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Explicit Teaching

Teachers clearly show students what to do and how to do it. Students are not left to construct this information for themselves. 

Once the teacher has explained the learning intentions and success criteria, making them transparent to students, they demonstrate them by modelling using the Gradual Release Model 'I Do, We Do, You do'. 

I DO- 

• Model the skill through a step by step think-aloud. This is a time to show your brain thinking through the process

• Non interrupted time

• Verbally link modelling back to the LI and SC

WE DO-

• Occurs once the teacher has modelled and believes students are ready to practice the presented skill. Can be done by:

  • Whiteboard

  • Pair and share

  • Manipulatives 

• The 'We Do' should be short and targeted

• The ‘We do’ allows you to gauge the students and determine who may require more explicit instruction before completing the ‘You do’.

• Students may be working in small, flexible groups or pairs

• Students are fully engaged in this portion of the lesson.  The student is participating in guiding practice.

• The teacher is continuously monitoring student attainment of skill through formative assessment

• Questioning occurs during and at the end of the ‘we do phase’ 

Explicit teaching resource

Dialogic Talk

Supports students to develop common understanding through structured questioning and discussion. Students are given the opportunity to share ideas/thinking with partner, in small groups or as a class.

Check for Understanding

The teacher continually checks for understanding.

• Continually verify students are learning what is being taught while it is being taught

• It allows you to make instructional decisions during the lesson- speed up, slow down or re-teach

• It allows you to measure and monitor student learning in real time

• It ensures high student success because you revise teaching in direct response to student learning

• It prevents students from practicing and reinforcing their mistakes

Examples on how to check for understanding:

• Teach first (before you ask the question- equal opportunity)

• Ask a specific question (about what you just taught- no opinions)

• Pause, Pair-Share, and Point (wait 3-5 secs or up to 8-10 sec for EAL)

• Pick a non-volunteer (to measure everyone is learning)

• Listen to the response (to make a decision)

• Effective Feedback (Echo if correct, Elaborate if tentative or Explain if incorrect)

(Source:https://dataworks-ed.com/blog/2014/07/tapple-how-to-check-for-understanding/)