Explicit Direct Instruction (EDI): The Power of the Well-Crafted, Well-Taught Lesson
- Table of Contents and Front Matter
- Photo 1.1
- Photo 1.2: John teaches the life cycle of the crocodile in Australia.
- Photo 1.3: Authors John Hollingsworth and Silvia Ybarra train teachers in China
- Photo 3.1: The EDI Circle summarizes EDI lesson design components and Edi lesson delivery strategies
- Photo 3.2
- Photo 3.3
- Table 3.1: New Words to Teach in Each EDI Lesson
- Photo 4.1
- Table 4.1: Silent and Oral Words (WPM)
- Photo 4.2: Silvia and students gestures.
- Photo 4.3: Silvia and students gesture.
- Photo 4.4: John uses gestures during a high school science lesson
- Photo 4.5
- Photo 4.6: Students hold up worksheets for Silvia after they divided a pie into four equal parts
- Photo 4.7: Silvia has kindergarteners circle S for same or D for different while comparing texts
- Photo 4.8
- Photo 5.1: Checking for Understanding questions are interspersed continuously throughout a
lesson - Photo 5.2: TAMPLE lists the steps for Checking for Understanding
- Photo 5.3: Teach First
- Photo 5.4
- Photo 5.5
- Photo 5.6
- Photo 5.7: Popsicle sticks with students name written on them used for selecting random non-volunteers
- Photo 5.8
- Photo 6.1
- Photo 6.2: Students in a high school math class “chin-it” and show their answers to the teacher
- Photo 6.3: Student whiteboard response for multiple-choice questions
- Photo 7.1: All EDI lessons are based on a clear Learning Objective
- Photo 8.1: ED lessons connect new learning to students’ existing knowledge
- Photo 8.2: Describe the cause-and-effect structure of text
- Photo 8.3: Assess the evidence that supports an author’s argument
- Photo 8.4: Use pictures to add fractions
- Photo 8.5: Identify and use adjectives
- Photo 9.1: Concepts are explicitly taught to students during Concept Development
- Photo 9.2: A Smarter Balanced practice question on quadrilaterals
- Photo 9.3: A DataWORKS assessment question about hyperbole modeled
- Photo 9.4: A Smarter Balanced released question on inequalities
- Photo 9.5: A DataWORKS assessment question about chemical reactions
- Photo 9.6: Concept development for a lesson similes
- Photo 9.7: Concept Development for adding three two-digit numbers
- Photo 9.8: Concept Development for biology on phases of meiosis
- Photo 9.9: Concept Development for characters
- Photo 9.10: Concept Development for central message
- Photo 9.11: Concept Development for literary devices
- Photo 9.12: Concept Development for unit rates
- Photo 9.13: Concept Development for government of the Roman Republic
- Photo 9.14: Concept development for causes of earthquakes
- Photo 9.15: Engagement Norms Poster
- Photo 9.16: TAPPLE Poster
- Photo 9.17: Concept Development for past tense verbs
- Photo 9.18: Concept Development for greatest common factor
- Photo 10.1: Skill Development and Guided Practices
- Photo 10.2: Rule of Two Poster
- Photo 10.3
- Table 10.1
- Photo 10.4: Skill Development/Guide Practice for round numbers
- Photo 10.5: Second page of Skill development/Guided Practice for round numbers
- Photo 10.6: Skill Development/Guided Practice for recognize theme in text
- Photo 10.7: Skill Development/Guided Practice with answers shown
- Photo 10.8: Skill Development and Guided Practice for draw inferences from text
- Photo 10.9: Draw inferences from text lesson
- Photo 10.10: Draw inferences from text lesson
- Photo 10.11: Skill development/Guided Practice with slow release of students
- Photo 10.12: Concept Development for Roman Republic lesson
- Photo 10.13: Skill development/Guided Practice for Roman Republic lesson
- Photo 10.14: Concept Development for Plate Boundaries lesson
- Photo 10.15: Skill Development/Guided Practice for Boundaries lesson
- Photo 11.1: Explicit Direct Instruction: Lesson Relevance
- Photo 11.2: Relevance for finding the area of rectilinear shapes
- Photo 11.3: Relevance for interpret quantitative relationships in line graphs
- Photo 11.4: Relevance for determine the meaning of words using context clues
- Photo 11.5: relevance for assess the evidence that supports an argument
- Photo 12.1: The last component in an EDI lesson is Closure, where students must prove that they have learned the new content
- Photo 12.2: Sample word bank for solving for an unknown angle using properties angles
- Photo 12.3: Sample word bank for comparing two texts
- Photo 12.4: Closure for drawing a picture graph
- Photo 12.5: Closure for assessing the evidence that supports an author’s argument
- Photo 12.6: Super Pair-Share for Summary Closure
- Photo 12.7: Summary Closure: Report out what you learned today
- Photo 13.1: EDI lessons include differentiation
- Photo 13.2: After the teaching is done, students practice what they were just taught
- Table 13.1: Graphic organizer for describing types of rocks
- Photo 13.3
- Photo 13.4
- Photo 13.5
- Photo 14.1: After the teaching is done, students practice what they were just taught
- Photo 15.1: Explicit Direct instruction lesson combine design components and delivery strategies into well-crafted lessons
- Photo 15.2
- Slide 16.1: A lesson overview page on educeri.com
- Slide 16.2: Learning Objective and Activate Prior Knowledge
- Slide 16.3: Concept Development
- Slide 16.4: Skill Development and Guided Practice with answers shown
- Slide 16.5: Skill Development and Guided Practice with answers shown
- Slide 16.6: Skill Development and Guided Practice (continued) with answers shown
- Slide 16.7: Skill Development and Guided practice (continued) with answers shown
- Slide 16.8: Skill Development and Guided Practice (continued) with answers shown
- Slide 16.9: Lesson Relevance
- Slide 16.10: Lesson Relevance
- Slide 16.11: Closure with answers shown
- Slide 16.12: Access Common Core and Summary Closure
- Slide 16.13: Independent Practice with answers shown
- Table Resources
- Back Matter Elements: Appendix, References, Index
