WEBVTT NOTE This file was generated by Descript 00:00:03.581 --> 00:00:12.871 Gene Tavernetti: Welcome to Better Teaching, Only Stuff That Works, a podcast for teachers, instructional coaches, administrators, and anyone else who supports teachers in the classroom. 00:00:13.701 --> 00:00:19.701 This show is a proud member of the BE Podcast Network shows that help you go beyond education. 00:00:20.121 --> 00:00:24.471 Find all our shows@bepodcastnetwork.com. 00:00:24.971 --> 00:00:27.731 I Am Gene Tavernetti the host for this podcast. 00:00:27.821 --> 00:00:35.711 And my goal for this episode, like all episodes, is that you laugh at least once and that you leave with an actionable idea for better teaching. 00:00:36.331 --> 00:00:38.881 A quick reminder, no cliches, no buzzwords. 00:00:39.216 --> 00:00:40.586 Only stuff that works. 00:00:41.280 --> 00:00:42.030 Hi, everybody. 00:00:42.530 --> 00:00:49.220 I'm excited to be back again to do another episode that's just me, just me talking about instruction today. 00:00:49.250 --> 00:00:57.920 And those of you who follow me or who have read my book, "Teach Fast," you know that I am an explicit instruction advocate. 00:00:58.520 --> 00:01:10.340 And I think it's one of those things that, uh, everybody talks about, "Oh, we do explicit instruction," but we never get down to the part about how to design a lesson and how to deliver a lesson. 00:01:11.110 --> 00:01:41.565 Usually, when we hear about explicit instruction, we hear about, uh, techniques like, um, turn and talks, choral response, I say, you say, mini whiteboards, all of those things which are important, uh, when you are delivering a lesson, but there's that design component that, that is so important, and that's what I wanna talk about today, a design and delivery component of, and specifically the we do. 00:01:42.425 --> 00:01:57.555 And as I thought about discussing the we do, the reason that I wanted to talk about it is that I see so much written, um, about it and, uh, people talk about it on Twitter, and it's part of that explicit instruction continuum, right? 00:01:57.555 --> 00:01:59.795 It's the I do, we do, you do. 00:02:00.645 --> 00:02:15.525 And I see so many things that, based on my research over the last twenty-plus years on, uh, explicit instruction, working in classrooms with teachers, that I see there are some things that are just not effective that people continue to do. 00:02:15.535 --> 00:02:27.675 So I wanted to focus on the we do today, uh, and I'm gonna try to stop using that term we do and, and instead call it facilitated practice or guided practice. 00:02:28.105 --> 00:02:34.145 Uh, and, uh, you'll learn more why I do not like the term we do as we go along. 00:02:35.085 --> 00:02:36.025 So that was my goal. 00:02:36.275 --> 00:02:50.905 My goal today was to talk about the we do, and then as I began to think about it, I realized that because of the connectedness and the coherence of well-designed lessons, I couldn't just start there. 00:02:51.395 --> 00:03:18.175 I couldn't just start with, "This is how we're gonna do the facilitated practice after you've modeled." We need to talk about some things you need to do well before you get to the practice because there are th- some things that are important to include in the lesson that if you didn't include them, that guided practice, that facilitated practice is not gonna go as well as you hoped it would. 00:03:18.555 --> 00:03:23.615 Anyway, so let's talk about a, a, a lesson of explicit instruction and how it might be designed. 00:03:24.135 --> 00:03:29.595 And one of the things that we need to think about is that, you know, why am I teaching this lesson? 00:03:29.595 --> 00:03:32.615 Why does this lesson in particular need to be taught? 00:03:33.085 --> 00:03:43.973 And I think the best way to do this is with a, a math concept that I think everybody is familiar with that, uh, not only you're familiar with it, but I think you can actually visualize it. 00:03:43.973 --> 00:03:54.985 If you're not able to, to get a pencil out and pencil it out as I'm talking, I think, I think it is, clear enough and common enough that you will be able just to do it in your head. 00:03:54.985 --> 00:04:05.344 So let's, let's assume that, that our learning objective for the day is to add, uh, numbers with decimals through the hundredths, hundredths. 00:04:06.215 --> 00:04:14.635 so that would be our objective, so that's what the kids were, are going to do, to add fractions, to add decimal fractions, you know, uh, through the hundredths. 00:04:15.295 --> 00:04:28.438 So, before we even think about what the practice would be, we need to teach and practice and check for understanding in the most important part of this lesson. 00:04:28.448 --> 00:04:30.828 Now, what's the most important part of this lesson? 00:04:31.128 --> 00:04:33.218 What's the concept that we wanna focus on? 00:04:33.608 --> 00:04:49.368 The idea that to add decimal fractions, we need to be sure that they are lined up properly so that we are adding tenths, we are adding hundredths, et cetera. 