically motivated learning: establishing inclusion, developing a positive attitude, enhancing meaning, and engendering competence. The authors provide perspectives on the social justice implications of each condition. Diversity and Motivation includes resources to help educators create a supportive community of learners, facilitate equitable discussions in linguistically diverse classrooms, design engaging lessons, and assess students fairly. The ideas in this book apply across disciplines and include teaching practices that can be easily adapted to a range of postsecondary settings. In addition, the authors include a cohesive approach to syllabus construction, lesson design, and faculty development. This new edition also contains a framework for motivating students outside traditional classroom settings. |
| explicit teaching examples: The Knowledge Gap Natalie Wexler, 2019-08-06 “Essential reading for teachers, education administrators, and policymakers alike.” —STARRED Library Journal The untold story of the root cause of America's education crisis It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension skills at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention. |
| explicit teaching examples: Explicit Direct Instruction for English Learners John R. Hollingsworth, Silvia E. Ybarra, 2012-12-20 Boost achievement for English learners in all subject areas! Every teacher of English learners struggles with the very same issue. How do you build language skills at the same time that you′re teaching new content? That balancing act is about to get a whole lot easier. In this step-by-step guide, John Hollingsworth and Silvia Ybarra combine the best of educational theory, brain research, and data analysis to bring you explicit direct instruction (EDI): a proven method for creating and delivering lessons that help every student learn more and learn faster. Teachers across all grades and subjects will learn how to Craft lessons that ELs can learn the first time they′re taught Check for understanding throughout each lesson Embed vocabulary development across the curriculum Address listening, speaking, reading, and writing in all lessons—thus meeting the goal of the Common Core Featuring sample lessons, classroom examples, and boxed features, this accessible handbook provides the tools you need to become an EDI expert—and see real results from your English learners every day. What a great addition to every teacher′s toolkit! The authors show us how to include language acquisition in every lesson: It′s just ′good teaching′ for ELs! —Amy Nichols Webb, ESL Teacher Hillcrest Elementary School, Morristown, TN |
| explicit teaching examples: Learning Targets Connie M. Moss, Susan M. Brookhart, 2012 Discover how using student-centered learning targets enables schools to raise student achievement and create a culture of evidence-based, results-oriented practice (includes reproducible planning forms). |
| explicit teaching examples: Visible Learning for Teachers John Hattie, 2012-03-15 In November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning. Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom. This book: links the biggest ever research project on teaching strategies to practical classroom implementation champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement includes whole school checklists and advice for school leaders on facilitating visible learning in their institution now includes additional meta-analyses bringing the total cited within the research to over 900 comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’ |
| explicit teaching examples: The Highly Engaged Classroom Robert J. Marzano, Debra J. Pickering, 2010-03-21 Student engagement happens as a result of a teacher’s careful planning and execution of specific strategies. This self-study text provides in-depth understanding of how to generate high levels of student attention and engagement. Using the suggestions in this book, every teacher can create a classroom environment where engagement is the norm, not the exception. |
