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��������Explicit Instruction:�Effective and Efficient Teaching � �������

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How well you teach =

How well they learn

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How well they learn =

How well you taught

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Every day, in every class, every student participates by speaking, writing, or doing.

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Session #1 ��Introduction to �Explicit Instruction

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Anita L. Archer, PHD�Author, Consultant, Teacher�archerteach@aol.com

�Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. Guilford Press.

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Videos that illustrate explicit instruction can be found on this website:� www.explicitinstruction.org

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The slides in this presentation were designed by Anita Archer and modified as needed by the trainer.

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Active Participation during Sessions

  • Unison Choral Responses (Short and Same Answers)
  • Choral Reading
  • Cloze Reading
  • Partner Sharing (1 and 2)
  • Team Sharing (Check and Add)
  • Individual Responses
    • Non-Volunteers
    • Whip Around or Pass
  • Hold-up — Response Sheets
  • Hold-up — Fingers
  • Written Responses
    • Best Practices in Session
    • Preparation for Sharing
    • Brain Drains
    • Summaries
  • Questions (sticky notes)

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Make a response sheet.

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Purposes of Explicit Instruction Academy

  • Affirm�
  • Remind�
  • Expand�
  • Apply

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  • Prepare to Share

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Explicit Instruction Series

  • Session #1   Explicit Instruction — Introduction
  • Session #2    Design of Instruction — Skills and Strategies
  • Session #3    Design of Instruction —Vocabulary and Knowledge
  • Session #4    Design of Instruction — Academic Rules
  • Session #5    Organizing for Instruction — Behavioral Expectations
  • Session #6 Delivery of Instruction — Eliciting Frequent Responses
  • Session #7    Delivery of Instruction — Other Delivery Skills
  • Session #8 Effective Practice   

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Explicit Instruction Series

  • Session #1   Explicit Instruction — Introduction
  • Session #2    Design of Instruction — Skills and Multi-Step Strategies
  • Session #3    Design of Instruction — Vocabulary and Knowledge
  • Session #4    Design of Instruction — Academic Rules and If-Then Relationships
  • Session #5    Organizing for Instruction — Behavior Management
  • Session #6 Delivery of Instruction — Eliciting Frequent Responses
  • Session #7    Delivery of Instruction — Monitoring and Providing Feedback
  • Session #8 Effective Initial and Independent Practice

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Session Purposes � Session #1 Overview of Explicit Instruction

Participants will be able to:

  1. Explain a simple model of learning.
  2. Describe the research supporting Explicit Instruction.
  3. Describe the central Elements of Explicit Instruction.
  4. Observe a lesson and analyze the instructional practices in relationship to the Elements of Explicit Instruction.
  5. Describe the underlying principles of Explicit Instruction.
  6. Determine Elements of Explicit Instruction that could be strengthened at their school sites and in their classrooms.�

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Learning

Learning

Learning

Learning

Learning

Learning

Learning

Learning

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Our Universal Goal

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Simple Model of Memory (Learning)

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A few notes:

Attention: “Only the intended aspect of an experience is learned.” (Morris, Bransford, Franks, 1977)

Attention: “What you think about is what you learn.” (Archer, 2022)�

Working Memory: “People can maintain only a limited amount of information in mind at once.” (Miller, 1956)

Working Memory: “This information is forgotten after a delay of less than a minute.” (Peterson & Peterson, 1959)�

Long-Term Memory: “If I had to reduce all of educational psychology to just one principle, I would say this — The most important single factor influencing learning is what the learner already knows.” (Ausubel, 1968)

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Simple Model of Memory (Learning)

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�

Teaching ➡️ Learning

Teaching ➡️ Learning

Teaching ➡️ Learning

Teaching ➡️ Learning

Teaching ➡️ Learning

Teaching ➡️ More Learning

Teaching ➡️ More Learning

�“No system or district in the world has made significant gains for students without a relentless focus on the learning and teaching process.”

Fullan & Quinn, 2016

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Our Universal Goal

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�Writing Instruction�7th Grade ��Sentence Combining

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Anita L. Archer, PhD

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Explicit Instruction in Action

Partners�

  • #1. As you watch this video, record high-leverage, effective instructional practices. �
  • #2. As you watch this video, take data on opportunities to respond.

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  • Everyone Responses Individual Responses

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  • Total Responses in 10 minutes____Responses per minute_____

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Feedback to Teacher

Glows

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The P’s

  • Prepared
  • Positive
  • Passionate
  • Present
  • Perky

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Feedback to Teacher Glows

Clarity

Provided a clear objective for lesson.

(We are going to write sentences that tell when and where something happens.)�

Provided a clear rationale for skill being taught.

(We are creating more interesting … more sophisticated sentences.)

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Provided clear directions.

(When you are done, put your pencil down.)

