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Explicit Direct Instruction (EDI)

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
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


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


Pick a Non-Volunteer

Listen Carefully to the Response

Effective Feedback


Chapter 6. Everyone Learns: Corrective Feedback and Whiteboards
Listen Carefully to the Response

Effective Feedback

Whiteboards, the Best Way to CFU!


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


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


Chapter 9. These Are the Big Ideas: Concept Development
Part I: Concept Development Design

Part II: Concept Development Delivery


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


Chapter 11. This Is Important to Learn: Relevance

When Do You Teach Lesson Relevance?

How Do You Provide Lesson Relevance?

How to Design Lesson Relevance

How to Teach Lesson Relevance


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


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


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 for EDI Lessons

EDI Lesson Layout


Resources: What the Research Says

“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