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WhatisExplicitInstruction?ExplicitInstructionisanotherwayofsayingeffective,meaningfuldirectteaching.

A. WhatisExplicitInstruction?What Explicit Instruction is What Explicit Instruction is not ExplicitInstructionisskillbased,butstudentsareactiveparticipantsinthelearningprocess.

ExplicitInstructionisnotskillanddrill.

Explicit Instruction is holistic. Forexample,teacherscanuseExplicitInstructiontoteacheverythingthatisincludedin“literacy”(i.e.,decoding,comprehension,spelling,andthewritingprocess)

Explicit Instruction is not just used to teach isolated facts and procedures.

ExplicitInstructionintegratessmallerlearningunitsintomeaningfulwholes

ExplicitInstructiondoesnotteachbasicskillsinisolationfrommeaningfulcontexts.

ExplicitInstructionisdevelopmentallyappropriate. Instructionistailoredspecificallytostudents’learningandattentionalneeds

Explicit Instruction is not “one size fits all”.

Theteacherconstantlymonitorsunderstandingtomakesurestudentsarederivingmeaningfrominstruction.

ExplicitInstructionisnotrote

ExplicitInstructionisusedindiversecontextsandcurricularareas.

ExplicitInstructionisnotbasicskillsonly

Studentslikeitbecausetheyarelearning! ExplicitInstructionisnotboringandalienating

Studentsarecognitivelyengagedthroughoutthelearningencounter.Theyhaveopportunitiesthroughoutthelessontoself‐monitoranddirecttheirownlearningandparticipation.

ExplicitInstructionisnotallteacherdirected

ExplicitInstructionsharessimilargoalswithotherapproachestoteaching(e.g.,constructivist,holistic,orstudentcentered). Thesegoalsincludeteachingstudentstoenjoyandbecompetentatreading,writing,andmath;tounderstandwhattheyreadandhowmathworks;andtoapplytheirskillsinmeaningfulways. [Goeke,JenniferL.ExplicitInstruction:AFrameworkforMeaningfulDirectTeachingPearson,2008.page10.]

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B.ExplicitInstructionisasequenceofsupports:1. SettingtheStageforLearning2. Clearexplanationofwhattodo3. Modelingtheprocess(showing)4. GuidedPractice5. IndependentPractice(Whenteacherisconfidentstudentswillbesuccessful)6. Assessment/Closure(informalorformal)**Everylessonmaynothaveeverycomponent,oralessonmayspanseveraldays,sonotallcomponentswouldbeseeneachday.

“AgreatdealofcontentImustteachisbasedontheassumptionthatmystudentshavecertainskills,whichtheydonotpossess.Whenstudentsaregivenstrategiesforaccomplishingatask,theyperformwithgreatersuccess.Oneofthegreatestissuesofconcerntomeisthatmanyofmycolleaguesdonotwanttospendtimeteachingsomethingtheyfeelstudentsshouldhavelearnedpriortoenteringtheirclass.Whatdifferencedoesitmakewhoteachesthestudentaslongasthestudentistaught?Iftheydonotlearnskillsandstrategiestheyneed,theycannotpossiblymoveforwardandaccessthecontentofanycurriculum.Oftenmycolleaguesassumethatastudentcandothework,butchoosesnotto.Thisisdifficulttoassess.HowdoIknowwhenastudentischoosingnottowork?Iftheyaremakingthatchoice,whyaretheymakingit?Aretheyfrustrated?Ithinkmostoftenthestudentisnottaughtstrategiesforhowtoreactwhentheydonotunderstandsomething.Also,theymaynotbetaughthowtogeneralizeastrategy–thatastrategythatwashelpfulinsixthgrademayalsobehelpfulinseventh.”