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Feedback to Teacher Glows

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Design of Instruction

Used an Instructional Routine for the items.

1. Read the start sentence.

2. Read the add sentence.

3. Underline what is added.

4. Combine and write a new sentence. �

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Feedback to Teacher

Design of Instruction

Gradual Release of Responsibility

(I do.) Modeling was provided in previous lessons. Modeling � was faded in Lesson 21.

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We do. The students were guided step by step with heavy � scaffolding on this item.

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We do. Guided practice continued with less scaffolding.

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You do. Students were asked to complete this item independently.

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Feedback to Teacher

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Delivery of Instruction �

Provided many opportunities to respond.�

    • Unison choral responses
    • Individual responses (Did not call on volunteers.)
    • Partner responses (Read sentences to partners.)�

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    • Choral reading
    • Silent reading �
    • Written responses (Underline. Write sentence.)�
    • Actions (Raise your hand if you had this sentence.)

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Delivery of Instruction

Monitored student responses.

    • Listened carefully to choral responses.
    • Listened carefully to choral reading.
    • Monitored and circulated during written responses and�partner responses.

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Feedback to Teacher

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Delivery of Instruction

Provided feedback to students.

    • Provided feedback to the whole group. ��
    • When students wrote sentences and shared with partners, you circulated and monitored and gave feedback privately and quietly to Individuals.�
      • P – Praise
      • E – Encourage
      • C – Correct

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Feedback to Teacher

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Feedback to Teacher — Polish Practice

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Polish Practice: When you monitor, don’t just look at student responses; give intentional feedback.

P – Praise (Provide specific praise that can be used� to inform future responses.)

E – Encourage (Get the student going.)

C – Correct (Provide informative feedback that will� close the gap between current performance and desired performance.)

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Big Ideas

Remember:�Good Instruction is Good Instruction

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Remember: �What you think about is what you learn.

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Remember:�Success + Value = Motivation

�Willingham, D. (2009)

Barton, C. (2019)

Weinstein, Y., Sumeracki, M. & Caviglioli, O. (2019)

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What is Explicit Instruction?�You know it when you see it�What adjectives describe Explicit Instruction lessons?

            • Intentional
            • Systematic
            • Structured
            • Sequenced
            • Direct
            • Unambiguous
            • Engaging
            • Positive
            • Productive
            • Perky

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What is Explicit Instruction?

  • Explicit instruction is a systematic instructional approach that includes a set of design and delivery procedures derived from effective schools research….

Ideas that Work�

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  • …unambiguous and direct approach to teaching that incorporates instruction design and delivery.

Archer & Hughes, 2011

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What is Explicit Instruction?�Read paragraph and underline/highlight critical practices.

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“Explicit teaching is not just the episode within a lesson when information is presented; it involves chunking content into small components, guiding students’ initial attempts at working with that content, and gradually releasing control into more open activities as students gain mastery. It is a teaching model that progresses from ‘I do’ to ‘we do’ to ‘you do.’”

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Adam Boxer, Editor (2019)

Explicit & Direct Instruction

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What is Explicit Instruction?

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“Explicit teaching is not just the episode within a lesson when information is presented; it involves chunking content into small components, guiding students’ initial attempts at working with that content, and gradually releasing control into more open activities as students gain mastery. It is a teaching model that progresses from ‘I do’ to ‘we do’ to ‘you do.’”

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Adam Boxer, Editor (2019)

Explicit & Direct Instruction

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What is Explicit Instruction?�Read paragraph and underline/highlight critical practices.

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“A way of teaching where the teacher selects an important objective, specifies the learning outcome, designs structured instructional experiences, explains directly, models the skills being taught, and provides scaffolded practice to help a student achieve mastery.”

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Devin Kearns (2018)

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What is Explicit Instruction?�Read paragraph and underline/highlight critical practices.

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“A way of teaching where the teacher selects an important objective, specifies the learning outcome, designs structured instructional experiences, explains directly, models the skills being taught, and provides scaffolded practice to help a student achieve mastery.”

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Devin Kearns (2018)

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Explicit Instruction and Discovery �Not an either-or — but a when

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Explicit Instruction

Discovery

Little or no

background knowledge

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�Novices

A good deal of

background knowledge in the domain��Experts

History of difficulty or

failure

History of success

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Firm-Up Response Sheet � Agree/Disagree Why

  1. Learning occurs when memory of the content can be retrieved from working memory.�
  2. When students are confronted with too much information in working memory, they will experience cognitive overload.�
  3. The critical elements of good instruction are consistent across grade levels and content.�
  4. Our goal within any lesson is completion of the activities listed in the pacing guide.�
  5. Explicit instruction is critical when students are novices in a domain, having little or no background knowledge. �

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Support for Explicit Instruction:�50+ years of convergent research

 Teacher Effects/Process Research

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Follow-through

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Government reports in reading and math

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Studies comparing explicit instruction and discovery

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Research findings from cognitive psychology (working memory vs. long-term memory; cognitive overload)��Reviews of research in many domains (IES Practice Guides)

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Support for Explicit Instruction:�IES Practice Guides �(strong and moderate recommendations)

 

Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (2016)

  • Teach students to decode words, analyze word parts, and write and recognize words. 
  • Teach students academic language skills, including the use of�inferential and narrative language, and vocabulary knowledge.

