It is generally accepted that ‘experts’ and ‘novices’ should be taught differently, and experts may well do a lot of problem-solving and ‘discovery learning’ activities, for example. But for all practical purposes, students are ‘novices’ in the context of school learning, and they benefit most from a typical diet of ‘Explicit Instruction’.
There is no one widely-accepted definition of explicit instruction, but most descriptions of it include very similar key elements. For this blog, I have framed the key elements as questions in a checklist – as ever, I am in Barak Rosenshine’s debt. Have a go!
Explicit Instruction Checklist for Teachers
- Am I clear about what I intend students to learn in this lesson/series of lessons/module? – NOT just what they will DO, but the learning that should result from it
- Are the students typically clear about what I intend them to learn?
- Do I review previous learning frequently, and help students to fill in any gaps in their learning uncovered by the review?
- Do I break new learning down into small ‘chunks’, so students’ are not overloaded when I am presenting it?
- Do I explain very clearly, repeating and reframing to ensure students understand?
- Do I typically check that all students have ‘got it’, and re-teach to all if they haven’t, or re-explain to individual students if that is more appropriate?
- Do I typically ask questions of the whole class, to oblige them all to think? Do I avoid using hands-up when I do this?
- Do I use a lot of models – demonstrations, worked examples and WAGOLLs etc – to support ALL students’ understanding?
- Do I provide students with lots of opportunities to practise, both guided and independent?
- Do I use students’ practice time to give them feedback, correcting errors and misconceptions as they practise?
- Do I give students frequent opportunities to retrieve their ‘learning’ and help them fill their learning gaps?
Explicit instruction works because it provides students with the clarity that they need, the support that they need, and the practice and frequent retrieval that they need to make learning stick. It is relentless, and very hard work for the teacher – but it’s worth it.
