According to the book by Archer and Hughes, explicit instruction is defined as the following:
EXPLICIT INSTRUCTION: a structured, systematic, and effective methodology for teaching academic skills. It is a direct approach to teaching using instructional design and delivery procedures. Explicit instruction includes scaffolding, clear expectations and demonstrations of the instructional learning target, and supported practice with feedback until mastery is achieved.
The book defines 16 elements of explicit instruction:
Instruction should be focused on content that will empower students in the future and match students’ instructional needs.
Sequence skills to be taught in a logical way to support student understanding and mastery.
Break down complex skills and strategies into smaller instructional “chunks”.
Lessons are organized and focused to make optimal instructional time.
Lessons should begin with a clear statement of the lesson goal/objective and the expected outcome.
Review prior skills and knowledge before beginning instruction.
Provide step-by-step demonstrations and modeling of the task or procedure, including a think-aloud as you complete the skill.
Use clear and concise language related to the task.
Provide an ample number of examples (or non-examples).
Provide guided support during skill practice.
Require a high level of student-teacher interaction through questioning and student response.
Monitor student performance very closely to ensure a task is being completed correctly.
Provide immediate affirmative and correct feedback.
Deliver lessons at an appropriate pace to optimize instructional time.
Help students to organize their new knowledge.
Students should have multiple opportunities to practice a skill over time.
METHODS of Explicit Instruction
To accomplish and fully implement the 16 elements of explicit instruction, teachers should incorporate the following methods in their instruction:
1. Optimize Engagement and Time On Task
Increasing instructional time DOES NOT mean an increase in student learning. There must be a balance between the quantity and quality of instruction.
Teachers have Available Time – The amount of time available for ALL activities during the school day/year.
Teachers have Allocated Time – The amount of time dedicated to teaching academic content.
There is also Academic Learning Time – The amount of time students are SUCCESSFULLY engaged in academic tasks.
Research presented in Explicit Instruction found that on average, 70% of a school day is Allocated Time for instruction (4 hours). Of that 70%, students are engaged half of that time – about 40% (2 hours). The amount of time students engaged in ACADEMIC tasks is only 20% of each day (1 hour). By increasing the time that students are engaged in academic learning and on task, you increase student achievement.
2. Work Toward High Levels of Success
Student engagement is important but student success is equally important. A student can be engaged, but not performing a skill correctly. To ensure high levels of student success, be sure that the tasks required of students are not beyond their ability level. Make sure students are actively listening and participating and monitor student responses for immediate feedback.
3. Start Lessons on Time and Stick to a Schedule
The more content that is covered, the greater the potential for student learning. The first thing that needs to be done is to identify essential standards that must be emphasized and less critical skills that can be deemphasized. How those standards are taught IS explicit instruction. Avoid digressions, keep transitions quick, and ensure students know routines and procedures with automaticity.
4. Teach in Groups (Whole Group, Small Group) as Much as Possible.
Rather than having students complete seat work, like what typically happens during “centers”, direct teaching to a group is the most effective. Teachers should begin with direct instruction to a whole group and then follow up with instruction to small groups based on instructional needs.
5. Scaffold Instruction
Scaffolding is an approach that provides the needed support for students to bridge the gap between their current abilities and their academic goals. Scaffolding is used to ensure student success and to build confidence in students as they learn.
6. There Are Different Forms of Knowledge
Students should be given instruction that supports different levels of knowledge. Skills should initially be presented at the Declarative Knowledge level. This is the factual level. Students must understand the basics of a task or skill before they can move on to the next knowledge level, Procedural. Procedural Knowledge is the how of a skill. Students learn how to perform a skill or strategy. Finally, there is Conditional Knowledge which is knowing when and when not to use a skill or strategy.
The majority of the content in Explicit Instruction is focused on:
Lesson Design – Elements of a quality lesson plan
Organizing the Classroom for Instruction - Desk arrangement, materials organization, rules, routines, and procedures
Delivering Instruction – How to engage students through student response
Delivering Instruction – Giving feedback
Independent Practice of Skills Learned
While the title of Explicit Instruction states “What Works for Special-Needs Learners” the research-based information provided is good for ALL students.
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