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What is Explicit Instruction?

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Teaching Academic Content and Literacy to English �Learners in Elementary and Middle School (2014)

  • Teach a set of academic vocabulary words intensively across several days using a variety of instructional activities. �

Teaching Elementary School Students to Be �Effective Writers (2012)

  • Teach students to use the writing process for a variety of purposes.
  • Teach students to become fluent with handwriting, spelling, sentence construction, typing, and word processing.

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IES Practice Guides �(strong and moderate recommendations)

Improving Reading Comprehension in Kindergarten �Through 3rd Grade (2010)

  • Teach students how to use reading comprehension strategies.
  • Teach students to identify and use the text’s organizational structure to comprehend, learn, and remember content.��

Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools (2009)

  • Instruction during the intervention should be explicit and systematic.

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IES Practice Guides

�Providing Reading Interventions for Students in Grades 4 – 9 (2022)

    • Build students’ decoding skills so they can read complex multisyllabic words.
    • Provide purposeful fluency-building activities to help students read effortlessly.
    • Routinely use a set of comprehension-building practices to help students make sense of the text.�

Preparing Young Children for School (2022)

    • Intentionally plan activities to build children’s vocabulary and language.
    • Build children’s knowledge of letters and sounds.
    • Use shared book reading to develop children’s language, knowledge of print features, and knowledge of the world.

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IES Practice Guides

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Assisting Students Struggling with Mathematics: Intervention in Elementary Grades (2021)�

    • Systematic Instruction: Provide systematic instruction during

intervention to develop student understanding of mathematical ideas.

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    • Mathematical Language: Teach clear and concise mathematical

language and support students’ use of the language to help� students effectively communicate their understanding of� mathematical concepts.

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Word Problems: Provide deliberate instruction on word problems

to deepen students’ mathematical understanding and support their

capacity to apply mathematical ideas.

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�Hattie, 2019 2023 Updated�

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Variables Related to Explicit Instruction

d

Variables Related to Explicit Instruction

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Explicit Teaching Procedures

.63

Scaffolding

.52

Direct Instruction

.56

Response to Intervention

.73

Mastery Learning

.67

Collective Teacher Efficacy

1.34

Goals

.60

Teacher-Student Relationships

.62

Clarity

.85

Teacher Credibility

1.09

Questioning

.49

Comparisons

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Classroom Discussions

.82

Whole Language

.06

Feedback

.51

Discovery-Based Teaching

.27

Deliberate Practice

.79

Student Control over Learning

.02

Rehearsal and Memorization

.65

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Spaced Practice

.65

(Self Analysis ☆ ✓ ⁃)

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Retrieval Practice

.46

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Explicit Instruction Hattie Effect Sizes 2019

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Explicit Instruction Procedures Effect Size .63

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Direct Instruction Effect Size .56

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Mastery Learning Effect Size .67

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Clarity — Effect Size .85

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  • Clarity – Goals
  • Clarity – Expectations
  • Clarity – Explanations
  • Clarity – Demonstrations
  • Clarity – Practice Activities

�Fendick & Titsworth

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Elements of Explicit Instruction

  • Content
  • Design of Instruction
  • Delivery of Instruction
  • Practice

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Topic

Element

Content

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Design

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8.

Delivery

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Practice

13.

Create a chart to summarize the Elements of Explicit Instruction.

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Elements of Explicit Instruction

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Content

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  1. Focus instruction on critical content.

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1. Focus on critical content.

Word-Level Reading (Decoding)

Phonemic Awareness� Letter/Sound Associations� Decoding � Irregular Words � Fluency

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Language Comprehension

Oral Language� Vocabulary� Background Knowledge� Comprehension Strategies�

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Focus on evidence-based content.

Getting the Gist �

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  1. Name the who or what the paragraph is about in a brief phrase. ��
  2. Identify two or three important details about the topic.��
  3. “Shrink” the paragraph by stating or writing the main idea. (Say it in 10 to 15 words)

(From Vaughn, et. al., Collaborative Strategic Reading)

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Focus on evidence-based content.�REWARDS Strategy

Overt Strategy

      • 1. Circle the prefixes.
      • 2. Circle the suffixes.
      • 3. Underline the vowels.
      • 4. Say the parts of the word.
      • 5. Say the whole word.
      • 6. Make it a real word.

