DESIGNED BY JAMIE CLARK | @XPATEDUCATOR

A one-pager summarising ideas from

EXPLICIT INSTRUCTION
the book Explicit Instruction Effective &
Efficient Teaching.

ANITA L. ARCHER &

EXPLICIT INSTRUCTION DELIVERING INSTRUCTION THE RELATIONSHIP BETWEEN THE 4 ESSENTIAL DELIVERY SKILLS
CLEAR INSTRUCTION, DESIGN AND DELIVERY THE 4 ESSENTIAL DELIVERY SKILLS
INPUT QUESTION RESPONSE MONITOR FEEDBACK
Explicit instruction is a structured and systematic teaching 1. Require frequent responses from everyone.
approach that provides clear instruction, design, and make elicit a unison
2. Monitor student performance carefully. present new circulate room make it
delivery procedures to maximise students’ academic instruction response
3. Immediate affirmative & corrective feedback. information in and check affirmative and
growth. The approach incorporates various supports and interactive - to involve
small blocks. understanding. corrective.
scaffolds, guiding students through the learning process 4. Deliver the lesson at a brisk pace. give think time. everyone.
with explicit explanations, demonstrations, and supported
practice. The goal is to foster independent mastery by
offering clear statements about the purpose and rationale
of learning, checking for understanding, and ensuring active
and successful participation by all students. LESSON OPENING LESSON BODY LESSON CLOSING

MODELLING
MODELLING GUIDED PRACTICE PRACTICE
PRACTICE

DEMONSTRATE UNDERSTANDING

DEMONSTRATE UNDERSTANDING

DEMONSTRATE UNDERSTANDING

DEMONSTRATE UNDERSTANDING
THE 6 KEY PRINCIPLES GAIN ATTENTION REVIEW
I DO ITI DO IT WE DOWEITDO IT YOUYOU DO IT
DO IT
MAXIMISE STUDENT ENGAGEMENT AND LEARNING
1. Optimise engaged time on task and active participation. PREVIEW SHOW & TELL FADE PROMPTS NO SUPPORT REVIEW
2. Promote high levels of success (80% correct/accurate). State the goal of the Demonstrate the 1. Physical prompts 1. Present similar Review the critical
lesson and discuss skill and describe 2. Verbal prompts problems or tasks. content covered.
3. Increase content coverage to maximise learning. what is being done 3. Visual prompts
4. Have students spend more time in instructional groups. the relevance of the PREVIEW
target skill. using several 2. Students
5. Scaffold instruction by providing support and guidance. different models. REDUCE LEVELS complete one item at Preview the content
6. Address different forms of knowledge at differing levels. REVIEW OF SCAFFOLDING a time. of the next lesson.
THINK ALOUD 1. Tell them...
Review the critical 3. Check students’ ASSIGN
prerequisite skills Consistently use 2. Ask them...
relevant language 3. Remind them... answers and provide Assign independent
required. feedback after each work if students are
This time, and only describe ...what to do.
let’s remove the key actions. item. at the right stage.
the support...
80%
THROUGHOUT THE LESSON: INVOLVE STUDENTS. MONITOR PERFORMANCE. PROVIDE FEEDBACK
60%
90
40%
ACTIVE PARTICIPATION
ELICIT FREQUENT RESPONSES FROM ALL ACTION WRITTEN ORAL
HIGH LEVELS OF SUCCESS RESPONSES RESPONSES RESPONSES
To be truly effective, instruction must be
WORK TOWARDS INDEPENDENT PRACTICE interactive. Active participation means eliciting
Research shows that in order to reach proficiency and build frequent responses from ALL students in ■ HAND SIGNALS: Put up ■ MINI-WHITEBOARDS ■ CHORAL RESPONSES:
fluency, both practise and specific feedback on the quality the lesson by getting them to say, write or do fingers to show answer. Everyone say it in unison.
of students’ work are key. Focus on skills, concepts, and something concrete. In the act of responding, ■ RESPONSE CARDS:
rules that are unknown to students and critical to academic ■ ENACTING: Act out solid, Yes/No, True/False, ■ THINK, PAIR, SHARE
students are actively retrieving, rehearsing and
performance. Embed deliberate practice sessions into your practising the information, concepts, skills, or liquid and gas. ■ HINGE-QUESTIONS ■ PAUSE PROCEDURE: 2
lessons and vary the application of the skill by bringing in strategies being taught. The overall goal is to ■ GESTURES: Make a minute paired discussion.
previous material. Distribute practice sessions over time ■ EXIT TICKET
increase the number of successful responses shape with hands or use ■ NUMBERED HEADS: call
and test knowledge with frequent and varied retrieval tasks. and aim for at least 80% accuracy. facial expressions. ■ WRITTEN SUMMARY numbers to get response.

READ THE BOOK FOR DEEPER INSIGHT: EXPLICIT INSTRUCTION: EFFECTIVE AND EFFICIENT TEACHING BY ANITA L. ARCHER AND CHARLES A. HUGHES, 2011