00:04:49.725 --> 00:04:54.143 So we would need to, uh, explain that to the kids. 00:04:54.183 --> 00:04:55.773 We would need to give some examples. 00:04:55.773 --> 00:05:13.348 We would need to give some igno- non-examples, and we would have the kids practice lining up problems in the proper way, in, lined up properly with regards to their place value to get them ready to do the addition. 00:05:13.888 --> 00:05:15.618 So how might we do that? 00:05:15.628 --> 00:05:20.498 We could give horizontal, we could have horizontal problems, and then they rewrite vertically. 00:05:20.918 --> 00:05:28.286 Uh, we would want to include problems in there where they would have to identify if they were, lined up properly. 00:05:28.406 --> 00:05:36.033 For example, uh, what if you had, two point o five Plus 7.1. 00:05:36.733 --> 00:05:38.303 How would they rewrite that? 00:05:38.313 --> 00:05:43.163 How would they rewrite that so that it's lined up properly so that they are ready to do the addition? 00:05:43.493 --> 00:06:00.378 So that's something that you would practice with the students, and just imagine how many variations and, different examples that students could do in five minutes to make sure that they understood that and that they were facile in doing that. 00:06:01.048 --> 00:06:14.034 Now, in that five minutes with lots of practice using whiteboards, again, they could have, uh, you could have, uh, you could put examples on the board and have them tell you whether it was ready or not, whether it was correct. 00:06:14.404 --> 00:06:16.284 If it wasn't correct, they could fix it. 00:06:16.679 --> 00:06:19.419 Lots of reps. You know what I'm, you know what I'm saying. 00:06:19.429 --> 00:06:39.638 There, there are lots of ways that you could ask this, and then they could have lots of reps. And then once they know that, once they understand that, which is the most important concept, the most important condition for adding, decimal fractions, if they can do that, the rest is gonna be easy. 00:06:39.958 --> 00:06:41.278 The rest is gonna be easy. 00:06:41.578 --> 00:06:43.068 But that's the most important part. 00:06:43.088 --> 00:06:44.858 That's what the lesson is about. 00:06:45.328 --> 00:06:55.134 So many times I see, teachers just provide, problems where, you know, 2.1 plus 3.7, and the kids just do the addition. 00:06:55.144 --> 00:07:01.774 They don't even have to think about what the most important part is because the most important part is already done for them. 00:07:01.784 --> 00:07:04.384 There's no cognitive engagement necessary. 00:07:05.164 --> 00:07:21.986 So during that, that first part, during the I do, when the teacher is explaining the new content, checking for understanding to see that the kids understand the new content, the new concept And then that's when the teacher will actually model how to do a problem. 00:07:22.379 --> 00:07:26.789 So you can imagine what the steps might be to do a problem like this. 00:07:27.069 --> 00:07:29.369 the first would be what we just talked about. 00:07:29.379 --> 00:07:35.503 The first step would be, is the problem aligned in such a way so that we are ready to do the addition? 00:07:35.743 --> 00:07:37.683 Do the place values lined up? 00:07:38.303 --> 00:07:40.173 And how might we check that? 00:07:40.423 --> 00:07:44.483 We could check it the exact same way that we checked it earlier in the lesson. 00:07:44.483 --> 00:07:48.528 So that would be the first step, just to check to see that it was in the proper order. 00:07:49.448 --> 00:07:51.688 And then, uh, rewrite it. 00:07:51.788 --> 00:08:00.444 If it's not, uh, if it's not in the proper, the way that it should be written with all the, with all the place values lined up, the students would rewrite it. 00:08:00.844 --> 00:08:04.444 And then finally, they would just do the addition or subtraction, whichever you're doing. 00:08:04.444 --> 00:08:06.404 In this case, we're doing, we're doing addition. 00:08:07.194 --> 00:08:14.672 So when we think about when it's time to model, that first step, they've already practiced it. 00:08:15.562 --> 00:08:18.442 The second step, they've already practiced it. 00:08:18.862 --> 00:08:21.182 That's what the lesson is about. 00:08:21.222 --> 00:08:25.252 The lesson isn't about can they do the addition once it's lined up. 00:08:26.192 --> 00:08:29.642 It's nice that they could do it, but that's not what the new lesson is. 00:08:29.642 --> 00:08:35.252 The new lesson is really do they understand what the conditions are necessary to be able to do this problem? 00:08:35.584 --> 00:08:39.574 We've done, we've talked about the I do, so we know that there's a new concept. 00:08:39.964 --> 00:08:41.744 It's lining up the place values. 00:08:42.155 --> 00:08:49.353 they understand that, they practiced it, and now we're gonna start doing the, facilitated practice. 00:08:49.777 --> 00:09:01.277 one of the main problems that I see in teachers teaching something like this, uh, and in this case, this, this particular objective, is they don't do what I just suggested. 