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Two realities of English

1. 80% of multisyllabic words have an affix.

2. Every word part contains letters that represent one vowel sound.

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Focus instruction on critical content.

Archerism���� Teach the stuff and cut the fluff.

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Elements of Explicit Instruction

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Content

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  1. Break down complex material into smaller steps (obtainable chunks) and sequence them systematically.

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� 2. Break down complex material into smaller steps (obtainable� chunks) and sequence them systematically.�

Set students up for learning and success. �

  • Break down content to avoid cognitive overload.
  • Break down and sequence content in the domain.�
  • Break content into obtainable chunks.
  • Strategies – into steps
  • Knowledge – into short amounts followed by participation
  • Vocabulary – teach a limited number of terms in depth in one session

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� 2. Break down complex material into smaller steps (obtainable� chunks) and sequence them systematically.�

Example Sequence of Phoneme-Grapheme Associations�

(IES Practice Guide, Foundational Skills to Support Reading for Understanding in

K– 3rd Grade [2016])�

  • Single consonant and vowel letters�a m t s i f d r o g l h u c b n k v e w j p y x q z (Carnine, Silbert, and Kame’enui, 1997)�
  • Consonant blends

bl cl fl gl pl sl

cr dr gr pr tr br fr

sm sp st sw sc �

  • Consonant digraphs� th sh ch ph ng tch dge �
  • Long vowels with silent e� a-e i-e o-e u-e e-e �
  • Two-letter vowel teams (combination of letters standing for single vowel sound)

ai ay ea ee ey oa ie igh

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Sequence

  • High frequency to low frequency
  • Easy to difficult
  • Separate confusing elements

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� 2. Break down complex material into smaller steps (obtainable� chunks) and sequence them systematically.�

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Syllable Pattern

Single-Syllable Words

Multisyllable Words

Closed Syllables

VC CVC CCVC CVCC

A syllable with a short vowel spelled with a single vowel letter, ending in one or more consonants.

am, sat, brat, math

rab bit, in sect,

nap kin, top ic, pun ish,

kit ten

Open Syllables

CV CCV

A syllable that ends with a long vowel sound spelled with a single vowel letter.

me, he, she, hi

no, go, ho

pro test, tor na do,

si lent, hu man, ro bot, �re lax

Silent e

CVCe CCVCe

A syllable with a long vowel spelled with one vowel + one consonant + silent e.

mine, cave, ripe, tape, shape, whale, shine

in vite, ex cite, pan cake, man hole, in side, �nick name

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Decoding Single-Syllable Words � (Moats, L., and Tolman, C., 2009, Language Essentials for Teachers of Reading and Spelling (LETRS), Sopris/Voyager)

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Syllable Pattern

Single-Syllable Words

Multisyllable Words

Vowel Team

CVVC CCVVC CVVCC

Syllables with long or short vowel spellings that use two to four letters to spell the vowel. Diphthongs ou/ow and oi/oy are included in this category.

rain, mail, deal, clean, speed, scream, least

train er, spoil age,

mail man, rain bow,

ex haust, pro ceed

Vowel-r

A syllable with er, ir, or, ar, or ur. Vowel pronunciation often changes before /r/.

barn, fern, bird, torn, yard

per form, yard stick,

sports man, sur plus,

morn ing, dis turb

Consonant -le

An unaccented final syllable that contains a consonant before /l/, followed by a silent e.

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mid dle, pud dle,

ma ple, can dle, �fid dle, ea gle

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� 2. Break down complex material into smaller steps (obtainable� chunks) and sequence them systematically.�

(Relationship of fractions, decimals, and percents.)

  1. Write decimals as fractions.
  2. Write decimals as fractions and mixed numbers.
  3. Write fractions as decimals.
  4. Write fractions and mixed numbers as decimals.
  5. Write percents as fractions.
  6. Write fractions as percents.
  7. Write percents as decimals.
  8. Write decimals as percents.�

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� 2. Break down complex material into smaller steps (obtainable� chunks) and sequence them systematically.�

Topic — Three Branches of the Federal Government

  • I can name the three branches of government.
  • I can describe the primary functions of each branch of government.
  • I can compare and contrast each of the functions.
  • I can describe the limitations of each branch of government.
  • I can apply these limitations to the balance of power.

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Hochman, J. C., & Wexler, N. (2017). The writing revolution: a guide to advancing thinking through writing in all subjects and grades. Jossey-Bass.

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Note : 2024 Edition of The Writing Revolution

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Resource

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�Topic Sentence � A. Students can distinguish a topic sentence from supporting� details. �

Task: Select the topic sentence.�

1. Gandhi attended law school in Great Britain.

2. Gandhi was born in India.

3. He practiced law in South Africa, another British territory, for twenty years.

4. Gandhi was a product of the British Empire.

5. Gandhi led a struggle for independence and civil rights in India.

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Show the number with your fingers.

