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I'll work a problem first
Rule of Two
This is the method of teaching skill development and guided practice.
Teachers present problems in match pairs.
Teacher solves the first one, and students solve the matching problem.
Skill development
The teacher solves a problem while students watch.
This 'explicit teaching' demonstrates the strategies that a teacher would use to solve this problem:
The teacher gives the steps to take
The teacher gives the methodology to use
The teacher models 'out loud' the thinking process they use to solve the problem.
Finally - use of CFU questions about how you solved the problem.
Guided practice
Students are directed to solve problems similar to the one that you just solved.
This 'guided practice' is completed step by step.
After each step, use CFU questions to ensure students complete it correctly.
Ask students to explain their work and justify their answers.
Corrective feedback is offered if students are unable to do it.
Modelling
"Listen, students; this is how I do it."
During modelling, teachers verbalise the strategic thinking that is used.
CFU questions focus on verifying student understanding of your thinking processes and decision-making.
Use 'process' questions to CFU following modelling.
What was I thinking when I…?
How did I remember...?
How did I decide to…?
Why did I…?
How did I know…?
NOTE: If students cannot answer these questions, the teacher has not revealed sufficient of the thinking used.
NOTE TAKING: Students can benefit from taking notes during guided practice so that they have a 'worked example' to refer to.
How to design skill development and guided practice lessons - Rule of Two.
Develop steps
Provide matched problems for teacher and students - Rule of Two
Include all variations
Add CFU questions - not checking for the answer - ask students to describe how you got the answer.
1. Develop steps.
Strategic Steps v Directions
Directions = address what to do
Strategic steps = address 'how' to do it
Strategic steps provide a focus on thinking
Use VERBS or TASK WORDS that represent a cognitive activity = the 'thinking' that is required.
The directions can be added at the end of the sentence.
Rather than:
Circle the character's name. (direction)
Use:
Identify the character in the passage (circle)
Rather than:
Underline what the character says. (direction)
Use:
Determine the purpose of the character comments.
2. Provide matched problems for Teacher and Student - Rule of Two
The problems are 'mirror problems' or matched problems.
Focus on ONE variation at a time.
3. Include all variations
Use Rule of Two to teach each variation.
Eg In a lesson on figurative language:
The teacher identifies a simile - CFU
Students identify a simile - CFU
The teacher identifies another simile - CFU
Students identify another simile - CFU
Then move onto "Identifying metaphors…"
In Maths, be sure to include all variations.
Ensure that only the variations taught are assigned in independent practice or homework.
4. Add Check for understanding questions
Ask students to describe how you got the answer.
NOT just the answer.
Source: Hollingsworth, J. and Ybarra, S. (2009) Explicit direct instruction: EDI: The power of the well-crafted, well-taught lesson. Thousand Oaks, Fowler: Corwin Press ; Data Works Educational Research.
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