explicit-instruction_archer-and-hughes.pptx

SAN JULIAN NATIONAL HIGH SCHOOL
EXPLICIT
INSTRUCTION
(TEACHING)
JUNE 29, 2018
IMELDA G. BEMBO

San Julian National High School
EXPLICIT INSTRUCTION (TEACHING)
• Definition
• Elements of Explicit Instruction
• Functions of Explicit Instruction
• Principles of Explicit Instruction
• “Drill and Skill” Vs “Drill and Kill”
• Structure of an Explicit Lesson
• Independent Practice
• Feedback
• Praise
• Explicit Vocabulary Instruction Routine

EXPLICIT INSTRUCTION
DEFINITION
• The effectiveness of explicit instruction has been validated again
and again in research involving both general education and special
education students.
• While it has been proven to be very helpful for normally progressing
students, it is essential for students with learning challenges.
• Explicit instruction is absolutely necessary in teaching content that
students could not otherwise discover.
- Archer & Hughes

REMOVING THE MYSTERY
Explicit instruction is characterised by a series of clear
statements about the purpose and rationale for learning
the new skill, clear explanations, and demonstrations of
instructional target and supported practice with feedback
until independent mastery has been achieved.
- Archer & Hughes

ELEMENTS OF EXPLICIT INSTRUCTION (1- 8)
1. Focus instruction on critical content.
2. Sequence skills logically.
3. Break down complex skills.
4. Design organised and focused lessons.
5. Begin lessons with a clear statement of the lesson’s goals and your
expectations.
6. Review prior skills and knowledge before beginning instruction.
7. Provide step-by-step demonstrations.
8. Use clear concise language.
Ref Page 2

Far North Queensland Region
ELEMENTS OF EXPLICIT INSTRUCTION (9-16)
9. Provide an adequate range of examples and non-examples.
10.Provide guided and supported practice.
11.Require frequent responses.
12.Monitor student performance closely.
13.Provide immediate affirmation and corrective feedback.
14.Deliver the lessons at a brisk pace.
15.Help students organise knowledge.
16.Provide distributed and cumulative practice.
Ref Page 2

SIX TEACHING FUNCTIONS
1. Review
a. Review homework and relevant previous learning.
b. Review prerequisite skills and knowledge.
2. Presentation
a. State lesson goals.
b. Present new material in small steps
c. Model procedures.
d. Provide examples and non-examples.
e. Use clear language.
f. Avoid digressions.
3. Guided practice
a. Require high frequency of responses
b. Ensure high rates of success.
c. Provide timely feedback, clues and prompts.
d. Have students continue practice until they are fluent.
4. Corrections and feedback
a. Reteach when necessary.
5. Independent practice
a. Monitor initial practice attempts.
b. Have students continue practice until skills are automatic.
6. Weekly and monthly reviews
Ref Page 4

PRINCIPLES OF EFFECTIVE INSTRUCTION
1. Optimise engaged time/time on task. The more time students are actively participating in
instructional activities, the more they learn.
2. Promote high levels of success. The more successful (ie. correct/accurate) students are
when they engage in an academic task, the more they achieve.
3. Increase content coverage. The more academic content covered effectively and
efficiently, the greater potential for student learning.
4. Have students spend more time in instructional groups. The more time students
participate in teacher-led, skill-level groups versus one-to-one teaching or seatwork
activities, the more instruction they receive, and the more they learn.
5. Scaffold instruction. Providing support, structure and guidance during instruction
promotes academic success, and systematic fading of this support encourages students to
become more independent learners.
6. Address different forms of knowledge. The ability to strategically use academic skills
and knowledge often requires students to know different sorts of information at differing
levels: the declarative level (what something is, factual information), the procedural level
(how something is done or performed) and the conditional level (when and where to use
the skill).
Ref Page 5

1. ENGAGED TIME / TIME ON TASK
1. Increase allocated time and time spent teaching in critical content areas.
2. Ensure an appropriate match between what is being taught and the instructional needs of
students. Consider the importance of the skill and the level of difficulty. Verify that students have
the prerequisite knowledge to learn the skill.
3. Start lessons on time and stick to the schedule.
4. Teach in groups as much as possible. Teaching students in large and small groups increases
both ALT and the amount of instruction for each student, as compared to other instructional
arrangements such as one-to-one instruction or seatwork.
5. Be prepared. Often instructional time is lost because teachers don’t have their teaching materials
organised and ready for instruction. Thus they must spend time gathering their thoughts and
materials that they could be using for teaching.
6. Avoid digressions. When teaching, stay on topic and avoid spending time on unrelated content.
Appropriate humour or providing anecdotes or analogies to illustrate and illuminate content should
serve an instructional purpose.
7. Decrease transition time. Transition time refers to moving from one instructional activity to
another. Often instructions time is lost through inefficient and disorganised transitions.
8. Use routines. Routines refer to the usual unvarying way activities are carried out in the
classroom. Routines save time because both students and teachers know how and what they are
supposed to do without having to think or ask about it.
Ref Page 7

2. HIGH LEVELS OF SUCCESS
• Students learn the most when they are engaged and successful.
• Learning is more efficient for students by minimising and correcting errors as
soon as they occur.
• Optimal rates of correct responding should be 80% during instruction and
90-95% when students are engaged in independent practice.
• Factors that increase levels of success:
 teaching material that is not too difficult
 clear presentations
 dynamic modelling of skills and strategies
 supported practice and active participation
 careful monitoring
 immediate corrective feedback.