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(Hypercorrection)

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Topic Sentence�B. When given a topic sentence, students can generate � supporting details.

Topic Sentence: Gandhi’s dedication to nonviolent

protest did not begin in India, but rather in South Africa.

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Student-generated details

- sat in first-class seat on train until thrown off

- refused to sit on dirty footboard of a stagecoach

- organized fellow Indians living in South Africa

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Topic Sentence�C. When given a topic sentence, students can determine� matching supportive details.

�Task: Select the supporting details that

match the topic sentence.

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T. S. Professionally, Gandhi was an attorney.

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1. went to law school in Great Britain

2. refused to get off train

3. was known for love of enemies

4. was unsuccessful in establishing a law practice in India

5. was very shy in court during early days

6. used his legal knowledge throughout his life

7. went to South Africa to practice law��Find the two details that do not match the topic sentence. Show with both hands.

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Topic Sentence �D. Students can use one of these strategies to� construct a topic sentence.

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  1. Use one of the sentence types (statement, question, exclamation).

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T.S. Gandhi dedicated his life to nonviolent protest against Great Britain.

T.S. Why is Mahatma Gandhi so well-known seventy years after his assassination?

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Topic Sentence�D. Students can use one of these strategies to� construct a topic sentence.

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  1. Include an appositive.

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T.S. Gandhi, an iconic civil rights leader, led nonviolent protests in South Africa and India.

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Topic Sentence�D. Students can use one of these strategies � construct a topic sentence.

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3. Start with a subordinating conjunction.

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before although after

since if while

when unless even though

whenever

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Topic Sentence�D. Students can use one of these strategies � construct a topic sentence.

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  1. Start with a subordinating conjunction.

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TS. While Gandhi is known for his nonviolent civil rights actions in India, he is less well-known for his work in South Africa.

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Topic Sentence �E. Students can create a topic sentence when � given supporting detail notes.

Task: Write a topic sentence that matches this set of supporting details.

T.S.________________________________________________________________________________________________________________________________________________________________________

  1. organized citizens who disagreed with Great Britain’s rule..........
  2. wrote pamphlets and petitions.....................................................
  3. made speeches.............................................................................
  4. led nonviolent actions against government agencies...............

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Topic Sentence �E. Students can create a topic sentence when � given supporting detail notes.

Feedback

Statement: As a civil rights leader in South Africa and India, Gandhi employed numerous nonviolent protest procedures.

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Appositive: Mahatma Gandhi, the civil rights leader of India, believed that nonviolent actions should be used to gain human rights.

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Subordinating Conjunction: Since Gandhi was an advocate for nonviolence, he adopted peaceful methods of protest.

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Elements of Explicit Instruction

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Design of Instruction

3. Design organized and focused lessons.�

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Organized and Focused Lessons�General Lesson Design

                  • Opening

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                  • Body

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                  • Closing

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Organized and Focused Lessons�General Lesson Design (A Preview)

  • Opening
        • Attention
        • Review
        • Preview
  • Body
  • Closing
        • Review
        • Preview
        • Independent Work

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Design organized and focused lessons.

Archerisms ��

How well I teach = How well they learn

Anita Archer

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How well they learn = How well I taught

Roland Good

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Elements of Explicit Instruction

Design of Instruction �

  1. Begin lessons with a clear statement of the lesson goals. Hattie Effect Size .60

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By Many Names Purpose

            • goals
            • objectives
            • learning objectives
            • learning aims
            • I can statements
            • targets
            • learning intentions

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What students should know?

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What am I learning? Learning Intention

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How will I know when I have learned it? Success Criteria

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Why am I learning it? Rationale

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Example #1�

This learning intention can be used again and again across lessons and domains.

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Notice that the learning intention is free of content/context, thus flexible in its use.

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Vocabulary

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Learning Intention:

Students will understand the meaning of key vocabulary words and use the words correctly.

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Content: Vocabulary Words from Arctic Expedition

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Vocabulary

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Success Criteria:

Students will:

  • Select correct vocabulary word when given word meaning.
  • Generate sentences that accurately include vocabulary terms.

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Check for Understanding

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  1. frigid
  2. treacherous
  3. triumph
  4. uninhabited
  5. expedition
  6. labor
  7. dismantled

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Check for Understanding

  1. frigid
  2. treacherous
  3. triumph
  4. uninhabited
  5. expedition
  6. labor
  7. dismantled

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Write a sentence that includes the words uninhabited and treacherous.

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Example #2�

The Success Criteria for this Learning Intention includes a learning progression, a sequence of outcomes leading to a final outcome. This Learning Intention and Success Criteria would be used for a series of lessons.

