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Background Information: Mercer and Mercer (2005) suggest that instructional models may range from explicit to implicit instruction: Explicit Instruction, Interactive Instruction, Implicit Instruction (CA Math Framework). At SBCUSD, we feel new teachers need to start with Explicit Direct Instruction (EDI) because it supports strong classroom management through clear structure, predictable routines, and consistent procedures. When teachers explicitly teach and model both academic content and classroom routines—like how to enter the room, ask for help, or transition between activities—students know exactly what’s expected of them. This reduces confusion, limits downtime, and minimizes behavior issues. Clear, direct instruction combined with practiced procedures helps create a calm, focused learning environment where students can thrive.
Explicit Direct Instruction (EDI) is a structured teaching framework designed to maximize student learning. It consists of a sequenced lesson design with clear steps to engage students, teach new material, and check for understanding. EDI lessons are built around seven key components. Below, you will find a detailed explanation of each component of the EDI model. Also included are the connections to the How People Learn Principles, which are based on the Science of Learning research by Pellegrino. Click here for a complete description of the How People Learn Principles.
Components of an Explicit Direct Instruction (EDI) Lesson
Component #1:
Learning Objective (Learning Intention & Success Criteria): Every EDI lesson begins with a clear, specific learning objective (which includes the learning intention and success criteria in SBCUSD). The teacher states what students should know or be able to do by the end of the lesson and how they will know they are successful. A well-crafted learning objective provides focus and purpose for the lesson. It tells students what they are aiming to learn and sets the stage for everything that follows. This objective is communicated in student-friendly language (often written on the board and stated aloud). It is important to ensure students understand and can clearly articulate the Learning Intentions and Success Criteria. Here is a guide for teaching students the intentions and criteria using the TAPPLE method.
Component #2:
Prior Knowledge (APK): In an EDI lesson, the teacher deliberately links the lesson's objective to prior learning. The idea is to make connections between what students already know and the new content. During this phase, the following principles of How People Learn can be integrated.
HPL #1 Students' Prior Knowledge and Conceptions Matter: Students enter the classroom with pre-existing knowledge, beliefs, and experiences that influence how they understand new material. Effective teaching must elicit and build on students' prior knowledge. This principle stresses that instruction should start by finding out what students already believe and know about a topic.
HPL #4 Learning is Socially Constructed: Learning is fundamentally interpersonal and social in nature. Even when working alone, learners rely on knowledge that is culturally and socially transmitted (through language, books, tools, etc.). Often, people learn by interacting with others: observing a teacher or peer (a "more knowledgeable other") demonstrate or model a skill, or by collaborating with peers to discuss and solve problems. In a classroom, this means students learn through dialogue, asking and answering questions, explaining their ideas to others, and seeing how others approach the same task. When learners work together, they make their thinking visible and can challenge and extend each other's ideas, leading to deeper understanding. This principle reminds us that effective instruction should include social interaction, such as class discussion, cooperative learning, and teacher modeling, as a core element of learning.
Component 3:
Concept Development: The teacher explicitly teaches the concept, often starting with a "big idea" definition or rule, then breaking it down with examples. Essentially, the teacher is modeling the thinking process and explaining the concept step-by-step. During this phase, the following principles of How People Learn can be integrated.
HPL #2 Deep Foundational Knowledge in Context: The content and organization of knowledge greatly affect learning. To develop true competence in any subject, students need (a) a deep base of factual knowledge, (b) an understanding of facts and ideas within a conceptual framework, and (c) the ability to organize knowledge in ways that facilitate retrieval and application. In other words, students learn new ideas best when those ideas are connected to a bigger picture or "big ideas" of a discipline and when information is well-structured. Teaching should help students connect facts to concepts and see how new knowledge fits into what they already know, which in turn supports transfer of learning to new situations.
