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Explicit Direct Instruction (EDI)
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Explicit Direct Instruction (EDI)
The Power of the Well-Crafted, Well-Taught Lesson

Second Edition


September 2017 | 248 pages | Corwin
A proven approach to better teaching and learning.

Explicit Direct Instruction (EDI), an approach based on the premise that all children can learn, helps teachers deliver well-designed, well-taught lessons that significantly improve achievement for all learners. Authors Hollingsworth and Ybarra have refined and extended their highly successful methods in this second edition of their bestselling book.

Written in an easy-to-read, entertaining style, this resource provides K-12 teachers with concrete strategies, detailed sample lessons, and scenarios that illustrate what EDI techniques look like in inclusive and diverse classrooms. With chapters covering the individual components of EDI, such as checking for understanding and activating prior knowledge, this updated edition refines the methods so that they are even more effective and easier to implement. Readers will find:  

Strategies for continuous, systematized student engagement 
Expanded corrective feedback strategies
Clear alignment to the latest content standards
A new, field-tested strategy for skill development and guided practice
Expanded information about differentiation and scaffolding 

Combining educational theory, brain research, and data analysis, this is a fine-tuned, step-by-step guide to a highly effective teaching method.

"Before EDI, our school was a ship adrift at sea with everyone rowing in different directions. EDI has provided us with a framework for instruction and a common language that allowed us to all row in the same direction. 
Benjamin Luis, Principal
Liberty Middle School, Lemoore, CA


“EDI makes students accountable. They see now that school is a place to work and learn and play, and they love it. Because even though it is hard, they are doing well.”
Trudy Cox, School Instructional Coach
St. Mary Star of the Sea Catholic School, Carnarvon, Western Australia

 

 
 
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

“I flagged page after page. I had been a classroom teacher for ten years and was unaware of many of the EDI strategies.

Peter Whitmore, Collaborative Coach
Menifee Unified School District, Menifee, CA

"Before EDI, our school was a ship adrift at sea with everyone rowing in different directions. EDI has provided us with a framework for instruction and a common language that allowed us to all row in the same direction. By doing so, we exited program improvement within the first two years of implementation, after having been in sanctions for the previous ten years. Additionally, using the framework and common language of EDI we were named a 2015 honor roll school by the Educational Results Partnership."

Benjamin Luis, Principal
Liberty Middle School, Lemoore, CA

"Gansevoort was one of the first schools in our district to get off the focus list. I attribute a lot of that to the EDI strategies."

Kathy A. Bragan, Director of Support Services
Rome City School District, Rome, NY

“Once teachers experienced EDI, they saw the value. Many teachers have told me they can’t remember how they taught before.”

Dr. Wesley Severs, Principal
Washington Elementary, Sanger, CA

“EDI makes students accountable. They see now that school is a place to work and learn and play, and they love it. Because even though it is hard, they are doing well.”

Trudy Cox, School Instructional Coach
St. Mary Star of the Sea Catholic School, Carnarvon, Western Australia

“Fast-paced, interactive, and highly useful! Thanks!”

Tami Francis, Vice Principal
Gallatin Elementary School, Downey, CA

“This was so practical, informative, and inspiring! I loved the modeling and being able to see how to do this kind of teaching. So much to love!”

Brielyn Flones, 8th Grade ELD Teacher
Vista Charter Middle School, Los Angeles, CA

“Thank you for giving us real strategies that I can take to my classroom and use right away!”

Darla MacDonald, 2nd Grade Teacher
Fenton Primary Center, Los Angeles, CA

“EDI keeps students engaged throughout the lesson!  It gives students the opportunity to speak and listen to each other during the lesson.  Students discuss vocabulary and read aloud during EDI which gives them practice in Reading, Speaking, Listening, and Writing.  Students do all the work during a lesson!  Pair-Share is a great strategy to help English Learners with speaking and practicing the vocabulary!”

Yvette Mezzanatto, 5th Grade Teacher
Crestmore Elementary School, Bloomington, CA

“EDI training has helped our teachers develop lessons that are more rigorous and engaging for our English Language Learners.”

Fidelina Saso, Assistant Superintendent
Lost Hills Union School District, Lost Hills, CA

John R. Hollingsworth

John Hollingsworth is president of DataWORKS Educational Research, a company originally created to use real data to improve student achievement. Although DataWORKS started by analyzing learning outcomes (test scores), it soon refocused towards analyzing learning inputs (classroom instructional practices). DataWORKS now focuses mainly on providing staff development to schools on classroom instruction. John is an active researcher and presenter and has published numerous articles in educational publications. He spends much of his time on the road training teachers. More About Author

Silvia E. Ybarra

Dr. Silvia Ybarra, Ed.D., began her career in education as a physics and chemistry teacher at Roosevelt High School in Fresno, California.  Next, Silvia became principal of Wilson Middle School in Exeter, California, which under her leadership became a prestigious Distinguished School.  Silvia was then named assistant superintendent of Coalinga-Huron School District. Her focus progressed from helping one classroom to helping one school to helping an entire district.  Silvia is the head researcher at DataWORKS.   More About Author

Also available as a South Asia Edition.

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ISBN: 9781506337517
$38.95