Why explicit instruction?

Explicit instruction is a systematic instructional approach that includes set of delivery and design procedures derived from effective schools research merged with behavior analysis. There are two essential components to well designed explicit instruction: 

(a) visible delivery features are group instruction with a high level of teacher and student interactions, and 

(b) the less observable, instructional design principles and assumptions that make up the content and strategies to be taught. *

One of the greatest tools available to us in this pursuit is explicit

instruction — instruction that is success oriented systematic, direct, engaging, and success oriented. The effectiveness of explicit instruction has been validated again and again in research involving both general education and special education students. While it has proven to be very helpful for normally progressing students, it is essential for students with learning challenges. Explicit instruction is absolutely necessary in teaching content that students could not otherwise discover. **

*Explicit Instruction: NCAC Effective Classroom Practices Report By Tracey Hall, Ph.D., Senior Research Scientist, NCAC June 2002 National Center on Accessing the General Curriculum

**Explicit Instruction: Effective and Efficient Teaching By Anita L. Archer and Charles A. Hughes pg. vii

Barak Rosnshine shares “10 research based principles of instruction, along with suggestions for classroom practice. These principles come from three sources: (a)research in cognitive science, (b) research on master teachers, and  (c) research on cognitive supports…

The following is a list of some of the instructional principles that

have come from these three sources…:

• Begin a lesson with a short review of previous learning.
• Present new material in small steps with student practice after each step.
• Ask a large number of questions and check the responses of all students.
• Provide models.
• Guide student practice.
• Check for student understanding.
• Obtain a high success rate.
• Provide scaffolds for difficult tasks.
• Require and monitor independent practice.
• Engage students in weekly and monthly reviews. *

The Meadows Center for Preventing Educational Risk &  George W. Bush Institute state that educators should "provide explicit instruction for important words.

Teachers identify the important academic or concept words students need to learn to master the key ideas being taught. They introduce these words with a picture, video, or other demonstration to make the words vivid. Teachers then engage students in a discussion about what the words mean and don’t mean, extending this understanding to the text and important ideas they are learning. A critical next step for teachers is to return to these words regularly throughout the lesson

and instructional unit to ensure that students can correctly use the words inspeaking and writing tasks. **

*Principles of Instruction: Research-Based Strategies That All

Teachers Should Know By Barak Rosenshine American Educator: Spring 2012