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More On Explicit Instruction

The document outlines the key elements of an explicit instruction lesson plan, including a warm up to review prior knowledge, stating the learning objective and success criteria, modeling the skill or concept, guided practice with feedback, independent practice with support, and review of the concept taught. It describes the "I do, we do, you do" approach and emphasizes breaking down complex skills, focusing instruction, reviewing, demonstrating, guided practice, feedback, and distributed practice.

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Danielle Veal
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55 views

More On Explicit Instruction

The document outlines the key elements of an explicit instruction lesson plan, including a warm up to review prior knowledge, stating the learning objective and success criteria, modeling the skill or concept, guided practice with feedback, independent practice with support, and review of the concept taught. It describes the "I do, we do, you do" approach and emphasizes breaking down complex skills, focusing instruction, reviewing, demonstrating, guided practice, feedback, and distributed practice.

Uploaded by

Danielle Veal
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Explicit Instruction

Lesson Outline
A typical lesson in literacy and numeracy should always include the following:

Warm Up

The warm up is essential for students to revise information, skills and concepts they
have previously learned. By revising these daily in literacy and numeracy, students
are able to move knowledge from short-term to long-term memory, as well as build
automaticity. This means when they need to apply their knowledge to solve problems
or attempt new concepts, students don’t have to spend time trying to remember
basic facts or spelling rules and can deepen their understanding of a concept.

These parts are essential in a warm up to build student success.

30/40/30 – Differentiation for support, benchmark and extension groups

Recite/Recall/Apply
Recite: Students read or identify information
Recall: Students can remember information without reading it
Apply: Students can use information to problem solve

CFU – Check for understanding: teachers are consistently checking for


understanding throughout warm ups, ensuring students have mastered concepts.

Learning Objection and Success Criteria

It is important for the students to understand what it is we are teaching, why they
need to learn each skill and concept and how they can demonstrate their
understanding.

It includes:

Concept - WHAT they are learning


Skill - How they will demonstrate understanding of the skill
Context – what they will be using the skill for

The learning objection must be clear, relevant, linked to assessment/curriculum and


repeated.

I do

The ‘I do’ is where the teacher ‘self talks’ the skill or concept, broken down into
simple, easy to remember steps. Repeated modelling of the skill or concept is
required to ensure students see its application through problem solving.
We do

This is the opportunity for teachers to guide the students through the steps, as a
whole class, in small groups or individually. It allows practise of the steps with the
support of the teacher, and involves lots of checking for understanding to ensure
students are ready for independent practise. Student self talk is used to promote
problem solving and assist students moving knowledge from short-term to long-term
memory.

You do

Individual tasks are set for students (matched directly to the success criteria) so that
they can practise solving problems independently. Teachers will only move to this
step once 80% of the class have mastered the skill, and provide one-on-one or small
group support to students still needing assistance. Without 80% mastery, teachers
will repeat the ‘I do, we do’ until students gain full understanding of a skill or concept.
During the ‘you do’, teachers ensure they give immediate feedback to students to
support mastery. Student self talk is important as it demonstrates student
understanding of a concept and will support the students to move their knowledge
from short-term to long-term memory.

Differentiation is important at this stage of the lesson, so that students are


completing work at their level and can demonstrate success at their level.

Plough Back

A plough back allows teachers to revise the skill or concept taught, while checking
for understanding once again. This part of the lesson can look different for each skill
or concept. It can include ‘exit passes’, whole class marking, individual questioning,
student self talk or a quiz. Once a skill or concept has been taught, it is moved into
the next warm up to ensure students are frequently using and practising each skill.

Explicit Teaching Break Down


The following elements of Explicit Instruction must be considered before, during and
after each lesson.

1. Focus instruction on critical content


Teach skills, strategies and vocabulary terms, concepts and rules that will
empower students in the future and match the students’ instructional needs.

2. Sequence Skills logically


Consider several curricular variables, such as teaching easier skills before harder
skills; teaching high frequency skills then less frequent, ensuring mastery of
prerequisites to a skill before teaching the skill itself; separating skills and
strategies that are similar and thus may be confusing to students.

3. Break down complex skills and strategies into smaller instructional units.
Teach in small steps. Segmenting complex skills into smaller instructional units of
new materials addresses concerns about cognitive overloading, processing
demands and the capacity of students’ working memory. Once mastered, units
are synthesised (practised as a whole).

4. Design organised and focused lessons


Make sure lessons are organised and focused in order to make optimal use of
instructional time. Organised lessons are on topic, well sequences and contain no
irrelevant digressions.

5. Begin lessons with a clear statement of the lesson’s goals and your
expectations
Tell the students what they are going to learn today and why it is important
(Learning Intention & Success Criteria). Students achieve much higher if they
understand the instructional goals and outcomes expected, as well as how the
information of skills presented will help them.

6. Review prior knowledge and skills before beginning the lesson


Provide a review of relevant information. Verify that students have the pre-
requisite skills and knowledge to learn the new skill or concept about to be
taught. This element provides opportunity to link the new knowledge with related
skills and knowledge.

7. Provide step by step demonstrations


Model the skill and clarify the decision- making processes needed to complete
the task or procedure by thinking aloud as you perform the skill. Clearly
demonstrate the target skill or strategy in order to show the students a model of
proficiency.

8. Use clear and concise language


Use consistent and ambiguous wording and terminology. The complexity of your
speech (vocabulary, sentence structure) should depend on students’ receptive
vocabulary to reduce possible confusion.

9. Provide an adequate range of examples and non-examples


In order to establish the boundaries of when and when not to apply a skill,
strategy, concept or rule, provide a wide range of examples and non-examples. A
wide range of examples illustrating situations when the skill will or should be used
or applied is necessary so that students do not under use it. Conversely,
presenting a wide range of non-examples reduces the possibility of students
using the skill inappropriately.

10. Provide guided and supported practice


In order to promote initial success and build confidence, regulate the difficulty of
practice opportunities during the lesson and provide students with guidance in
skill performance. When students demonstrate success, you can gradually
increase the task difficulty as you decrease the level of guidance.

11. Request frequent responses


Plan for high levels of student to student and student to teacher interaction via
the use of questioning. Allowing the students to respond frequently (oral, written
or actions) helps them focus on the lesson content, provides opportunities for
student elaboration, assists you in checking for understanding and keeps
students active and attentive.

12. Monitor student performance closely


Carefully watch and listen to students’ responses so that you can verify mastery
as well as make timely adjustments in instruction if students are making errors.
Close monitoring also allows you to provide feedback to students about how well
they are doing.

13. Provide immediate, affirmative and corrective feedback


Follow up students’ responses as quickly as you can. Immediate feedback to
students about the accuracy of their responses will help ensure high rates of
success and reduces the likelihood of practising errors.

14. Deliver the lesson at a brisk pace


Deliver instruction at an appropriate pace to optimise instructional time. Use a
rate of presentation that is brisk but includes a reasonable amount of time for
students’ thinking/processing, especially when they are learning new material.
The desired pace is neither so slow that students get bored nor so quick that they
can’t keep up.

15. Help students organise knowledge


Because many students have difficulty seeing how some skills and concepts fit
together, it is important to use teaching techniques that make these connections
more apparent or explicit. Well-organized and connected information makes it
easier for students to retrieve information and facilitate its integration with new
material.

16. Provide distributed and cumulative practice.


Distributed (vs. massed) practice refers to multiple opportunities to practise a skill
over time.
Cumulative practice is a method for providing distributed practice by including
practice opportunities that address both previously and newly acquired skills.

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