‐AfifthgraderesourceteacherquotedinExplicitInstruction(byGoeke)DuringExplicitInstruction,teachershaveagreatdealofresponsibilitytomonitorstudentneedsandprovidethekindofscaffoldingmostappropriatethroughoutthelearningprocess.However,studentshaveresponsibilitytoo.Theymustrealizethattheywillbeexpectedtoperformthetaskbythemselves,andtheyshouldthenworktowardachievingthatgoal.Attheoutsetofanylesson–beforetheteacherexplains,models,distributestheorganizerorframe,theteachershouldmaketheresponsibilitycleartothestudents:“I’mgoingtoteachyouhowtowriteagoodparagraph.FirstI’lltellyouwhattodo.ThenI’llshowyouhowtodoit.ThenwhatdoyouthinkI’llexpectyoutodo?”Thestudentsdiscernthattheywillneedtoproducesomethingthemselves.“So,whatdoyouthinkyoushouldbedoingwhileIteachyou?”Theconsensusis“payattention.”“Yes,”‐bydirectingstudentattentiontowardpurposefullearning–“YoushouldbethinkingabouthowYOUwillwriteYOURparagraphwhenitisYOURturn.”C.WhenisExplicitInstructionAppropriate?Oneofthefirstordersofbusinesswhenconsideringaconcept,skillorstandardtoteachiswhatformatwouldhelpthemoststudentsbesuccessful.ExplicitInstructionisoneofseveralsuccessfulteachingstrategiesthatteacherscanchoosetoincorporate.“Explicit

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instructionmustbeusedforappropriatepurposesandinresponsetoidentifiedstudentneeds.”(Goeke,p.12)Explicitinstructionisprovidedwhenthefollowingoccur:

• “Thegoalisteachingawell‐definedbodyofinformationorskillsthatallstudentsmustmaster.

• Assessmentdataindicatethatstudentshavenotacquiredfundamentalskills,strategies,andcontent.

• Assessmentdataindicatethatstudentprogresstowardmasteryofskills,strategies,orcontentneedstobeaccelerated.

• Inquiry‐orientedordiscussion‐basedinstructionalapproacheshavefailed.”~JenniferGoeke,p.18

D.ConstructsthatFacilitateEffectiveExplicitInstruction

1.TeacherPresentationVariables­Teacherpresentationvariableshavebeenidentifiedasfundamentalbehaviorsforcommunicatingeffectivelywithallstudentsandpromotingstudentachievement(Mastropieri&Scruggs,1997)Teachersshouldbeconsciousofdeliveringclear,dynamicinstructionthatisappropriatetostudents’needs.InthefirstfourcomponentsofExplicitInstruction,teacherpresentationvariablesplayakeyroleinthesuccessofthelesson.

a.TeacherClarityincludesspeakingclearly,avoidingunclearterminologyandvagueterms.

b.TeacherEnthusiasminvolvesvariedinflection,activelyacceptingstudentideas,andmaintainingahighoverallenergylevel.

c.AppropriateRateofPresentationdiversifiesopportunitiestoparticipate,requiringparticipation,andadjustingtostudentunderstanding.

2.StudentEngagement­ForExplicitInstructiontobeeffective,“students

mustbeencouragedtoprovidethesecond,complementaryhalfofthetransaction:activeengagement.AnoptimalExplicitInstructionlessoninvolvesaneffective,dynamicteacherandanactive,engagedlearner.”(Goeke,p.37)Learningisanactiveprocessduringwhichstudentsgainunderstandingbyconnectingnewconcepts,skills,andstrategiestopriorunderstandings.Teachersshouldhelpstudentsstayactivelyinvolvedinthelessoninordertohavethegreatestimpactontheirlearning.JenniferGoekehasidentifiedthreestudentengagementvariablesthatcanbeusedtohelpallstudentsbecomeactiveandengagedduringExplicitInstruction.

A.StudentsActivelyParticipatewhenthey:

• Focusonwhatisbeingtaught• Trytounderstandandmakesenseofnewmaterial• Relateideasandinformationtopriorknowledgeandexperience• Useorganizingtools(graphicorganizers,etc.)orprinciplestointegrateideas

• Relatesupportingdetailsandevidencetoconclusions• Thoughtfullyrespondafterthinktimeisprovided

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• Lookforprinciplesorpatterns“Researchhasshownthatwhenstudentsarerequiredtogiveovertresponsesusingresponsecardsorothermechanismsforsimultaneouslysignalingtheirresponses,participationandlearningareincreasedascomparedtothe‘onestudentansweringatatime’method.”(Gardner,Heward,&Grossi,1994;Heward,1994)

B.ProceduralPromptsareconcrete,skill‐specificreferencesonwhich

studentscanrelyforsupportuntiltheybecomeindependent.FredJonesinToolsforTeachingreferstothesepromptsasVIPs(VisualInstructionalPlans).Promptsshouldshowonestepatatime,includeapictureforeverystep,andhaveaminimalrelianceonwords.AVIPissimple,clear,andself‐explanatory.Studentscanlookatitwhenevertheyneedclarification.KeepinmindwhatFredJonesshares:“Ofcourse,aVIPisnotasubstituteforteaching.Youinvolvestudentsintheactivityofthelearningasyoualwayshave.Rather,aVIPissimplyapermanentrecordofthatteaching.ItservesasthesetofplansforindependentworkduringGuidedPracticesoyouwon'thavetoreteachthesamematerialoverandover.”