00:09:01.327 --> 00:09:12.097 They don't do all that practicing about the concept, about the main idea of the lesson before they start to have the kids do the practice. 00:09:12.927 --> 00:09:15.577 So what happens during the practice? 00:09:16.034 --> 00:09:23.904 They try to teach how to do the procedure at the same time they're trying to teach the concept. 00:09:24.274 --> 00:09:29.374 And so what happens is they don't have the flow of the lesson. 00:09:29.574 --> 00:09:33.384 They don't have a, a script down in their head. 00:09:34.074 --> 00:09:38.874 They don't have the best way to proceed, uh, in a sequence. 00:09:39.054 --> 00:09:40.444 And what do they do instead? 00:09:40.504 --> 00:09:43.554 And I've seen teachers do this over and over again. 00:09:44.204 --> 00:09:53.584 They'll start to, uh, they'll start to model, or they'll start to do the guided practice, they'll say, "Oh, wait, I forgot to tell you something," and then they have to go back and do what I just said. 00:09:54.134 --> 00:09:56.984 Always do that first piece first. 00:09:57.484 --> 00:09:59.108 So We've done that. 00:09:59.429 --> 00:10:03.709 We've got three steps that we're gonna use to solve these problems. 00:10:04.109 --> 00:10:08.869 Again, the first step is to ask ourselves, is it ready? 00:10:09.207 --> 00:10:10.597 Is it in the proper form? 00:10:10.677 --> 00:10:14.047 Are the, uh, place values lined up properly? 00:10:14.837 --> 00:10:15.647 That's yes or no. 00:10:16.687 --> 00:10:18.107 Thumbs up, thumbs down. 00:10:18.117 --> 00:10:20.517 Y or no on your, on your whiteboard. 00:10:20.907 --> 00:10:27.147 Second step is to rewrite it if necessary, and the third step is to solve. 00:10:27.397 --> 00:10:38.347 So now that we have what the I do should be, and we've got our procedure ready, and now we're finally gonna talk about that facilitated practice. 00:10:38.572 --> 00:10:42.412 So now we have to think about what is the reason for the guided practice? 00:10:42.422 --> 00:10:43.892 First of all, what's the purpose? 00:10:43.912 --> 00:10:48.612 And I say that there are two reasons to do guided practice with the, with the students. 00:10:48.642 --> 00:10:50.892 The first one is the students need to practice. 00:10:50.932 --> 00:10:54.412 You only learn something when you're doing it. 00:10:54.832 --> 00:10:56.862 You don't learn it watching the teacher model. 00:10:56.862 --> 00:11:00.712 You don't learn it, uh, until you are actually doing it. 00:11:00.902 --> 00:11:04.362 So we need the kids to do the, to do the problems. 00:11:05.322 --> 00:11:21.162 And then the other thing, and very critical, and I don't know which is more important when we're teaching, but we also need to be able to use for- that formative data as the kids are working to be responsive, uh, to the kids' needs. 00:11:22.072 --> 00:11:23.922 If they're getting it, great. 00:11:24.212 --> 00:11:30.892 If they're not getting it, we need to provide some sort of, uh, new information, maybe reteach something. 00:11:31.372 --> 00:11:37.442 But at any rate, those are the two, those are the two reasons, to gain formative data and for the kids to have practice. 00:11:37.462 --> 00:11:46.551 So let's talk about some of the things that, interfere in those two, in those two things when you're doing, uh, teacher-facilitated practice. 00:11:47.311 --> 00:11:54.891 The first thing that happens many times frequently I see, and not only, uh, do I see it in classrooms, I know where it comes from. 00:11:55.221 --> 00:12:04.081 I know people who write about explicit instruction will say, in your procedure, you are going to do… explain what they're gonna do in that step. 00:12:05.241 --> 00:12:13.532 So I say the step should say Check for alignment, or you could say check for place value, however you wanna say it, but that's all I would say. 00:12:13.552 --> 00:12:16.962 Check for place value, and that's a yes or no question. 00:12:17.962 --> 00:12:24.302 What many people will do with those procedures is they will go way beyond that. 00:12:24.322 --> 00:12:26.442 I think that is just a cue for the kids. 00:12:27.482 --> 00:12:35.372 Many people, what they will do is they will write sentence after sentence after sentence explaining, okay, check to see if it's lined up. 00:12:35.402 --> 00:12:39.022 You know, uh, is the decimal lined up right after the ones? 00:12:39.072 --> 00:12:43.562 Is it have a… Is there any, uh, numbers that you need to add? 00:12:43.572 --> 00:12:45.862 You know, it's just everything that might happen. 00:12:45.942 --> 00:12:47.252 That's way too much. 00:12:47.322 --> 00:12:48.032 That's way too much. 00:12:48.182 --> 00:12:53.310 Just ask them, "Is it lined up? Yes or no?" Step two, line it up. 00:12:53.360 --> 00:12:54.500 Write it properly. 00:12:55.340 --> 00:12:59.740 Now, because I don't want an explanation yet. 00:12:59.870 --> 00:13:06.860 At some point, I want them to verbalize why that's important, but right now, what I want from them, I wanna see if they can do it. 00:13:07.580 --> 00:13:14.790 And so that second step, I'm not gonna say, "Remember, make sure it's lined up. 00:13:15.100 --> 00:13:16.120 Check again. 