| explicit teaching examples: How to Plan Differentiated Reading Instruction Sharon Walpole, Michael C. McKenna, 2017-05-16 Tens of thousands of K–3 teachers have relied on this book--now revised and expanded with more than 50% new material--to plan and deliver effective literacy instruction tailored to each student's needs. The authors provide a detailed framework for implementing differentiated small-group instruction over multiweek cycles. Each component of the beginning reading program is addressed--phonological awareness, word recognition, fluency, vocabulary, and comprehension. In a large-size format for easy photocopying, the book includes dozens of reproducible lesson plans, instructional activities, assessment forms, and other tools. Purchasers get access to a webpage where they can download and print the reproducible materials. New in 2024: A free online-only Study Guide by Sharon Walpole presents commentary and discussion questions for each chapter from a science-of-reading perspective--available for download at www.guilford.com/walpole-studyguide. New to This Edition *Differentiation 2.0: the approach has been fine-tuned based on field testing, new research findings, and current standards and response-to-intervention frameworks. *Many additional reproducible tools, such as coaching templates and the Informal Decoding Inventory. *Beyond lesson plans and materials, the second edition offers more guidance for designing instruction and grouping students, making it a one-stop resource. *Reproducible tools now available to download and print. An NCTQ Exemplary Text for Reading Instruction |
| explicit teaching examples: Rewards Anita L. Archer, Mary Gleason, Vicky Vachon, 2000-01-01 |
| explicit teaching examples: Explaining Reading Gerald G. Duffy, 2003-04-22 Exemplary teacher research has established that explicit teaching plays a vital role in the K-8 classroom, with particular benefits for struggling readers. This book is a practical resource for explaining reading to students who do not learn to read easily. Identified are 22 major skills and strategies associated with vocabulary development, comprehension, word recognition, and fluency. Ways to explain each skill or strategy are illustrated with abundant concrete examples, which teachers can use as starting points for developing lessons tailored to the needs, strengths, and interests of their own students. The book also shows how to move from the teacher's explanation to the student's independent use of new concepts, and how to embed explicit teaching within a context of rich, engaging literacy experiences. |
| explicit teaching examples: Teaching and Learning Vocabulary Elfrieda H. Hiebert, Michael L. Kamil, 2005-05-06 This book presents scientific evidence from leading research programs that address persistent issues regarding the role of vocabulary in text comprehension. Part I examines how vocabulary is learned; Part II presents instructional interventions that |
| explicit teaching examples: Structured Literacy Interventions Louise Spear-Swerling, 2022-02-22 In this book, structured literacy is conceptualized as an umbrella term encompassing a variety of intervention methods, instructional approaches, and commercial programs. In addition to focusing on SL approaches to intervention, this book is organized around common poor reader profiles that have been identified in research. The chapters in this volume are written by experts who are well known as researchers but who are also highly skilled at writing for practitioners. Chapters were written with a strong foundation of research that is summarized, but with a concentration on translating research into practice, including case studies, sample intervention activities, and lesson plans. Each chapter includes application activities at the end to check for and extend readers' understanding-- |