C.MonitorUnderstanding­Monitoringstudents’understandingiscritical

throughoutthelesson.Itisawaythestudentsshowtheirengagementinthelessonandtheirunderstandingoftheinstructionalobjective.AccordingtoSchmoker,feedbackshouldbegiven4‐6timesperlesson.Monitoringstudentunderstandinginvolvestwocomplementaryskills:• CheckingforUnderstanding• ProvidingCorrectiveFeedbackAccordingtoDouglasReeves,“Effectivefeedbacknotonlytellsstudentshowtheyperformed,buthowtoimprovethenexttimetheyengagethetask.Effectivefeedbackisprovidedinsuchatimelymannerthatthenextopportunitytoperformthetaskismeasuredinseconds,notweeksormonths.”

The6ComponentsofExplicitInstructionInDetail:SettingtheStage

• Theanticipatoryset–theteacher’shooktocapturestudentinterestandconnectpriorknowledgetothenewlearningofthelesson

• Theteacherstates/clarifiesthestandards/learningobjective/goal• Thepurposeofthelessonisexplained• Studentsareabletorestatethelessonobjectivebacktotheteacherintheirown

words.• Theteacherspecificallyconnectsthelessonto:

o studentinteresto backgroundknowledgeo thebigidea/conceptthattheskill/standardislinkedto,and/oro thepreviousday’slesson

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ExplainingtoStudentsWhattodo

• Studentsneedexplicitdetailsaboutthelesson.• Theteacherre‐explainsinthiscomponentwhatthetaskis,whyitisimportant,and

addstoithowitisdone.• Giveno‐frillsexplanationsthatgivestudentsjustenoughinformationtocoverthe

basicsandgetthemstarted.Lessismore.• Don’ttellthekidsthatitwillbehard.Thatdiscourageskidsrightoffthebat.They

maytunethelessonoutrightthenandthere.• MakeitsimpleanddirectenoughtomakethelearningaccessibletoALLstudentsin

theclass.• Dividethetaskintoafewstepsthatarelogicallyordered.• Presentthestepsbothorallyandvisuallytomeetneedsofkidswithdifferent

modalitystrengths.(VisualInstructionalPlans–FredJones)

ModelingforStudents

• Somepeoplebelievethatexplainingissynonymouswithinstruction.WhentheextentoftheinstructionisONLYanexplanation,withoutmodelingorguidedpractice,teachershavenoideawhetherornotstudentsunderstandthelessoncontentuntilitistoolate.Justhearingorreadingdirectionsisnotenough.

• Modelingofferskidstheopportunitytowatchtheprocessunfoldbeforetheireyes.TheteacherengagesinwhateverisinvolvedinthelearningtaskEXACTLYasthestudentswillbeexpectedtoperformit.

• Theteachersharesinnerthoughts–modelingthethinkingprocess,andtheteacheroftenusesavisualmodeltodemonstratetheconceptbeingtaught.

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• Itisimportantduringthiscomponentfortheteachertoconnectwiththekids,toseetheireyesalertandfocused,ratherthanglazedover!

• Duringthiscomponent,teachersneedtoelicitinformalinputfromthekidsandkeepthemactivelyengaged–

Askingstudentstounderlineaportionoftextonboardoroverhead Usetheminiwhiteboards Repeattoapartner Askstudentstoreadthecompletedresponsealoudwithyoutomakesureit

soundsgoodandmakessense. Askforpossiblerevisions. Teachermakesgoodstrategiesconspicuousforkids Asklotsofquestions–useBloom’sTaxonomy Delveandprobeintoquestions–tryingtoelicitdeeperresponsesfromkids Appropriateinstructionalpacing Adequateprocessingtime(ThinkTime) Constantcheckforunderstanding

GuidedPracticeNancyFreyandDouglasFisher,in“TheReleaseofLearning”(PrincipalLeadership,February2009)describeagradualreleaseofresponsibilitytostudents.“Unfortunately,”saytheauthors,“inalltoomanyclassroomsreleasingresponsibilityistoosuddenand