00:13:16.190 --> 00:13:17.380 Check your tenths. 00:13:17.600 --> 00:13:18.740 Check your hundreds. 00:13:18.800 --> 00:13:20.200 Are they in the right place? 00:13:20.230 --> 00:13:21.260 Blah, blah, blah, blah, blah." 00:13:21.700 --> 00:13:24.250 Just write a couple words to cue them. 00:13:24.300 --> 00:13:26.890 Remember, there's a worked example on the board. 00:13:27.530 --> 00:13:32.710 There's a worked example that they can see, that they can reference, and that you're gonna reference yourself. 00:13:33.580 --> 00:13:35.240 And then the third step, solve. 00:13:36.040 --> 00:13:36.730 Guess what? 00:13:36.770 --> 00:13:37.680 It's just addition. 00:13:38.210 --> 00:13:39.030 It's just addition. 00:13:39.120 --> 00:13:39.920 And you know what? 00:13:39.940 --> 00:13:42.780 I didn't mention it earlier, but you know what we did for our do now? 00:13:42.990 --> 00:13:44.900 You know what we did for retrieval practice? 00:13:45.070 --> 00:13:46.040 We just did addition. 00:13:46.517 --> 00:13:50.597 Because once it's lined up, all those same rules apply, don't they? 00:13:51.427 --> 00:13:54.437 If you're over… You have more than 10, we're gonna regroup. 00:13:54.780 --> 00:13:58.500 we have too many hundreds, we're gonna regroup to tenths, et cetera, et cetera. 00:13:58.750 --> 00:14:00.470 So everything is lined up. 00:14:00.500 --> 00:14:14.887 So when the kids get to that procedure, they have either s- practiced it already during the I do, because that's what the lesson was about, or they've practiced it as a retrieval practice. 00:14:15.637 --> 00:14:24.270 So now when they're putting the, the procedure together, it's just almost an abbreviation of what we've already done. 00:14:25.610 --> 00:14:27.550 We can go through it more quickly. 00:14:27.860 --> 00:14:33.160 So that's the first thing I see, that, that s- that teachers will give way too much information. 00:14:33.190 --> 00:14:46.065 So what does that mean if you give way too much information, You don't know if they're able to do it because they can do it, or they're able to do it because of all the information that you gave them just prior to doing it. 00:14:46.555 --> 00:14:47.995 So that's a big thing that I see. 00:14:48.429 --> 00:14:58.709 Another thing that I see that is not what I see, uh, optimal and detrimental, in fact, is the notion of the we do. 00:14:59.279 --> 00:15:08.859 I see so many teachers think that the we do is, okay, we means the teacher and the students are gonna do this together at the same time. 00:15:09.289 --> 00:15:10.599 So what do I see? 00:15:10.649 --> 00:15:12.739 What, what's something common that I see? 00:15:13.349 --> 00:15:22.199 Is a teacher will say, "Okay, I've modeled a couple problems. Now let's do a couple together." And they will have a problem at the board. 00:15:22.499 --> 00:15:27.969 The teacher says, "Okay, the first step is, is it lined up properly? 00:15:27.979 --> 00:15:29.989 Do we have the values lined up properly? 00:15:30.629 --> 00:15:32.049 I don't think so. 00:15:32.249 --> 00:15:33.579 What about you guys? 00:15:33.589 --> 00:15:35.149 Do you think it's lined up properly? 00:15:35.189 --> 00:15:36.259 I don't think so. 00:15:36.429 --> 00:15:38.519 Let's say no, it's not. 00:15:39.189 --> 00:15:39.759 All right. 00:15:40.589 --> 00:15:41.849 So let's do step two. 00:15:41.969 --> 00:15:44.739 Let's rewrite it in the proper form. 00:15:45.539 --> 00:15:50.532 I'm gonna rewrite it, and you guys copy down what I have And the teacher waits. 00:15:50.682 --> 00:15:55.162 "All right, show me on your whiteboards. Let's see what you have." And all the kids did was copy. 00:15:55.232 --> 00:15:56.842 What kind of data are you getting there? 00:15:56.962 --> 00:15:57.512 None. 00:15:57.522 --> 00:16:05.362 You're getting no data other than the fact that, uh, the kids are complying, and they know how to copy, which they learned how to do several years ago. 00:16:06.022 --> 00:16:07.912 And then the last step, solve it. 00:16:08.512 --> 00:16:21.802 The teacher will say, "Okay. Okay, I'm gonna add my hundreds first. Oh, there is zero and one," and go through this, this thing pretending they don't know how to do it. 00:16:22.152 --> 00:16:25.582 And then, "Okay, get-- Be sure you have that on your whiteboards. 00:16:25.612 --> 00:16:28.682 Let me see what you have, and h- show me your whiteboards. 00:16:28.722 --> 00:16:29.622 Oh, good. 00:16:29.622 --> 00:16:30.502 Everybody's got it." 00:16:31.292 --> 00:16:32.572 What do they have? 00:16:32.862 --> 00:16:34.272 They have that they copied. 00:16:34.552 --> 00:16:35.542 So what did we do? 00:16:35.552 --> 00:16:44.232 We went through a whole example, and the kids-- We w- we didn't accomplish either of the goals for our guided practice. 00:16:44.292 --> 00:16:52.262 We did not give them an opportunity to do a repetition on their own, and we did not get any formative data. 00:16:52.722 --> 00:16:53.682 What did we get? 00:16:54.412 --> 00:16:56.812 We know that the kids, we know that the kids can copy. 00:16:57.212 --> 00:16:59.072 So that's one thing that I see. 00:16:59.592 --> 00:17:00.862 Not effective. 