Explicit Direct Instruction (EDI) 2/e

Preface to the Second Edition: What's New in EDI Acknowledgments About the Authors Chapter 1. Students Say, "I Can Do It!" The Day I Saw the Breakthrough in Classroom Instruction Where Our Research Began: Student Achievement Where Our Research Led: Classroom Instruction Chapter 2. Are Some Approaches Better Than Others? What Is Effective Instruction? Why Are Children Sent to School? Talent Discovery Versus Talent Development The Teaching/Learning Dilemma: Speed Up or Slow Down Criteria for an Instructional Approach Two Philosophies About Education High-Stakes Testing What to Do? EDI Is Not Lecturing EDI Is Not Scripted Research Supports Direct Instruction When to Use Group Work Chapter 3. Good Instruction Is Always Good Instruction: An Explicit Direct Instruction Overview What Is Explicit Direct Instruction? Explicit Direct Instruction Lesson Design Explicit Direct Instruction Lesson Delivery How to Use EDI in Your Classroom Chapter 4. Creating Engaged Students: Use Engagement Norms! Student Engagement Is Created When You Ask Your Students to Do Something History of Student Engagement Norms Student Engagement Norm 1: Pronounce With Me Student Engagement Norm 2: Track With Me Student Engagement Norm 3: Read With Me Student Engagement Norm 4: Gesture With Me Student Engagement Norm 5: Pair-Share Student Engagement Norm 6: Attention Signal Student Engagement Norm 7: Whiteboards Student Engagement Norm 8: Use Complete Sentences (Public Voice, Academic Vocabulary) Training Students in the Engagement Norms Summary Chapter 5. Is Everyone Learning? Checking for Understanding What Is Checking for Understanding? TAPPLE-Checking for Understanding the EDI Way! Teach First Ask a Specific Question Pair-Share Pick a Non-Volunteer Listen Carefully to the Response Effective Feedback Summary Chapter 6. Everyone Learns: Corrective Feedback and Whiteboards Listen Carefully to the Response Effective Feedback Whiteboards, the Best Way to CFU! Summary Chapter 7. Establishing What Is Going to Be Taught: Learning Objective Part I: Well-Designed Learning Objectives Part II: Writing Standards-Based Learning Objectives Part III: The Learning Objective Must Be Presented to the Students Summary Chapter 8. Connecting to What Students Already Know: Activating Prior Knowledge Part I: What Does It Mean to Activate Prior Knowledge? Part II: How to Activate Prior Knowledge Summary Chapter 9. These Are the Big Ideas: Concept Development Part I: Concept Development Design Part II: Concept Development Delivery Summary Chapter 10. I'll Work a Problem First: Rule of Two- Skill Development and Guided Practice Skill Development (Teacher) Guided Practice (Students) How to Design Skill Development and Guided Practice How to Teach Skill Development/Guided Practice Summary Chapter 11. This Is Important to Learn: Relevance Relevance When Do You Teach Lesson Relevance? How Do You Provide Lesson Relevance? How to Design Lesson Relevance How to Teach Lesson Relevance Summary Chapter 12. Making One Final Check: Closing the Lesson Closing the Lesson How to Provide Lesson Closure When Closure Is Complete, Initiate Independent Practice Chapter 13. Planning for Success: Differentiation and Scaffolding Differentiating and Scaffolding to Increase Student Success In-Class Interventions and Out-of-Class Interventions Response to Intervention (RTI) and EDI Summary Chapter 14. Having Students Work by Themselves: Independent Practice and Periodic Review Starting With the End in Mind: The Independent Practice Must Match the Lesson Periodic Review Summary Chapter 15. Creating Well-Crafted Lessons: Putting It All Together Creating EDI Lessons From a Textbook Creating Your Own EDI Lessons DataWORKS Enters the Classroom to Teach Chapter 16. Looking at All the Components: Analyzing a Sample Lesson Use educeri.com for EDI Lessons EDI Lesson Layout Summary Resources: What the Research Says References Index