Professional Book Study Guidelines

Professional Book Study Guidelines

Goals:

·  Engage in professional discourse around the principles and concepts found in Explicit Instruction: Effective and Efficient Teaching (Anita Archer & Charles Hughes, 2011)

·  Answer the question: How will this book influence professional practices of special education teachers in both general and special education learning environments?

·  Facilitate application of book’s principles to teacher practice

·  Support WVDE Goal: Great Teachers in Every Classroom!

Importance:

·  Book studies:

o  encourage dialog among teachers on issues and topics that affect student achievement

o  maintains staff interest in common goals related to teacher practice

o  offer supportive environments for staff to engage in job-embedded practices for professional growth

Audience:

·  Special education teachers, interventionists

Study Formats:

·  School-based for large schools

·  District-based for small school

Facilitation Options:

·  Build special education teacher leadership by asking for book study group facilitators

·  Utilize district-level staff such as curriculum specialists or coordinators as facilitators

Facilitator Roles and Responsibilities:

The facilitator shapes and guides the group discussion and ensures the group norms are honored. The facilitator does not have to be an “expert” on the book content.

Preparing for a Book Study Session:

The facilitator reads the assignment and makes copies of the Conversation Guide (to be explained below) for each participant. To begin the discussion, the facilitator offers his/her impressions of the main ideas to be derived from the reading, focusing on application to classroom practice. The facilitator is always mindful to not dominate the discussion and strives to keep the discussion focused and flowing.

Process for the Book Study Groups

o  Meeting 1 – Getting Started

·  Establish a regular meeting time, a meeting schedule and a location. Anticipate a one hour meeting time for each of the suggested sections below.

·  Establish group norms at the first meeting to include, but not limited to: beginning and ending times; coming prepared; being engaged in discussion; respecting opinions and viewpoints.

·  Do a “walk-through” of the book by examining the Table of Contents and the chapters to establish the reading schedule which drives the meeting schedule. A suggested schedule is provided below.

o  Subsequent Meetings- Moving Forward

·  Come prepared with the assigned chapter read and the appropriate section of the Conversation Guide: Before Discussion completed.

·  Discuss the book chapter with a focus on connecting ideas to child-centered classroom practice.

·  At the end of the session, complete part 2 of the Conversation Guide: After Discussion.

Explicit Instruction Chapters

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)  Delivery Instruction: Other Critical Delivery Skills

8)  Providing Appropriate Independent Practice

Conversation Guide for

Explicit Instruction: Effective and Efficient Teaching

by Anita Archer & Charles Hughes (2011)

Date: ______

Reading Assignment (circle one): Chapter 1 2 3 4 5 6 7 8

Part 1: Before the discussion…

What is one new idea you discovered in your reading?

What questions would you like to ask the group about the reading?

1)  ______

2)  ______

3)  ______

Part 2: After the discussion…

What were the key points made by group members during the discussion?

What new learning about instruction did you take away from this discussion?

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