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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

“One of our specialties is research on instruction and training.  In both K-12 education and in higher education, we find that the features of the DataWORKS program fit all of the research that we think is the best evidence right now.  You owe it to yourself and to your students to at least give it a try.”

Dr. Richard Clark, Director of the Center for Cognitive Technology
University of Southern California, Rossier School of Education, Los Angeles, CA

"I would like all teachers in our district to be exposed to DataWORKS. Only then will there be systemic change for our students."

Gloria Evosevich, Principal
Nichols Elementary School, Lodi, CA

“Students in an EDI classroom share the teaching responsibilities.  They eagerly participate during Pair-Share and remind the teacher if s/he  has forgotten  "their time."  It is a very non-threatening environment and students are prepared for success.”

Katey Hoehn, Retired K-8 Administrator

“EDI totally transformed my teaching of both children and adults.  It is research-based, easy to use, and rewarding for both the teacher and the students.  Most importantly, it works!"

Dr. Christopher J. Quinn, Associate Professor Emeritus, School of Education
Azusa Pacific University, Azusa, CA

“EDI is a difference maker for all students. High achievers are given the opportunity to explore the curriculum in depth and at the highest level. Challenged students are provided scaffolds and support so they can access what is being taught.”

Allan Waterman, Retired Principal
Nicolas Junior High School, Fullerton, California

“EDI and the DataWORKS model of school improvement made a dramatic impact on classroom instruction in the schools of South Carolina. The delivery of instruction using this program provided clarity and a focus in addressing state standards and the learning environment in classrooms.”

Danny Shaw, Past President
South Carolina Association of School Administrators, Columbia, SC

“What is the best way to teach students?  The answer is Explicit Direct Instruction.  I am a retired principal, director, and adjunct professor in California.  I have been using the model of EDI published by DataWORKS for the past 10 years.  I have taught it to teachers and future administrators.  I have also used it in teaching my own adult students.”

Alice Rodriguez, Ed.D.

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ISBN: 9781506337517

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