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Note: This example is found on page 58 of Clarity for Learning: Five Essential Practices that Empower Students and Teachers (2018) by John Almarode and Kara Vandas.

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Math — Fractions

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Learning Intention

I can apply each operation to fractions (add, subtract, multiply, and divide).

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I can communicate my understanding of fractions using highlevel math vocabulary.

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Math — Fractions

Success Criteria (Student Friendly)

1. I can create equivalent fractions.

2. I can add and subtract fractions.

3. I can multiply and divide fractions.

4. I can use different models for a variety of problems.

    • Ratio tables
    • Bar models
    • Area models
    • Identity property

5. I will be able to interpret and analyze problems and � create a matching equation.

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Begin lessons with a clear statement of the � lesson goals.

Archerism

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You cannot come out without an outcome.

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Elements of Explicit Instruction

Design of Instruction �

5. Review prior skills and knowledge

before beginning instruction.

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The review should be interactive and involve Retrieval

Practice.

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Recap Review VS. Retrieval Review

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Retrieval Practice — Non-Example � Letter/Sound Associations

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Retrieval Practice — Example � Letter/Sound Associations

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Elements of Explicit Instruction

Design of Instruction �

6. Provide step-by-step demonstrations. (I do)�

7. Provide guided practice. (We do)�

8. Check for understanding before independent � practice. (You do)

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Firm-Up Response Sheet � Agree/Disagree Why

  1. At the beginning of a lesson, the teacher should gain students’ attention, convey the goal of the lesson, and provide interactive review of prior knowledge.�
  2. Teachers should connect the current lesson content to prior knowledge by recapping prior knowledge. �
  3. After providing a dynamic demonstration of new strategy, the teacher should check understanding by having students complete an item on their own.

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Elements of Explicit Instruction

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Delivery of Instruction�

  1. Require frequent responses. �

Hattie Effect Size Questioning .49

Opportunities to Respond .79�

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�Why is it important to frequently elicit responses from students? �

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Clear and Consistent Research Results:

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Increases time on task

Increases academic achievement (Learning)

Decreases disruptive behaviors

Increases intensity of interventions

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Research Review of 15 studies

Mac Suga-Gage & Simonsen (2015)

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Elicit frequent responses�Preview of Procedures

Verbal Response Procedures Inclusive Passage Reading

Choral Silent Reading/ Whisper Reading

Partners Choral

Teams/Huddle Groups Cloze

Individual

Discussion Partner

Written Response Procedures Literacy Circles

Short Written Responses

Whiteboards

Action Response Procedures Use of Technology

Acting out/Simulations Computers

Touching/Pointing Tablets

Gestures

Facial Expressions

Hand Signals

Holdups�Whiteboards �Fingers�Response Cards Underline the active participation procedures

Response Sheets you currently use or observe at your site.

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Require frequent responses.

Archerisms�

Learning is not a spectator sport. �

Every day, in every class, every student participates by speaking, writing, or doing.

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Everyone does Everything.

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Elements of Explicit Instruction

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Delivery of Instruction

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10. Monitor student performance closely. �

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Monitor student performance closely.

Archerisms

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Look carefully. Listen carefully.

�Walk around. Look around. Talk around.

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Elements of Explicit Instruction

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Delivery of Instruction

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  1. Provide immediate affirmative feedback (specific praise), informative feedback, and corrections.� � Hattie Effect Size .66�

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Provide immediate affirmative feedback, informative feedback, and corrections.

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Hattie Effect Size for Quality Feedback – 0.66

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“There is a preponderance of evidence that feedback is a powerful influence in the development of learning outcomes.” �

Hattie & Gan (2011)��

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Delivery of Instruction �Examples of Feedback – To Group

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Feedback to

Group of Students

During Lesson

Tell answer

Then

Guide students in completion of item

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Affirms

Students with correct answer or effective strategy

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Informs

Students with incorrect answer or ineffective strategy

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Delivery of Instruction �Examples of Feedback

Feedback to

Individual Students

During Lesson

Tell the answer

Guide student in completion of item

P = Praise – Affirm

E = Encourage

C = Correct – Inform

Then

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Provide immediate affirmative feedback (specific praise), informative feedback, and corrections.

Archerism

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Feedback feeds forward.

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Elements of Explicit Instruction

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Delivery of Instruction

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12. Deliver the lesson at a brisk pace.

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�Deliver the lesson at a brisk pace.�

  • List teaching practices that contribute to a brisk pace.

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Maintain a brisk pace.

        • Prepare for the lesson.�
        • Use instructional routines.�
        • When you get a response, move on.�
        • Avoid verbosity. �
        • Avoid digressions.

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Deliver the lesson at a brisk pace.

Archerisms��

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Perky not Pokey.

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Elements of Explicit Instruction

Practice

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  1. Provide judicious practice.����

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Provide judicious practice.