00:17:01.152 --> 00:17:15.850 If that's something that you do, well, just stop doing it Another thing that I see is I see that, uh, the we do, the teacher models a couple and say, "Okay, I've modeled a couple problems for you. 00:17:15.890 --> 00:17:17.040 Now get with your partner. 00:17:17.070 --> 00:17:18.100 I'm gonna give you a problem. 00:17:18.130 --> 00:17:24.380 You guys solve this one together." And they just have them go solve using all the steps. 00:17:24.620 --> 00:17:32.727 And again, you don't have to have much experience in the classroom to know There's no we in a cognitive task. 00:17:33.277 --> 00:17:34.357 There's no we do. 00:17:35.207 --> 00:17:43.137 It is one person doing it, the other person copying, or both p- persons doing it individually and copying. 00:17:43.657 --> 00:17:46.047 In either case, we're just wasting time. 00:17:46.087 --> 00:17:48.037 Again, why are we wasting time? 00:17:48.847 --> 00:17:54.387 We haven't ensured that each student has an opportunity to do a repetition on their own. 00:17:55.197 --> 00:18:06.597 It's a waste of time because whatever data we get from those students, we don't know who doesn't know it, because that's why we check for understanding. 00:18:06.677 --> 00:18:12.117 We check for understanding not just to see who knows it, but we check for understanding to see who doesn't know it. 00:18:12.837 --> 00:18:21.407 If you have a we do, okay, let's do the first one together because you mistakenly think that's how I gradually release this. 00:18:22.907 --> 00:18:24.597 You j- it's just not effective. 00:18:25.107 --> 00:18:26.727 You're just waste, you're just wasting time. 00:18:27.987 --> 00:18:28.977 I see that. 00:18:29.027 --> 00:18:31.497 So here's another, uh, something else that I see. 00:18:31.507 --> 00:18:32.937 So there's two things not to do. 00:18:33.497 --> 00:18:34.587 Don't have them copy. 00:18:35.157 --> 00:18:37.447 Don't make the we do, the teacher and the students. 00:18:38.057 --> 00:18:42.647 Second thing, don't make the we do initially with two students doing it together. 00:18:43.242 --> 00:18:46.762 Another thing that we see is that I modeled. 00:18:47.472 --> 00:18:49.252 Teacher says, I modeled twice. 00:18:49.512 --> 00:18:50.522 Here's a problem. 00:18:51.372 --> 00:18:52.502 Go ahead and do it. 00:18:53.182 --> 00:18:58.082 Go ahead and do this one on your own now, and I'll walk around and check your whiteboards. 00:18:59.101 --> 00:19:15.296 Here's the problem When you're collecting data, when you are collecting, uh, formative data to see who knows it, one of the most important things that you need to know about who doesn't know it is what don't they know? 00:19:16.030 --> 00:19:21.300 Not only that they don't know it, not only who doesn't know it, but what don't they know? 00:19:21.860 --> 00:19:30.490 And if they do the entire problem and they don't have it correct at the end… And let me tell you something about your kids if you don't know it. 00:19:31.100 --> 00:19:43.620 Unless you have trained them to do each step, to make sure that they understand each step and can show you each step on a whiteboard, all they wanna do is the answer. 00:19:44.090 --> 00:19:45.460 All they wanna do is the answer. 00:19:45.652 --> 00:19:47.192 think about the answer in this case. 00:19:47.472 --> 00:19:49.672 The answer isn't what the lesson is. 00:19:50.552 --> 00:19:54.492 The lesson is about lining up those place values. 00:19:54.929 --> 00:19:55.669 don't do that. 00:19:56.459 --> 00:20:00.759 So that's all great, Gene, that, you know, you tell us what not to do. 00:20:00.759 --> 00:20:01.499 What should we do? 00:20:01.509 --> 00:20:02.079 Here we go. 00:20:02.169 --> 00:20:03.529 Here's what to do instead. 00:20:04.199 --> 00:20:06.399 And again, this is all in Teach Fast! 00:20:06.399 --> 00:20:09.923 And, uh, I recommend that, I recommend that you have that for more information. 00:20:09.923 --> 00:20:15.463 Can't tell you everything in a half-hour, uh, podcast, but this is where it's from. 00:20:15.613 --> 00:20:16.613 So what do we do instead? 00:20:16.613 --> 00:20:17.553 We've got the steps. 00:20:18.793 --> 00:20:23.383 Just a quick reminder, the steps are to ask the kids to determine is it in the proper form? 00:20:23.383 --> 00:20:25.293 Is it ready to be added? 00:20:26.173 --> 00:20:30.303 Step two is to, uh, rewrite it, line it up correctly. 00:20:30.353 --> 00:20:31.603 Step three is to solve. 00:20:32.443 --> 00:20:34.131 So have the teacher say. 00:20:34.524 --> 00:20:43.796 Okay, everybody, do step one And you might have them, "Tell your partner what is step one?" And then they r- they just say the couple words that you have. 00:20:44.026 --> 00:20:45.376 "All right, do step one." 00:20:45.796 --> 00:20:47.066 Remember, what are we asking them? 00:20:47.066 --> 00:20:53.266 We're asking them if this problem that they have is lined up in the proper form. 00:20:54.756 --> 00:21:07.096 Now, I'll ask, I'll ask teachers, I say, "How long do you think it should take for them to be able to determine whether it's in the proper form?" And the first time I work with a teacher, they might say something like, "Oh, I don't think it's gonna take more than a minute." 