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John R Hollingsworth, Silvia E Ybarra
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:
Combining educational theory, brain research, and data analysis, this is a fine-tuned, step-by-step guide to a highly effective teaching method.
Preface to the Second Edition: What's New in EDI
Acknowledgments
About the Authors
Chapter 1. Students Say, "I Can Do It!"
Chapter 2. Are Some Approaches Better Than Others? What Is Effective Instruction?
Chapter 3. Good Instruction Is Always Good Instruction: An Explicit Direct Instruction Overview
Chapter 4. Creating Engaged Students: Use Engagement Norms!
Chapter 5. Is Everyone Learning? Checking for Understanding
Chapter 6. Everyone Learns: Corrective Feedback and Whiteboards
Chapter 7. Establishing What Is Going to Be Taught: Learning Objective
Chapter 8. Connecting to What Students Already Know: Activating Prior Knowledge
Chapter 9. These Are the Big Ideas: Concept Development
Chapter 10. I'll Work a Problem First: Rule of Two-- Skill Development and Guided Practice
Chapter 11. This Is Important to Learn: Relevance
Chapter 12. Making One Final Check: Closing the Lesson
Chapter 13. Planning for Success: Differentiation and Scaffolding
Chapter 14. Having Students Work by Themselves: Independent Practice and Periodic Review
Chapter 15. Creating Well-Crafted Lessons: Putting It All Together
Chapter 16. Looking at All the Components: Analyzing a Sample Lesson
Resources: What the Research Says
References
Index
"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
"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, California
"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
"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
"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
"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
"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
"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
"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
"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.
