Explicit Instruction

Summary

This video delves into the power of explicit instruction in the classroom, focusing on its effectiveness in supporting student success. It highlights the gradual release of responsibility model, which transitions from teacher-led instruction (I Do) to guided practice (We Do) and finally independent practice (You Do). The video emphasizes how clear explanations, targeted practice, and formative assessments foster student engagement and mastery. It also covers the use of matched problem pairs in mathematics to address misconceptions and promote retention, illustrating the importance of structured, scaffolded learning for long-term success.

Takeaways

• 😀 Explicit instruction involves clear explanations, modeling, and guidance to make learning understandable and increase student success.
• 😀 Research supports explicit instruction as effective, especially for novice learners, in promoting better learning outcomes.
• 😀 Explicit instruction and discovery learning are not opposites, but rather exist on a continuum where novice learners start with explicit instruction and gradually transition to discovery-based learning.
• 😀 The Gradual Release of Responsibility (GRR) model, based on the phases of 'I do, We do, You do', is central to explicit instruction, allowing teachers to gradually transfer responsibility to students.
• 😀 In the 'I do' phase, the teacher leads with explicit instruction, breaking down concepts into smaller, manageable steps to reduce cognitive load.
• 😀 The 'We do' phase involves guided practice, where responsibility is slowly shifted to students while the teacher continues to check for understanding and provide support.
• 😀 The 'You do' phase allows students to practice independently, fostering confidence and fluency as the teacher provides minimal scaffolding and support.
• 😀 Formative assessments, such as whiteboard responses and questioning, are key tools for checking student understanding throughout the lesson.
• 😀 Matched problem pairs are a useful strategy in explicit instruction, allowing students to focus on specific skills or concepts by solving two problems that are structurally identical but differ in one key aspect.
• 😀 The resources support teachers in breaking learning objectives into smaller chunks and anticipating potential misconceptions to help ensure targeted instruction and success.
• 😀 Ongoing practice, regular checks for understanding, and responsive reteaching are essential components in ensuring student mastery and retention of key concepts and skills.

Q & A

What is the primary focus of explicit instruction in the classroom?

The primary focus of explicit instruction is to provide clear and direct explanations, modeling, and guidance to students, making learning easier to understand and increasing their chances of success.

How does explicit instruction differ from discovery learning?

Explicit instruction involves structured guidance from the teacher, starting with direct instruction and gradually transferring responsibility to the student. Discovery learning, on the other hand, encourages students to explore concepts on their own. Both can be viewed as part of a continuum, with novice learners starting with explicit instruction and moving towards discovery learning as they gain mastery.

What is the Gradual Release of Responsibility (GRR) model, and how does it work?

The Gradual Release of Responsibility model is a key framework in explicit instruction. It involves three phases: 'I do' (teacher-led instruction), 'We do' (guided practice with teacher support), and 'You do' (independent student practice). This model helps students transition from receiving full guidance to practicing independently while ensuring they develop mastery.

How does the 'I do' phase contribute to student learning?

In the 'I do' phase, the teacher provides explicit instruction, modeling the skill or concept while breaking it down into smaller steps. This phase sets the foundation for understanding by reducing cognitive load, making complex concepts more accessible for students.

What role does the 'We do' phase play in explicit instruction?

The 'We do' phase involves guided practice, where the teacher works with students, checking for understanding and offering support as needed. This phase is dynamic, with continuous interaction between teacher and students, ensuring that students can practice the skill with guidance before transitioning to independent work.

What is the purpose of the 'You do' phase in the Gradual Release of Responsibility model?

The 'You do' phase allows students to practice independently, with the teacher gradually withdrawing scaffolds and support. This phase promotes student confidence, fluency, and independence as they apply the learned skills on their own.

Why are formative assessments important during explicit instruction?

Formative assessments, such as questioning and observing student responses, help teachers monitor student progress and identify areas where students may be struggling. This allows teachers to provide targeted support, reteach concepts if necessary, and ensure students achieve mastery before moving on.

What is the role of matched problem pairs in explicit instruction, particularly in math?

Matched problem pairs are pairs of problems that are identical except for one key aspect. This approach allows students to focus on mastering a specific skill or concept without being distracted by other variables. By solving one problem with guidance and then independently solving a similar problem, students reinforce their understanding and improve retention.

How does explicit instruction help with student motivation and retention?

Explicit instruction provides structured support and scaffolding, allowing students to succeed step by step. This leads to increased motivation as students experience success, and the repeated practice helps with long-term retention of key concepts and skills.

What types of resources are provided in explicit instruction to aid teachers?

The resources provided in explicit instruction include clear lesson structures, guidance on the different phases (I do, We do, You do), strategies for checking understanding, and options for reteaching concepts if needed. These resources help teachers ensure that lessons are well-paced, interactive, and responsive to student needs.