�Deliberate practice is goal-oriented practice consciously devoted to improvement of a skill.

Retrieval practice is a learning strategy in which students must retrieve information from memory.

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Spaced practice (also known as distributed practice) is a learning strategy, where practice is broken up into a number of short sessions over a longer period of time.

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Provide judicious practice.

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Practice

Hattie Effect Size

Deliberate Practice

0.79

Retrieval Practice

0.74

Spaced Practice

0.60

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Provide judicious practice.

Archerism

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Practice makes perfect.

Perfected practice over time makes perfect and permanent.

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Topic

Element (Self Analysis ☆ ✓ ⁃)

Content

1. critical

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2. broken down

Design

3. organized and focused

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4. goal

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5. review

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6. I do

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7. We do

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8. You do

Delivery

9. frequent responses

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10. monitor

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11. feedback

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12. brisk pace

Practice

13. judicious practice

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Foundation Principle # 1�Optimize academic learning time.

#1 Optimize academic learning time.

      • the amount of time
      • that students
      • are successfully engaged
      • in academic tasks

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Foundation Principle # 1�Optimize academic learning time.

A few words about time

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  • Available Time

- Amount of time available for school activities

- About 6 hours�

  • Allocated Time�- Amount of time allotted for academic instruction

- About four hours a day

- If increased, there is a slight impact on achievement

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Foundation Principle # 1�Optimize academic learning time.

A few words about time

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  • Engaged Time

- Amount of time actively engaged in learning task

- About 2 hours

- If increased, moderate impact on achievement

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  • Academic Learning Time

- Amount of time

- Students are successfully engaged

- On academic tasks

- If increased, strong impact on achievement

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Foundation Principle # 2�Promote high levels of success.

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High level of success

  • 80% correct responses during initial instruction�
  • 90–95% correct responses during independent practice

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  • High success rates positively correlated with increased learning outcomes. �
  • Low success rates correlated with negative outcomes.

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Foundation Principle # 2�Promote high levels of success.

�List instructional practices that can increase academic success.

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Foundation Principle # 2�Promote high levels of success. Feedback

Teach using Explicit Instruction

  • Teach material that is not too difficult (“I believe that I can do it.”) but a little challenging (“This is challenging. I am motivated.”)
  • Break complex skills into obtainable steps.
  • Increase the amount of instruction.
  • Provide organized, focused lessons.
  • Introduce the goal of the lesson.
  • Provide dynamic demonstrations of target outcome. (I do it)
  • Provide clear explanations of target outcome. (I do it.)
  • Provide guided practice. (We do it.)
  • Ensure accuracy before independent practice. (You do it.)

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Foundation Principle # 2�Promote high levels of success. Feedback

Scaffold Instruction and Practice

Provide presentations using consistent, concise language.

  • Provide additional scaffolding to support performance �(e.g., hints, prompts, checklists).
  • Provide worked problems (completed problems) to guide performance.
  • Systematically reduce the level of scaffolding.

Deliver with Passion

  • Request frequent responses.
  • Carefully monitor responses.
  • Provide feedback on performance.
  • Adjust lessons based on student performance.

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Foundation Principle # 3�Increase content covered.

  • more academic content covered
  • effectively and efficiently
  • more student learning

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Foundation Principle # 3�Increase content covered.

Some ways to optimize content covered:

  1. Teach bell-to-bell.
  2. Select critical content for instruction.
  3. Teach skills, strategies, and concepts that generalize to other items.
  4. Use instructional procedures that are effective AND efficient.
  5. Increase the amount of instruction through grouping of students.
  6. Organize content to promote learning (e.g., graphic organizers).
  7. “Teach the Stuff and Cut the Fluff”

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Foundation Principle # 4�Have students spend more time in�instructional groups.

  • more time spent in teacher-led groups versus one-on-one instruction or independent work
  • more instruction
  • more student learning

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Foundation Principle # 5�Scaffold instruction.

Provide scaffolding that promotes academic success. �

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Foundation Principle # 5�Scaffold instruction.

Provide scaffolding that promotes academic success.

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Goal

Current Level

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Example Lesson —�Strategy for Writing a Summary

Sum it up!�(Write down the topic of the summary.)�

  1. List
  2. Cross-out
  3. Connect
  4. Number
  5. Write
  6. Revise and Edit

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Note: Hattie Effect Size for Summarization .74

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List — Make a list of important ideas.

Penguin’s birth

    • Male takes care of egg
    • Female lays egg
    • Female leaves
    • Female spends winter at sea
    • The water is very cold
    • Male puts egg on his feet under belly
    • Male stays on egg for two months
    • Male does not eat
    • Egg hatches
    • Male must care for baby

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Cross-out — Cross out any unnecessary or weak ideas.�Connect — Connect ideas that could go in one sentence.