00:21:07.576 --> 00:21:09.296 And I'm thinking, "More than a minute? 00:21:09.316 --> 00:21:11.196 You practiced this before. 00:21:11.566 --> 00:21:15.556 If they can't do it in five seconds… You know what? 00:21:15.746 --> 00:21:17.796 Okay, give them a little bit more time. 00:21:17.806 --> 00:21:19.146 Maybe they have a processing issue. 00:21:19.396 --> 00:21:20.776 Give them 10 seconds. 00:21:21.086 --> 00:21:29.406 If they can't do this in 10 seconds to determine if it's lined up properly, they don't need more time, they need more practice, they need more instruction. 00:21:30.616 --> 00:21:36.616 But don't give them more than, don't give them more than, whatever you think they need, and then add a few more seconds. 00:21:36.876 --> 00:21:38.456 So that's the, that's the first step. 00:21:38.626 --> 00:21:39.496 So go ahead and do that. 00:21:40.156 --> 00:21:42.506 Okay, whiteboards, yes or no, are we good? 00:21:42.516 --> 00:21:43.166 Yes or no? 00:21:43.166 --> 00:21:48.966 You take a look, and then what you do after you gather that data, you say, "You're correct. 00:21:48.996 --> 00:21:53.236 It is not ready in that form. 00:21:53.718 --> 00:21:55.238 So let's do step two. 00:21:55.958 --> 00:21:57.378 Tell your partner what's step two. 00:21:59.178 --> 00:21:59.748 That's right. 00:21:59.768 --> 00:22:00.938 Put it in proper form. 00:22:00.948 --> 00:22:02.038 What's step two, everybody? 00:22:02.068 --> 00:22:03.188 Put it in proper form. 00:22:03.418 --> 00:22:04.398 All right, go ahead. 00:22:04.678 --> 00:22:07.848 You've got 10 seconds." Why 10 seconds? 00:22:07.988 --> 00:22:10.328 Again, they know how to do it. 00:22:10.358 --> 00:22:15.158 You practiced it before in the first part of the lesson, so they can do it. 00:22:15.808 --> 00:22:18.918 And then you, "Okay, show me your white- show me your whiteboards." They show you your 00:22:21.028 --> 00:22:21.148 whiteboards. 00:22:21.828 --> 00:22:36.383 "Great. This is what I saw." And then you remodel on the board or visualizer, doc cam, uh, say, "This is what I saw. Now, if you don't have that, change it now." And you give them a few seconds to change it now. 00:22:36.943 --> 00:22:38.823 So what did we do? 00:22:38.983 --> 00:22:42.303 And then step three, step three is solve. 00:22:42.523 --> 00:22:46.109 "Guys, go ahead and solve it. Go ahead and do the addition." And they do it. 00:22:46.465 --> 00:22:54.696 So in each step, you have collected data about how the kids are doing Second problem now. 00:22:54.756 --> 00:22:55.576 Second problem. 00:22:56.366 --> 00:22:57.926 We're gonna put another problem on the board. 00:22:58.482 --> 00:23:03.657 I'm gonna say, Guys, this time I want you to do steps one and two and stop. 00:23:03.897 --> 00:23:09.797 That's all I want you to do, steps one and two and stop." How long should it take them to do w- steps one and two and stop? 00:23:10.217 --> 00:23:16.797 Okay, we're adding, we're adding the determination in step one of five seconds, and then 10 seconds. 00:23:17.217 --> 00:23:18.757 I'm gonna give you 20 seconds. 00:23:19.347 --> 00:23:20.407 And you know what the kids do? 00:23:20.407 --> 00:23:21.537 They rise to the occasion. 00:23:22.192 --> 00:23:36.502 And then you might say, "I'm gonna do it at the same time you're doing it in case you're having trouble." And do you know who looks up to see how to do it, that you're doing it at the same time? 00:23:37.112 --> 00:23:40.382 Only the kids that need help. 00:23:41.322 --> 00:23:46.222 And you say, "Okay, guys, go ahead and do step three and stop." So what's happening here? 00:23:47.472 --> 00:23:55.572 We, in the course of just a couple minutes, we've already done two problems, and we've got practice, and then we have gotten feedback. 00:23:56.252 --> 00:24:02.352 And then the third repetition, you might say, "Okay, I want you to do, I want you to do this all by yourself." Now, here's the thing. 00:24:03.392 --> 00:24:10.932 One of the things you did not hear me say was about how you were gonna give individual feedback to students. 00:24:11.393 --> 00:24:19.813 I don't know about you, but my experience is if you take time to explain an issue to a student 00:24:20.194 --> 00:24:23.554 Who knows what the rest of the class is doing is all I wanna say. 00:24:23.944 --> 00:24:24.444 All right? 00:24:24.684 --> 00:24:46.419 You're better off giving feedback to the entire class and noting who doesn't get it And so, and what you're gonna find is if you design the lesson in the manner that I just described, where it is, talk about atomized, I mean, we kind of split this atom with regards to, to adding, uh, decimal fractions. 00:24:46.849 --> 00:24:54.709 So I'm gonna know not only what they don't know, I'm gonna know what they, um, is it conceptual? 