| explicit teaching examples: Teach Your Child to Read in 100 Easy Lessons Siegfried Engelmann, Phyllis Haddox, Elaine Bruner, 1983 SRA's DISTAR is one of the most successful beginning reading programs available to schools. Research has proven that children taught by the DISTAR method outperform their peers. Now, this program has been adapted for use at home. In only 20 minutes a day, this remarkable step-by-step program teaches your child to read--with the love, care, and joy only a parent and child cane share. Copyright © Libri GmbH. All rights reserved. |
| explicit teaching examples: Driving School Improvement Pamela Macklin, Vic Zbar, 2017 This practical guide is designed to support school leaders in meeting their improvement challenge in ways that can be contextualised to their circumstances. It contains tools, activities, and pro formas that have been used successfully in a range of schools. These can be adapted to suit a particular context. While there are many books focused on school improvement, this book is a practical gem. It advocates that a school first diagnose where it is at, rather than adopt a 'one size fits all' strategy. The self-assessments, tools, processes, and case studies provided here will enable a school to craft its own improvement approach. [Subject: Education, Educational Policy] |
| explicit teaching examples: Explicit English Teaching Tom Needham, 2023-04-05 The essential overview on applying smart ideas from cognitive science to the teaching of secondary English. |
| explicit teaching examples: The researchED Guide to Explicit and Direct Instruction: An evidence-informed guide for teachers Adam Boxer, Tom Bennett, 2019-09-07 researchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings. In this edition, Adam Boxer examines Direct Instruction, editing contributions from writers including: Kris Boulton; Greg Ashman; Gethyn Jones; Tom Needham; Lia Martin; Amy Coombe; Naveen Rivzi; John Blake; Sarah Barker; and Sarah Cullen. |
| explicit teaching examples: Student Team Learning Robert E. Slavin, 1983 |
| explicit teaching examples: Teaching Strategies Donald C. Orlich, Robert Harder, Richard Callahan, Michael S. Trevisan, Darcy Miller, 2013 Teaching Strategies: A Guide to Effective Instruction, 10/e, International Edition now in its tenth edition, is known for its practical, applied help with commonly used classroom teaching strategies and tactics. Ideal for anyone studying education or involved in a site-based teacher education program, the book focuses on topics such as lesson planning, questioning, and small-group and cooperative-learning strategies. The new edition maintains the book's solid coverage, while incorporating new and expanded material on InTASC standards, a new chapter on teaching in the inclusive classroom, and an up-to-date discussion of assessment as it relates to inclusion. The text continues to be supported by a rich media package anchored by TeachSource Video Cases, which bring text content to life in actual classroom situations. |
| explicit teaching examples: Teaching Beginning Reading and Writing with the Picture Word Inductive Model Emily Calhoun, 1999 In this practical guide to teaching beginning language learners of all ages, Calhoun encourages us to begin where the learners begin--with their developed listening and speaking vocabularies and other accumulated knowledge about the world. Engage students in shaking words out of a picture--words from their speaking vocabularies--to begin the process of building their reading and writing skills. Use the picture word inductive model (PWIM) to teach several skills simultaneously, beginning