3. CONTENT COVERAGE / OPPORTUNITY TO LEARN
• “The more you teach, the more they learn”.
• Be selective on what is important for students to learn.
• Content coverage can be maximised when teachers focus on
skills, concepts, or rules that will generalise to many other
items or situations.
• Avoid digressions, decrease transition times, increase
opportunities for student response.

4. GROUPING FOR INSTRUCTION
• Teacher-led group instruction has the most positive impact on
achievement because of clear explanations, modelling,
practice, feedback and frequent responding.
• Small-group instruction is often more effective in targeting
student needs.
• Instructional groups of 6-8 are generally more effective than
smaller or larger groups or one-to-one instruction.
• Grouping by academic skill levels allows students to learn the
skills most appropriate to them, thus increasing success.

5. SCAFFOLDING INSTRUCTION
• Through deliberate, careful and temporary scaffolding, students learn new
basic skills as well as more complex skills, maintain a high level of success as
they do so, and systematically move towards independent use of the skill.
• Elements of scaffolding instruction:
1. Taking a complex skill (eg. a multistep strategy) and teaching it in manageable
and logical pieces or chunks.
2. Sequencing skills so that they build on each other.
3. Selecting examples and problems that progress in complexity.
4. Providing demonstrations and completed models of problems.
5. Providing hints and prompts as students begin to practise a new skill.
6. Providing aids such as cur cards and checklists to help students remember the
steps and processes used to complete tasks and solve problems.
Ref Page 11

6. ADDRESSING DIFFERENT FORMS OF KNOWLEDGE
Provide instruction that targets different levels or forms of
knowledge.
• Declarative Knowledge – factual (what)
eg. number facts
• Procedural Knowledge – how
eg. two digit multiplication
• Conditional Knowledge – when and when not to apply
eg. problem solving

“DRILL AND THRILL” Vs “DRILL AND KILL”
• Routine practice is an extremely powerful tool that helps students learn and
retain basic skills and facts in a fluent fashion.
• Teaching for automaticity
 Rote learning – repetition (chanting, jingles etc)
 Flashcards
 Interactive Whiteboards
 Games
 Choral Responses – teacher, stimulus, worksheet.
“Development of basic knowledge and skills to the necessary levels of automatic and
errorless performance requires a great deal of drill and practice… Drill and practice
activities should not be slighted as “low level”. Carried out properly, they appear to be
just as essential to complex and creative intellectual performance as they are to the
performance of a virtuoso violinist.”
- Brophy, 1986

STRUCTURE OF AN EXPLICIT LESSON
Opening of the Explicit Lesson
• Gain students’ attention
• Preview
• Review
Body of the Explicit Lesson
• Modelling (I do it.)
• Prompted or guided practice (We do it.)
• Unprompted practice (You do it.)
• Review
• Preview
• Assign independent work
Throughout lesson:
• Involve students
• Monitor performance
• Provide feedback
Ref Page 40

Opening of the Explicit Lesson
• Gain students’ attention
• Preview:
State the goal of the lesson.
Discuss the relevance of the target skill (or
the larger goal). 3 W’s: Why? When? Where?
• Review:
Review critical prerequisite skills.
Throughout lesson:
Ref Page 40
(Demonstrate understanding)

• Modelling (I do it.):
Show and tell (Demonstrate and describe).
3 C’s = Clear, Consistent, Concise.
Involve students.
Throughout lesson:
Ref Page 40
• Prompted or guided practice (We do it.)
Physical prompts
Fade physical prompts
Verbal Prompts
Fade verbal prompts
Visual prompts
Fade visual prompts
Levels of Scaffolding
Tell them what to do.
Ask them what to do.
Remind them what to do.
• Unprompted practice (You do it.)
(Demonstrate understanding)
(Demonstrate understanding) (High rates of accuracy)
(Demonstrate understanding) (High rates of accuracy)

Closing of the Explicit Lesson
• Review critical content.
• Preview the content of the next lesson.
• Assign independent work.
Throughout lesson:
Ref Page 40

INDEPENDENT PRACTICE
Once proficiency has been reached, additional practice over time is needed to maintain
that proficiency.
THE IMPORTANCE OF FLUENCY IN READING
• If students can read words fluently within a text passage, they can focus more of their
attention and working memory on comprehending what they read. Fluent reading at the
word level has been shown to result in increased reading comprehension for many
students, including those with learning disabilities.
IMPLICATIONS FOR READING
• Strong empirical relationship between students’ passage-reading fluency (correct oral
words per minute) and reading comprehension.
- Fuchs, Fuchs, Hosp & Jenkins, 2001

