HLP #16 Use Explicit Instruction

Summary

This video delves into High-Leverage Practice (HLP) 16, which focuses on using explicit instruction to enhance student learning. The video breaks down explicit instruction into four key components: logical lesson sequencing, clear models and explanations, multiple opportunities for student response and feedback, and using examples and non-examples to clarify content. Through real-life classroom examples, the video demonstrates how teachers, especially those working with students with disabilities, can implement explicit instruction to support effective learning. The intensity of this approach adapts to the unique needs of students, ensuring targeted, efficient teaching.

Takeaways

• 😀 Explicit instruction is a highly researched and effective teaching approach, especially for students with disabilities.
• 😀 Explicit instruction involves teacher behaviors that support student outcomes by focusing on critical content and breaking down complex skills.
• 😀 The 'I do, we do, you do' model is a key part of explicit instruction, where teachers first model, then guide, and finally let students practice independently.
• 😀 Special education teachers should adjust the intensity of explicit instruction based on students' needs, using data to guide decisions.
• 😀 Component 1: Lessons should be sequenced logically, starting from the simplest concepts to the most complex, with clear instructional objectives.
• 😀 Component 2: Teachers must provide clear models and explanations, allowing students to see the thinking process behind solving problems.
• 😀 Component 3: Explicit instruction should offer multiple opportunities for students to respond, with feedback that helps deepen their learning.
• 😀 Component 4: Teachers should use both examples and non-examples to highlight key concepts and clarify content for students.
• 😀 Pacing of lessons is critical—too slow can lead to boredom, while too fast may overwhelm students.
• 😀 Feedback in explicit instruction should be specific, tied to performance, and help students understand how to improve or why their answer is correct.
• 😀 Explicit instruction is beneficial not only for students with disabilities but for all learners, and it can be adapted across various grade levels and subject areas.

Q & A

What is explicit instruction?

Explicit instruction is a highly researched teaching method where the teacher clearly defines and models the content, guides students through practice, and provides opportunities for independent practice with meaningful feedback. It is designed to meet the needs of students with disabilities by breaking down complex skills into manageable parts and providing clear instructions.

What are the four key components of explicit instruction?

The four key components of explicit instruction are: 1) Use a logical sequence within lessons, 2) Provide clear models and explanations of content, 3) Provide multiple opportunities to respond with appropriate feedback, and 4) Provide a range of examples and non-examples to highlight content.

How does explicit instruction help students with disabilities?

Explicit instruction helps students with disabilities by offering a structured, clear, and focused approach to learning. The method breaks down complex skills into smaller, more manageable steps, uses clear language, and provides opportunities for students to practice and receive immediate feedback, which is particularly beneficial for students with varying learning needs.

What is the role of feedback in explicit instruction?

Feedback is crucial in explicit instruction as it helps students understand how well they are performing. It should be specific and tied directly to the student’s performance, providing either corrective or affirmative feedback that can guide further learning and help students improve their skills.

Why is it important to sequence lessons logically in explicit instruction?

Sequencing lessons logically ensures that content is introduced in a way that progresses from the simplest to the most complex. This helps students build on prior knowledge and master foundational concepts before tackling more advanced material, reducing confusion and enhancing learning.

What is the significance of the 'I do, we do, you do' instructional sequence?

'I do, we do, you do' is a core instructional sequence in explicit instruction. It starts with the teacher modeling how to perform a task ('I do'), followed by guided practice with teacher support ('we do'), and ends with independent student practice ('you do'). This structure ensures that students receive ample support while learning new skills and have the chance to practice independently once they are ready.

How does explicit instruction ensure student engagement?

Explicit instruction keeps students engaged by providing multiple opportunities for them to respond and interact with the content. This keeps the pace brisk and ensures that students remain active participants in their learning process, preventing boredom and reinforcing learning through repeated practice and feedback.

What is the importance of using examples and non-examples in explicit instruction?

Using examples and non-examples helps clarify concepts by showing what the content is and what it is not. Non-examples are particularly important because they highlight misunderstandings or common misconceptions, helping students draw clear distinctions and deepen their understanding of the content.

How should teachers adjust the intensity of explicit instruction for students with disabilities?

The intensity of explicit instruction should be tailored to the specific needs of students with disabilities. Special education teachers or specialists should use data to inform decisions about group sizes, the level of support required, and how often instruction needs to be delivered, ensuring that the instruction is appropriately intense and effective for each student.

What are the potential challenges of using explicit instruction, and how can they be addressed?

One challenge of explicit instruction is maintaining an appropriate pace; too slow can lead to boredom, while too fast can overwhelm students. Teachers can address this by adjusting the pace based on student responses, offering varied opportunities for students to engage, and providing immediate feedback to guide the learning process. Monitoring student progress and making adjustments as needed is key to overcoming this challenge.