00:24:54.739 --> 00:24:55.929 Is it procedural? 00:24:56.189 --> 00:24:57.639 Is it computational? 00:24:57.889 --> 00:25:05.166 I'm gonna know what the kids can't do, and these are the, a few kids that aren't able to do it. 00:25:05.516 --> 00:25:11.867 So, all the feedback is given to the entire class, and this is very high accountability. 00:25:12.217 --> 00:25:20.397 That's why I say, "If your board doesn't look like mine, change it," and then they change it, and you check to be sure that they changed it. 00:25:20.688 --> 00:25:30.048 but it is only after you have asked them to do it themselves, and you have gotten that formative data, and you've seen the whiteboards to see who got it and who didn't get it. 00:25:30.438 --> 00:25:34.768 Now, I know people talk about clicks and checks and, you know, however you wanna do that. 00:25:34.778 --> 00:25:37.298 If you have a system for that, go ahead and do that. 00:25:37.588 --> 00:25:47.885 What I found is that most teachers know, most teachers know, they have a kind of an idea of, of which kids are gonna struggle, and so they keep an extra eye on them. 00:25:48.585 --> 00:25:52.915 You know that there are kids in your class, they hold up their whiteboards, you know they're gonna have it. 00:25:53.535 --> 00:26:01.275 So you don't really pay as much attention to them as you do those kids who might have… Sometimes they get it, sometimes they don't. 00:26:01.502 --> 00:26:04.562 so those, those are the kids that, that you're, that you're paying attention to. 00:26:04.682 --> 00:26:18.372 But at the end of that third practice problem, if you go through this quickly, as I've described, in this case, you could probably do three practice problems in seven to eight minutes. 00:26:18.767 --> 00:26:20.747 You do a closure at that point. 00:26:20.967 --> 00:26:24.477 You do a closure, and then we're gonna separate the class. 00:26:24.497 --> 00:26:28.487 The kids who got it, we're gonna send them off to independent practice. 00:26:28.657 --> 00:26:34.587 The kids who struggled a little bit, we're gonna pull a small group, and you know what we're gonna focus on? 00:26:35.027 --> 00:26:39.257 Those things that they didn't get correct. 00:26:39.737 --> 00:26:42.177 We're not gonna teach the entire lesson from the beginning. 00:26:42.457 --> 00:26:45.597 We are gonna focus on those things that they got incorrect. 00:26:45.837 --> 00:26:51.917 So for example, in this lesson, you may ask, "Is this lined up properly?" 00:26:51.997 --> 00:26:58.207 And everybody can say, uh, "No, it's not lined up properly." Okay, now we're gonna rewrite it. 00:26:58.537 --> 00:27:00.717 What might be an issue that they have? 00:27:00.737 --> 00:27:10.397 Well, it might be that they didn't line up two point oh five plus 4.1 that they didn't know what to do. 00:27:10.407 --> 00:27:11.847 You know, should I put a zero here? 00:27:11.857 --> 00:27:12.877 Should I not put a zero here? 00:27:12.897 --> 00:27:15.827 The point is you're gonna know what it is. 00:27:16.667 --> 00:27:31.197 And they're-- you know, teachers are gonna say, "Can't I help them during the lesson?" Here, the reality is, there's nothing that you can do in thirty seconds that's going to, uh, change a misperception. 00:27:32.087 --> 00:27:38.917 There's nothing you can do in thirty seconds that's going to allow them to practice what it is that you're attempting to teach them. 00:27:39.420 --> 00:27:44.800 You're better off just waiting, uh, until you have pulled that small group. 00:27:45.130 --> 00:27:53.130 But the reality is, in many times between the first repetition and the third repetition, a lot of kids get it. 00:27:53.250 --> 00:27:54.400 A lot of kids get it. 00:27:54.410 --> 00:27:58.040 So the kids that-- the, the number of kids who don't get it is gonna be very small. 00:27:59.090 --> 00:27:59.760 All right. 00:28:00.010 --> 00:28:02.130 Couple, couple issues that always come up. 00:28:02.580 --> 00:28:03.890 why can't I help them? 00:28:04.410 --> 00:28:07.435 I just said, because you've got two groups of kids in there. 00:28:07.445 --> 00:28:13.785 You've got the kids who get it and can't wait for you to get out of their way, and the ones who need your help. 00:28:13.985 --> 00:28:15.695 You need to let them know ahead of time. 00:28:15.695 --> 00:28:28.513 It's gotta be an expectation in your class from the beginning of the year, is that I know when you're having trouble during a lesson, and I am gonna get to you, and I'm gonna give you all the help you need. 00:28:29.403 --> 00:28:33.513 But I'm not gonna give it during the lesson because I can't give you my full attention. 00:28:33.983 --> 00:28:35.363 I can't give you what you need. 00:28:35.663 --> 00:28:51.333 And implicit in this deal is, and you probably should make it explicit, is I think the kids who are getting it, you want to get to them as-- you want them to be released as soon as you can. 00:28:51.913 --> 00:29:13.838 So this giving a feedback to the entire class, making them accountable, making them change their boards, allows you to get that guided practice, that facilitated practice done as quickly as possible so kids can either get the help they need or they can go on and work independently So let's wrap up a little bit. 00:29:13.838 --> 00:29:15.508 God, I could talk about this for a while. 