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E is for Explicit Instruction - it requires will and skill
E is for Explicit Instruction - it requires will and skill
Explicit Instruction is the second pillar of Yarrabah’s framework. Explicit Instruction has been described as being at the heart of scientific-based interventions for special needs learners and actions taken to reduce the number of students requiring more intensive intervention (Archer and Hughes). Explicit instruction is systematic, direct, engaging, and success oriented—and has been shown to promote achievement for all students.
"The terms explicit teaching or direct instruction are summary terms for recent findings on effective teaching. They refer to a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding and achieving active and successful participation by all students" (p.34) Rosenshine 1987
Explicit instruction is one of Hattie’s top ten high impact teaching (HIT) strategies.
Yarrabah school will continually provide staff opportunities to learn, adopt and implement an explicit instructional approach with reference to current research that demonstrates, structure, systematic and effective teaching methodology.
Yarrabah School commonly refers to the 'Gradual Release of Responsibility Model', or 'Scaffolded Instruction' as the lesson structure. This model provides teachers with a successful approach for moving classroom instruction from teacher-centred, whole group delivery to student-centred collaboration and independent practice.
Sometimes referred to as “I do, we do, you do,” this model proposes a plan of instruction that includes demonstration, prompt, and practice.
The elements within this pillar also recognise Direct Instruction (Zig Engelmann), Explicit Instruction (John Fleming), High Impact Instruction (Jim Knight), Visible Learning (John Hattie) and the Science of Learning by Lorraine Hammond.
Recommended Reading Links:
Archer A and Hughes C (2011) ‘Exploring the foundations of explicit instruction’ in Explicit Instruction: Effective and Efficient Teaching, The Guildford Press.
Ellis E and Worthington L (1994) ‘Research Synthesis on Effective Teaching Principles and the Design of Quality Tools for Educators’, Technical Report No. 5., National Center To Improve the Tools of Educators.
Hughes CA, Morris JR, Therrien WJ and Benson SK (2017) ‘Explicit Instruction: Historical and Contemporary Contexts’, Learning Disabilities Research & Practice, 32:140-148.
Kirschner P, Sweller, J and Clark R (2006) ‘Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching’, Educational Psychologist, 41(2):75-86.
Lorraine Hammond - Explicit Instruction – Why What You Say Matters
Martin AJ and Evans P (2018) ‘Load reduction instruction: Exploring a framework that assesses explicit instruction through to independent learning’, Teaching and Teacher Education: An International Journal of Research and Studies, 73(1):203-214.
Sweller J, van Merrienboer J and Paas F (1998) ‘Cognitive Architecture and Instructional Design’, Educational Psychology Review, 10:251–296.
Rosenshine B (1986) ‘Synthesis of research on explicit teaching’, Educational Leadership, 4:60-69.
Rosenshine B (1986) ‘Synthesis of research on explicit teaching’, Educational Leadership, 4:60-69.
Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12–39.
Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12–39.
Sweller J, van Merriënboer J and Paas F (2019) ‘Cognitive Architecture and Instructional Design: 20 Years Later’. Educational Psychology Review, 31:261–292.
Effective Instruction - Good to Great Schools Australia
Towards a Moving School: Developing a Professional Learning and Performance Culture
By John Fleming and Elizabeth Kleinhenz
EXPLICIT INSTRUCTION
EXPLICIT INSTRUCTION
EFFECTIVE AND EFFICIENT TEACHING
EFFECTIVE AND EFFICIENT TEACHING
By Anita L. Archer and Charles A. Hughes
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