HPL #4 Learning is Socially Constructed: Learning is fundamentally interpersonal and social in nature. Even when working alone, learners rely on knowledge that is culturally and socially transmitted (through language, books, tools, etc.). Often, people learn by interacting with others: observing a teacher or peer (a "more knowledgeable other") demonstrate or model a skill, or by collaborating with peers to discuss and solve problems. In a classroom, this means students learn through dialogue, asking and answering questions, explaining their ideas to others, and seeing how others approach the same task. When learners work together, they make their thinking visible and can challenge and extend each other's ideas, leading to deeper understanding. This principle reminds us that effective instruction should include social interaction - such as class discussion, cooperative learning, and teacher modeling - as a core element of learning.
Component 4:
Skill Development: This is the "I do" portion where the teacher models procedures or algorithms. The teacher continues to check for understanding and by the end of this step, students have seen how to apply the concept and have a clear example to follow. During this phase, the following principles of How People Learn can be integrated.
HPL #2 Deep Foundational Knowledge in Context: The content and organization of knowledge greatly affect learning. To develop true competence in any subject, students need (a) a deep base of factual knowledge, (b) an understanding of facts and ideas within a conceptual framework, and (c) the ability to organize knowledge in ways that facilitate retrieval and application. In other words, students learn new ideas best when those ideas are connected to a bigger picture or "big ideas" of a discipline and when information is well-structured. Teaching should help students connect facts to concepts and see how new knowledge fits into what they already know, which in turn supports transfer of learning to new situations.
HPL #4 Learning is Socially Constructed: Learning is fundamentally interpersonal and social in nature. Even when working alone, learners rely on knowledge that is culturally and socially transmitted (through language, books, tools, etc.). Often, people learn by interacting with others: observing a teacher or peer (a "more knowledgeable other") demonstrate or model a skill, or by collaborating with peers to discuss and solve problems. In a classroom, this means students learn through dialogue, asking and answering questions, explaining their ideas to others, and seeing how others approach the same task. When learners work together, they make their thinking visible and can challenge and extend each other's ideas, leading to deeper understanding. This principle reminds us that effective instruction should include social interaction, such as class discussion, cooperative learning, and teacher modeling, as a core element of learning.
Component 5:
Guided Practice: After teaching the concept and demonstrating the skill, the lesson moves into Guided Practice (the "We do" portion). Here, students actively practice the new skill or apply the concept under teacher guidance. The teacher guides students through the practice by circulating the room, assisting where needed, and checking for understanding (asking students to explain their reasoning or show their answers). In EDI, guided practice is interactive. Often, teachers incorporate Pair-Share discussions and use of student whiteboards or other response techniques so every student is engaged in practicing.
Component 6:
Relevance: EDI lessons include a step to make learning relevant to students. This can be done at various points (sometimes at the beginning as a "hook" or at the end as an application). The teacher explicitly connects the lesson to real-life contexts or student interests, helping students see why the learning matters. The Relevance component increases student motivation and helps knowledge stick by linking it to things students care about or experiences they may encounter.
Component 7:
Closure: Every EDI lesson ends with Closure, which is a brief review and wrap-up. In Closure, the teacher revisits the learning objective and has students summarize what they learned. This might involve asking students to answer a final question, having a few students share something they learned, or doing a quick activity (like an exit ticket or short quiz) to assess understanding. Closure solidifies the key points of the lesson in students' minds and lets the teacher evaluate if the objective was met. During this phase, the following principle of How People Learn can be integrated.
HPL #3 The Importance of Metacognition (Thinking about Thinking): Learning improves when learners monitor their own thinking and strategies. This reflective process, called metacognition, involves students actively thinking about how they are learning - checking what they understand or don't understand, and whether they are making progress toward learning goals. Students should learn to ask themselves questions like, "Do I get this?, How does this new information fit with what I already know?, and What strategies can I use if I'm stuck?". Teaching should incorporate opportunities for students to plan, monitor, and reflect on their learning. Research shows that when students engage in metacognitive activities (such as self-checks or explaining their reasoning), they become better at regulating their own learning - they can adjust strategies, seek help, and ultimately learn more deeply. Thus, an effective learning environment guides students to think about their own thinking and to use strategies for understanding and solving problems.
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