Explicit Instruction
Explicit instruction is used to:
● introduce a new or challenging concept or skill
● reinforce or further develop a skill or concept
● connect new skills, concepts, or strategies to prior learning, and correct misunderstandings
● provide a rationale for the learning
● instruct in how to approach the content or skills needed to acquire, process, express, and apply learning
● communicate or co-construct clear success criteria about students’ learning to facilitate teacher feedback
Teacher: Planning for Explicit Instruction
● Begin by assessing students’ literacy skills (speaking, reading, and writing) and/or understanding of concepts in relation to curriculum outcomes, and identify any learning gaps and misconceptions students may have.
● Use evidence from prior assessments to determine the learning intention for the lesson.
● Identify what students should know and/or be able to do at the end of instruction (i.e., learning target).
● Determine the method of assessment of the learning target.
● Break the skills or concepts into small, incremental chunks for instruction.
● Incorporate students’ interests, needs, learning preferences, and lived experiences into learning experiences.
● Identify the background knowledge and vocabulary students will need to learn as part of the explicit instruction.
● Select mentor texts for modeling skills, concepts, and strategies.
● Provide EAL/FAL students with word banks and scaffolding materials with the required terminology
What the teacher is doing
Delivering focused mini lessons which model concepts and skills through the use of mentor texts, guided reading, read alouds, think alouds and write alouds
Setting students up for success and independent practice
Answering students’ questions to avoid students’ misunderstanding
Providing checklists for self-evaluations
What the students are doing
Actively listening and taking notes
Discussing and showing their understanding of the lesson so any needed support can be provided
EAL/FAL students are taking notes and keeping graphic organizers in their first language
Teacher: Reflecting after Explicit Instruction
● Assess students’ understanding using informal assessments, conversations and observations to inform instruction
● Prepare further mini-lessons based on assessments
● Develop opportunities for peer teaching
● Select further mentor texts for explicit instruction, supportive instruction/guided practice, and student collaboration
Teacher Support Documents
Some topics requiring explicit teaching within the curriculum involve difficult history or sensitive subject matter. These documents are meant to give teachers suggestion in how to approach these topics in in ways that are culturally responsive, developmentally appropriate, and affirm the well-being and achievement of all students.
According to the research,
Students experience increased achievement when teachers:
● provide explicit instruction and model all elements of reading comprehension strategies (before, during, and after) and writing processes and strategies using mentor texts related to the skill, concept, or strategy being taught.
● provide detailed step-by-step instructions on applying a strategy, why and when the strategy is useful, and how to adjust it to support different tasks.
● remind students of the strategies until they become ingrained.
● teach students that readers and writers use similar strategies, knowledge, and skills to create meaning.
Students state that they experience increased achievement when teachers:
● think aloud to make content more understandable.
● demonstrate enthusiasm about reading, which impacts their reading habits and attitudes.
● provide adequate descriptive and effective feedback that is related to the learning targets and/or success criteria
● provide scaffolding materials and sample texts to activate prior knowledge and build background knowledge
To print Explicit Instruction, click here.