Penguin’s birth

Male takes care of egg

Female lays egg

Female leaves

Female spends winter at sea

The water is very cold

Male puts egg on his feet under belly

Male stays on egg for two months

Male does not eat

Egg hatches

Male must care for baby

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Number — Number the ideas in the order that they will appear in the paragraph.

Penguin’s birth

3 Male takes care of egg

1 Female lays egg

2 Female leaves

Female spends winter at sea

The water is very cold

4 Male puts egg on his feet under belly

Male stays on egg for two months

5 Male does not eat

Egg hatches

6 Male must care for baby

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Write a summary.

The birth process of penguins is fascinating and quite different from that of other animals. The female penguin lays an egg. Soon after laying the egg, the female penguin leaves and spends the winter in the sea. Meanwhile the male must take care of the egg. For two months, he places the egg on his feet under his belly. During this time, the male penguin does not eat. Even after the baby penguin hatches, the male penguin continues to take care of the infant penguin.

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Summary — Informational Text

Chapter: __________ Topic: _______________��

In this section of the text, a number of critical points were made about …�

First, the authors pointed out that …

 

This was important because …

 

Next, the authors mentioned that …

 

Furthermore, they indicated …

 

This was critical because …

 

Finally, the authors suggested that …

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Summary — Informational Text

Chapter: __________ Topic: _______________��

In this section of the text, a number of critical points were made about the birth and infancy of emperor penguins. First, the authors pointed out that after laying a single egg, female emperor penguins leave and spend the winter at sea. This was important because the role of caretaker of the egg falls to the male member of the family, which is rare in the world of birds.  Next, the authors mentioned that the male emperor penguin carefully places the egg on his feet and covers it with his belly, creating a warm home for the egg. Furthermore, they indicated that the emperor male penguin stays in that position for two months without eating. This was critical because it again showed the importance of the male penguin’s function in caring for the egg and the chick. Finally, the authors suggested that when the female penguin returns, she brings regurgitated food for the chick. Until the chick becomes more independent, the female and male emperor penguin alternate in their roles of provider (fishing) and caretaker.

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Foundation Principle # 6�Address different forms of knowledge.

Declarative Knowledge

What something is�

Procedural Knowledge

How something is done�

Conditional knowledge

Knowing when and where to use the skill or strategy

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Session Purposes �Session #1 Overview of Explicit Instruction

Participants will be able to:

  1. Explain a simple model of learning.
  2. Describe the research supporting Explicit Instruction.
  3. Describe the central Elements of Explicit Instruction.
  4. Observe a lesson and analyze the instructional practices in relationship to the Elements of Explicit Instruction.
  5. Describe the underlying principles of Explicit Instruction.
  6. Determine Elements of Explicit Instruction that could be strengthened at their school sites and in their classrooms.�

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�Explicit Instruction Series �

  • Session #1   Explicit Instruction — Introduction
  • Session #2    Design of Instruction — General Lesson Design: Skills and Strategies
  • Session #3    Design of Instruction — Vocabulary and Knowledge
  • Session #4    Design of Instruction — Rules and If-Then Relationships
  • Session #5    Organizing for Instruction — Behavior Expectations
  • Session #6 Delivery of Instruction — Eliciting Frequent Responses
  • Session #7    Delivery of Instruction — Other Delivery Skills
  • Session #8 Effective Practice �  

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Recommended Reading� �Topic: Explicit Instruction

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Explicit Instruction: Effective and Efficient Teaching�Anita L. Archer and Charles A. Hughes

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Additional Summaries of �Best Practices and Research

Practice Guides

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https://ies.ed.gov/ncee/wwc/PracticeGuides

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Practice Guides. A practice guide is a publication that presents recommendations for educators to address challenges in their classrooms and schools. They are based on reviews of research, the experiences of practitioners, and the expert opinions of a panel of nationally recognized experts.

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Visible Learning: The Sequel�John Hattie (2023)

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Just Tell Them: The Power of Explanations and �Explicit Instruction �Zach Groshell

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Harnessing the Science of Learning �Nathaniel Swain (2025)

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The Hidden Lives of Learners�Graham Nuthall

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How Teaching Happens �Seminal Works in Teaching and Teacher Effectiveness and �What They Mean in Practice �Paul A. Kirschner, Carl Hendrick, et al.

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How We Learn�Stanislas Dehaene

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Understanding How We Learn: A Visual Guide�Yana Weinstein and Megan Sumeracki�learningscientists.org

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Powerful Teaching www.retrievalpractice.org�Unleash the Science of Learning�Pooja K. Agarwal and Patrice M. Bain

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Make it Stick�The Science of Successful Learning�Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel

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Why Don’t Students Like School?�Daniel T. Willingham

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�The Writing Revolution 2.0�Judith C. Hochman and Natalie Wexler (2024)

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