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unplannedandresultsinmisunderstandingsandfailure.”FreyandFisherbelievethatguidedinstructionshouldconsistofcues,promptsandquestionstohelptheteacherunderstandthestudents’thinking,providescaffolding,getstudentsdoingsomeofthecognitivework,andgraduallyincreasetheirunderstanding.GraphicorganizersandframesworkGREATduringthiscomponent.Thesetoolssimplifythetaskofrepresentingknowledgeonpaperbyprovidinggraphiccues.Theyarehelpfulinstructionalaidsthathelpkidsmoveeasilyfromteacher‐controltowardtheirownindependentapplicationofthelearning.BUT….TheyareNOTasubstituteforinstruction.Ifkidsaretodowellinatestingsituation,theyneedtohaveheardtheexplanation,seenthemodel,practicedwiththeorganizerorframeasmanytimesasneeded,andthenworkedbackward,removingonesupportatatime.Afterenoughtrialswiththegraphicaide,theteachercantakethatawayandexpectkidstobeabletobesuccessfulwithjustareviewofthemodel.Eventuallythemodelshoulddisappeartoo!

• Providescaffoldingasatemporarysupport/guidanceintheformofsteps,tasks,materials,andpersonalsupport

• Provideexamples/non‐examples,andgraphicorganizers,studyguides,KateKinsellastarterstems

• Checkforunderstandingthroughongoingassessmentandconstantfeedback• Highlystructured• Usemini‐whiteboards,highlighters• Studentssummarizeintheirownwords,turntoaneighborandtellthem….

Asstudentsbecomesuccessfulwithsupport(80%fornewmaterial,95%forreview),beginreducingthelevelofsupporttomovestudentstowardindependence.

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IndependentPractice• StudentspracticetheSAMEkindsofproblemsasduringtheguidedpracticetime.• Don’tallowfortoomuchtimeforthis.Studentsgetofftask,attentionwanders,and

timeiswasted.• Duringthistime,teachershouldbemovingabouttheroom,watching,guiding,and

movingstudentsalong.• Besurestudentsareabletoaccuratelycompletetaskindependently.

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Closure/Assessment• Theassessmentportioncanbeinformal‐usingFist‐to‐Five,12WordSummary,

BrainBark,ExitCards,IdeaWave,ThumbsUp,ThumbsDown,etc.• Theassessmentportioncanbeformal–amethodtomeasurestudent

understandingorproficiencyofthelearningobjectiveintestorquizformatoressaywriting,project,report,etc.

• Itisatimetocollectstudentlearningevidenceofstandards/objectives.

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Asawaytosummarize…WhatisExplicitinExplicitInstruction(e.i.)?WhatisExplicit? Why?Theteacherknowspreciselywhatshewantsstudentstolearn(beabletodo)attheendofthelesson.

Unclearlearningobjectivesresultinvagueteachingandlearning.

Theteachertellsstudentswhattheywillbelearning.

Studentsaregivenasenseofpredictabilityandcontrol.Theyarejoinedwiththeteacherintheinstructionalencounter.

Theteacherfocusesherattentionandstudents’attentiononthetaskathand.

Studentsknowwheretodirecttheirattentionsothatlearningismaximized.

Theteacherexplains,models,givesexamplesandnon‐examples,restateswhennecessary,andhelpsstudentstostateandrestategoalsandstrategies.

Knowledgethatisusuallycovertismadeovertandexplicit;studentsare“letin”onthesecretofhowindependentlearnerslearn.

Thecurriculumisarrangedsothatstudentsaretaughtprerequisiteskillsaheadoftime.

Studentsaresetupforsuccess!

Thelearningismeaningfulandpurposeful.

Studentsarenottaughtuselessfactsandconcepts;whatstudentsaretaughtnowtheyusenowandinthefuture;explicitconnectionsaremadebetweenpriorandcurrentlearning.

Theinstructionaltransactionfollowsastructuredframework.

Thee.i.frameworkcombineselementsthatmaximizeachievementformanystudents.

Theteacherprovidescorrectivefeedback.

Particularlyintheacquisitionstage,theteachercorrectsallerrors.Otherwise,studentswillpracticeerrorsandhavedifficultylearningmorecomplexskillslateron.

TakenfromExplicitInstruction:AFrameworkforMeaningfulDirectTeachingbyJenniferL.Goeke(2008),Table1.4,page11.