1. Exploring the Foundations of Explicit Instruction 2. Designing Lessons: Skills and Strategies 3. Designing Lessons: Vocabulary and Concepts 4. Designing Lessons: Rules 5. Organizing for Instruction 6. Delivering Instruction: Eliciting Responses 7. Delivering Instruction: Other Critical Delivery Skills 8. Providing Appropriate Independent Practice *Conclusion *Reproducible Materials *Feedback on Application Exercises
Anita L. Archer, PhD, is an educational consultant to
school districts on explicit instruction, the design and delivery
of instruction, behavior management, and literacy instruction. She
has taught elementary and middle school students and is the
recipient of 10 awards honoring her excellence in teaching and
contributions to the field of education. Dr. Archer has served on
the faculties of San Diego State University, the University of
Washington in Seattle, and the University of Oregon in Eugene. She
is nationally known for her professional development activities,
having presented in every state over the course of her 40-year
career. Dr. Archer is coauthor of numerous curriculum materials
addressing reading, writing, and study skills (with Mary Gleason),
and of the book Explicit Instruction (with Charles A. Hughes). She
is also author of the professional development DVDs Golden
Principles of Explicit Instruction, Active Participation: Getting
Them All Engaged, Elementary Level, and Active Participation:
Getting Them All Engaged, Secondary Level.
Charles A. Hughes, PhD, is Professor of Special Education in
the Department of Educational and School Psychology at The
Pennsylvania State University and Adjunct Senior Scientist at the
University of Kansas Center for Research on Learning in Lawrence.
Prior to joining the Penn State faculty in 1985, Dr. Hughes worked
in schools for 14 years as a general and special education teacher,
a state-level consultant, and an educational diagnostician. His
research interests focus on the development and validation of
self-instructional strategies to help students with learning and
behavior problems manage their academic and classroom behaviors. He
has published over 100 articles, books, book chapters, and
curriculum materials and has served as President and Executive
Director of the Council for Exceptional Children’s Division for
Learning Disabilities and editor of the Council’s journal Learning
Disabilities Research and Practice.
Explicit instruction is something that benefits every single
student, not just those with learning difficulties. This book
breaks down how to deliver explicit instruction for a variety of
content areas, skill sets, and strategies in a way that will
effectively reach a diverse group of learners. As a teacher of both
general and special education students, I have had a tremendous
amount of success with all of my students by utilizing the
principles outlined in this book. This is a valuable resource for
all teachers.--Courtney Dexter, MEd, special education teacher,
Bellefonte Area Middle School, Bellefonte, Pennsylvania
Archer and Hughes have laid bare the architecture of effective
instruction in this 'must-read' volume. Extensive research has
converged on quality of instruction as the core ingredient in
school improvement; the genius of this book is the clarity with
which it explicates how this quality can be intentionally developed
in every classroom. Each strategy or process is illustrated with
concrete examples from diverse classrooms. In my 40 years in
education, I have never before seen a book as insightful,
comprehensive, and practical as this one. Every educator will
treasure it!--Kevin Feldman EdD, Emeritus Director of Reading and
Intervention, Sonoma County (California) Office of Education
If I had to recommend one book that would arm teachers with the
instructional practices they need to have the greatest chance of
dramatically improving their students’ achievement, this would be
the one. This is the definitive resource on explicit instruction.
Every page is filled with detailed descriptions of how to implement
the most powerful explicit instruction teaching practices.
Brilliantly conceptualized and written, this book will be embraced
by practicing teachers and administrators as well as those
preparing future educators.--Donald D. Deshler, PhD, Williamson
Family Distinguished Professor of Special Education and Director,
Center for Research on Learning, University of Kansas
I have used this text for three semesters/m-/finally, a book the
students will keep! I have used a number of texts in my methods
courses over the past 10 years and this one is certainly the best
on the market. The writing is clear and appropriate for both
undergraduates and graduate teacher candidates; without fail, my
students say it is the best text they ever purchased. If you could
see my copy of the book, you'd see reference tabs all over it so I
know where to look when I'm teaching.--Dee Berlinghoff, PhD,
Professor of Education, Mount Saint Mary College, Newburgh, New
York-
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