00:29:15.920 --> 00:29:18.860 But a couple things to, to keep in mind. 00:29:19.176 --> 00:29:29.263 uh, when you're creating your procedure, just do cues, and be sure that those cues are… stay visible during the lesson. 00:29:29.263 --> 00:29:31.533 This isn't a memory test yet. 00:29:32.863 --> 00:29:35.413 Uh, just the repetitions will help them remember it. 00:29:35.983 --> 00:29:39.333 So we don't need real long explanations. 00:29:39.443 --> 00:29:42.143 And remember, we have a worked example on the board as well. 00:29:42.783 --> 00:29:52.646 So there will always be a worked example, and there will always be some abbreviated types of cues in that procedure for the students. 00:29:52.984 --> 00:29:56.894 Second thing is, be sure to release them. 00:29:57.034 --> 00:30:01.214 That make sure that they are doing one hundred percent of the work from the very beginning. 00:30:01.614 --> 00:30:04.404 Oh gosh, a hundred percent of the work from the very beginning. 00:30:04.794 --> 00:30:05.314 Yes. 00:30:05.324 --> 00:30:06.534 You know why they can do it? 00:30:06.564 --> 00:30:10.174 Is because you're only asking them to do one little piece. 00:30:10.954 --> 00:30:12.484 And what's the thing about that piece? 00:30:12.494 --> 00:30:13.694 They've already practiced it. 00:30:13.864 --> 00:30:15.494 So you're just gonna do that one piece. 00:30:15.827 --> 00:30:17.437 And then they're gonna do the next piece. 00:30:17.851 --> 00:30:24.219 And then don't give them too much time to do it, and make sure they are allowed to do it on their own. 00:30:25.069 --> 00:30:31.139 And part of the culture that you've created in the class is that it's okay that you can't do it on the first repetition. 00:30:31.599 --> 00:30:33.109 When do they need to know it? 00:30:33.899 --> 00:30:35.329 During independent practice. 00:30:35.859 --> 00:30:36.479 Later. 00:30:37.019 --> 00:30:38.649 At some point later. 00:30:38.939 --> 00:30:43.119 Not in the first try, not in the second try, not even in the third try. 00:30:43.959 --> 00:30:45.689 But you've gotta let them know that. 00:30:46.079 --> 00:31:10.712 So there are a lot of things that we can do in the design and the delivery of the lessons to accomplish what we want to accomplish during that facilitated practice, which is opportunities to practice, and at the same time, we've designed that practice so that the teacher can get good formative assessment on what the kids can't do. 00:31:10.932 --> 00:31:11.992 Is this conceptual? 00:31:11.992 --> 00:31:13.102 Is it procedural? 00:31:13.332 --> 00:31:14.552 Is it something else? 00:31:15.302 --> 00:31:18.482 But you're gonna know that if you do it in the manner that I suggested. 00:31:18.880 --> 00:31:29.042 I appreciate you, I appreciate you listening to this podcast, and I want you to know that we have a new sponsor, and, uh, the sponsor is Cognoscente Books. 00:31:29.482 --> 00:31:39.822 And it's a new publisher in the publishing world, but not staffed by people new to the educational publishing community. 00:31:40.212 --> 00:31:54.812 the people in charge there have worked with such authors as Doug Lemov, Zach Rochelle, and my book, Maximizing the, the Impact of Coaching Cycles, was just re-released under the Cognoscente, uh, family of books. 00:31:54.822 --> 00:32:06.670 So I hope you take a, a look for them in the future, and you're gonna find that they're, uh, who they have chosen to publish keep teachers in mind. 00:32:07.050 --> 00:32:21.970 They wanna be sure that they are providing the best information for you, the best research-based, evidence-based, uh, books, and they're not gonna… And if you're an author, you may wanna talk to them because they're not gonna publish 100 books a year. 00:32:22.670 --> 00:32:26.960 They wanna do good books, good for teachers, and good for authors. 00:32:27.581 --> 00:32:34.121 Have a great week, and I hope you can use some of this information, uh, as you prepare for next year. 00:32:34.751 --> 00:32:38.131 If you have any questions, as always, you can contact me through my website. 00:32:38.531 --> 00:32:40.531 And thanks again for listening. 00:32:42.108 --> 00:32:44.748 If you're enjoying these podcasts, tell a friend. 00:32:45.048 --> 00:32:50.618 Also, please leave a 5 star rating on Apple Podcasts, Spotify, or wherever you listen. 00:32:51.308 --> 00:33:01.388 You can follow me on BlueSky at gTabernetti, on Twitter, x at gTabernetti, and you can learn more about me and the work I do at my website, BlueSky. 00:33:01.798 --> 00:33:02.228 Tesscg. 00:33:03.218 --> 00:33:18.588 com, that's T E S S C G dot com, where you will also find information about ordering my books, Teach Fast, Focus Adaptable Structure Teaching, and Maximizing the Impact of Coaching Cycles.