INDEPENDENT PRACTICE
OTHER IMPLICATIONS
• If a student does not have fluent basic computation skills, complex operations will be
interrupted – Woodward, 2006
• When handwriting and spelling are not automatic processes, these deficits can conflict with
generating and structuring content – Torrance & Galbraith, 2006
• Even the most gifted among us reach their pinnacles through practice – and lots of it
– Ericsson & Charness, 1994
• Expertise does not simply depend on innate capacity or ability but to a large degree on
 frequency (every day)
 deliberate (to achieve a specific goal)
 practice over a long period of time
 along with supervision (feedback on performance).
“How do you get to Carnegie Hall? Practice, Practice, Practice”

FEEDBACK
One of the most powerful instructional acts is to provide feedback to students on
their performance.
When providing corrective feedback provide:
• Corrections – teachers must notice every error
• Immediate corrections
• Specific, informative corrections
• A focus on the correct answer versus the incorrect answer
• Corrections using the appropriate tone. Correction should be positive not punitive,
constructive not destructive, respectful not insulting, encouraging not demoralising.
• Opportunities to end every correction with the students giving a correct response.

PRAISE
When students consistently respond correctly, meet behavioural expectations, or
demonstrate exemplary academic or behavioural performances, more elaborate
praise can se offered.
Characteristics of Effective Praise
• Contingent on behaviour that meets requirement
• Specific rather than global
• Highlights success or effort on difficult tasks
• Focuses on effort and achievement
• Compares students past performance
• Is positive, credible and genuine
• Flows with the lesson.

LESSON PACE
Students engage when lessons are delivered at a lively pace, in which the lesson
moves smoothly and quickly from input, to response, to feedback, and back again to
input.
Practices to Improve Lesson Pace
• Be prepared
• Provide just enough thinking time – 3 to 5 seconds
• Provide just enough time for oral, written and action responses
• After providing feedback on a response move on
• Avoid digressions
• Utilise instructional routines.

EXPLICIT VOCABULARY INSTRUCTION ROUTINE
Step 1: Introduce the word.
Step 2: Introduce the meaning of the word.
Step 3: Illustrate with examples.
Step 4: Check student’s understanding.
Ref Page 75

SEMANTIC MAPPING
Ref Page 84
GENOCIDE
Places Characteristics
of Group
Acts of
Genocide
Process of
Genocide
Response to
Genocide
Results of
Genocide
People Associated
with Genocide
People Killed
Germany
Rwanda
Bosnia
Armenia
Religion
Ethnicity
Race
Killing
Massacre
Starvation
Torture
Hatred
Propaganda
Denial
Dehumanisation
Hitler
Third Reich
Pol Pot
Khmer Rouge regime
United Nations
Nuremberg trials
International laws
Jews
Tutsis
Cambodians
Death
Extermination
Annihilation
Elimination

WORD WEBS
Ref Page 87
Presented to fourth graders
pre-
(before)
predict
preface
prepare
preview
preplan
prevent
pretest
Generated by sixth graders
-able
(able)
workable
acceptable
affordable
curable
dependable
spoilable
eatable
lovable
solvable
enjoyable
likable
comfortable

USEFUL REFERENCES AND CHECKLISTS
• Exploring the foundations of explicit instruction – page 247
• Designing lessons – page 248
• Organising for instruction – page 249
• Delivering instruction – page 250
• Providing appropriate independent practice – page 251

LEADING TEACHING AND LEARNING in FNQ
Schools: Charter of Expectations for Schools
• The school has a culture of care and of high expectations, inside and
outside the classroom.
– All students matter, every day.
– All students can achieve high academic results.
– Practices within the school enhance the learning climate and tone.
– Feedback for learning is valued and practised at all levels.
– There are high standards of student behaviour (positive school-wide behaviour,
orderly student movement, high student engagement and motivation within the
classroom).
– There is an emphasis on the uniform and dress code.
– There is an emphasis on achieving consistently high student attendance.
• Curriculum delivery is underpinned by highly effective explicit teaching.
• There is a high level of community engagement and support.
• There are strong relationships between parents and their children’s
teachers.
• School leaders actively coach and support teachers in their skill
development.
• Staff share collective accountability for all student outcomes.

Charter of Expectations for Teaching
School-wide Pedagogy
• Each teacher:
– builds effective relationships with all students
– accepts accountability for each student’s learning
– uses data to inform their teaching and student learning
– plans and teaches each lesson using the accepted explicit teaching model
– uses strategies to move student knowledge from short term to long term memory.
Learning Environment
• Each teacher:
– sets a positive classroom learning tone.
– establishes an atmosphere of high expectations
– focuses on high standards of student presentation and handwriting
– regularly corrects student work and provides feedback to each student
– has a high standard of classroom display that is relevant and educationally
stimulating
Student Engagement
• Each teacher:
– ensures that each student feels valued and respected by them
– ensures that each student is given work and other learning experiences at their ability
level
– supports each student to have friends at school
– engages each student in their progress towards their annual learning goals.

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