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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

“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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