with the mechanics of forming letters to hearing and identifying the phonetic components of language, to classifying words and sentences, through forming paragraphs and stories based on observation. Built into the PWIM is the structure required to assess the needs and understandings of your students immediately, adjust the lesson in response, and to use explicit instruction and inductive activities. Individual, small-group, and large-group activities are inherent to the model and flow naturally as the teacher arranges instruction according to the 10 steps of the PWIM. Students and teachers move through the model and work on developing skills and abilities in reading, writing, listening, and comprehension as tools for thinking, learning, and sharing ideas. |
歌名后面一些后缀都是什么意思？ - 知乎
1.（Explicit）说明保留了歌词中的脏话等限制级的语句，一般出现在说唱乐。 2.（Clean）意思就是歌词做过处理，去掉了其中的污言秽语，也就是歌曲的”干净版“。 这个干净版听起来很奇 …
请问有没有人知道explicit和implicit是什么翻译法? - 知乎
Dec 22, 2019 · explicit:said,done or shown in an open or direct way, so that you have no doubt about what is happening usage: 1.make explicit references to sth毫不隐晦的提及
iTunes Store 上购买的音乐，标识 ‘Explicit’ 是什么意思？ - 知乎
标识为Explicit的版本是因为里面包含了不健康的内容，相对应版本为Clean，如下图1。 美国的分级制度不知道领先天朝几条街，在iTunes中你也可以设置过滤不良内容，对于家长来说可谓说 …
C++ 嵌套类类模板特化 error: explicit specialization？ - 知乎
C++ 嵌套类类模板特化 error: explicit specialization？ 在class A中需要实现一个类模板B来做一些辅助的事情，并且需要对类模板B进行特化，但特化的时候报explicit specialization错误… 显示 …
歌曲后面的Explicit 、Acoustic、Clean是什么意思？ - 知乎
Mar 4, 2020 · 先说 Explicit 可以理解为一个警告标识，国人多称为脏标。歌曲中出现这个词，表示歌曲中有脏话，不能接受者请避雷。 再说 Clean Clean 是Explicit 的改良版，即去掉了脏话部 …
请问abaqus显示动力学分析步时间应该怎么给呢？ - 知乎
本来没想回答，结果看了其他答案发现还是有必要来解释一下的。 在确定分析步时间总长度前，我们先要了解时间增量步长： 显式动力学的增量步长很有讲究，本身每一个模型都有自己的稳定 …
abaqus中的dynamic explicit 和dynamic implicit区别在哪里？
The main discussion is about Abaqus Implicit and Abaqus Explicit solvers. These solvers are based on two approaches in FEM analysis, namely implicit (隐式) (for Abaqus/Standard) and …
abaqus提交作业出现中断，显示关键词不可用是为什么呀? - 知乎
ABAQUS/Explicit 模块不支持某个关键词，或者该关键词属于过去古早版本的，目前已经不再支持 (往往都是直接复制粘贴软件外的程序段落)。
ABAQUS子程序越界报错怎么解决啊？ - 知乎
在abaqus2021+VS2019+IVF2021上运行已经调试好的子程序报如下错误*** ABAQUS/standard rank 0 terminated…
c++为什么存在显式实例化、显式具体化两种显式声明模板方法？
Sep 17, 2015 · c++为什么存在显式实例化、显式具体化两种显式声明模板方法？ 显式实例化声明模板语法（explicit instantiation） template void functionName ( type … 显示全部 关注 …
歌名后面一些后缀都是什么意思？ - 知乎
1.（Explicit）说明保留了歌词中的脏话等限制级的语句，一般出现在说唱乐。 2.（Clean）意思就是歌词做过处理，去掉了其中的污言秽语，也就是歌曲的”干净版“。 这个干净版听起来很奇怪，如果限制 …
请问有没有人知道explicit和implicit是什么翻译法? - 知乎
Dec 22, 2019 · explicit:said,done or shown in an open or direct way, so that you have no doubt about what is happening usage: 1.make explicit references to sth毫不隐晦的提及
iTunes Store 上购买的音乐，标识 ‘Explicit’ 是什么意思？ - 知乎
标识为Explicit的版本是因为里面包含了不健康的内容，相对应版本为Clean，如下图1。 美国的分级制度不知道领先天朝几条街，在iTunes中你也可以设置过滤不良内容，对于家长来说可谓说是利器。 关 …
C++ 嵌套类类模板特化 error: explicit specialization？ - 知乎
C++ 嵌套类类模板特化 error: explicit specialization？ 在class A中需要实现一个类模板B来做一些辅助的事情，并且需要对类模板B进行特化，但特化的时候报explicit specialization错误… 显示全部 关注 …
歌曲后面的Explicit 、Acoustic、Clean是什么意思？ - 知乎
Mar 4, 2020 · 先说 Explicit 可以理解为一个警告标识，国人多称为脏标。歌曲中出现这个词，表示歌曲中有脏话，不能接受者请避雷。 再说 Clean Clean 是Explicit 的改良版，即去掉了脏话部分。 最后 …
请问abaqus显示动力学分析步时间应该怎么给呢？ - 知乎
本来没想回答，结果看了其他答案发现还是有必要来解释一下的。 在确定分析步时间总长度前，我们先要了解时间增量步长： 显式动力学的增量步长很有讲究，本身每一个模型都有自己的稳定时间步 …
abaqus中的dynamic explicit 和dynamic implicit区别在哪里？
The main discussion is about Abaqus Implicit and Abaqus Explicit solvers. These solvers are based on two approaches in FEM analysis, namely implicit (隐式) (for Abaqus/Standard) and explicit (显 …
abaqus提交作业出现中断，显示关键词不可用是为什么呀? - 知乎
ABAQUS/Explicit 模块不支持某个关键词，或者该关键词属于过去古早版本的，目前已经不再支持 (往往都是直接复制粘贴软件外的程序段落)。
ABAQUS子程序越界报错怎么解决啊？ - 知乎
在abaqus2021+VS2019+IVF2021上运行已经调试好的子程序报如下错误*** ABAQUS/standard rank 0 terminated…
c++为什么存在显式实例化、显式具体化两种显式声明模板方法？
Sep 17, 2015 · c++为什么存在显式实例化、显式具体化两种显式声明模板方法？ 显式实例化声明模板语法（explicit instantiation） template void functionName ( type … 显示全部 关注者 59 被浏览
