Challenges of Explicit Instruction

5/24/2018

Our problem of practice at Georges Hall PS focuses on both explicit instruction and students being engaged and self-directed. CESE in "What Works Best: Evidence-based practices to help improve NSW student performance" defines explicit instruction as:

Explicit instruction involves teaching students the content and skills to be learned using clear, unambiguous language. Teacher modelling and teacher guidance is followed by scheduled opportunities for practice. Student/ teacher interaction is high.

Explicit instruction is also systematic: there is a carefully planned sequence of teaching that is constructed in a logical sequence from simple to complex objectives, commencing from the point at which students are already competent.

This may sound simple - but it implies that teachers are able to plan a logical sequence of objectives. And that teachers know the starting point in the learning for each student. My question is: will the logical sequence be the same for each student? In a multi-faceted skill such as reading, students may very well appear to be at the same "level", but may have a very different profile of skills. How do we follow the "logical sequence" which still challenging and engaging all students?

What do you think? What is your big question about explicit instruction or student self-direction?

Georges Hall Public School

5/30/2018 01:53:50 pm

Our big question is: Do we really know where our students are at with their learning? Do we know where we need to take them? When we do know where we are taking our students is our teaching appropriately explicit to get them there? Lessons may have a learning intention but are there opportunities for individual learning goals and is there then differentiation considered other than group work? Explicit instruction needs good modelling and good examples for support. Questioning needs to be ongoing and broad. Are the students asked challenging questions such as "why" "why not" "how" "what if""how does x compare to y"and "what is the evidence". Questioning needs to include student to student interaction. Teachers need to be facilitators and effectively know when to check in and step back during learning. With 30 students all at different stages and readiness in their learning are we asking too much from our teachers?

Barbara

6/3/2018 06:06:00 pm

That a lot of questions GHPS! And they are "big".

Your first question is so important. "Do we really know where our students are at with their learning?" I really like the quote from Ausubel: "If I had to reduce all educational psychology to just one sound principle I would say this," The most important single factor influencing learning is what the student already knows. Ascertain this and teach accordingly."

But how should teachers ascertain where students are really at in a way that can guide their teaching? Is it through time intensive moderated assessments? learning progressions? standardised tests? Or is it best done through embedded formative assessment - hinge questions, exit passes, listening to students explain their thinking? I think this is a really timely question to consider. What do other people think?

Louise

6/5/2018 08:38:54 pm

I agree that knowing your learners - and knowing what they already know and how they think about things is key. And yes - it's really hard! I think that one of the best ways to really get inside someone's thinking is through talking to them - so, formative assessment strategies are a great place to start. I also think that conferencing with learners sheds light on thri knowledge and thinking: regular, planned conferences can elicit student thinking around a concept or piece of writing that you can't get any other way!
I think of the ways we engage of adult learners in schools - it's often through focused discussion and individual chats around a goal or topic, that you realise what someon is "at" with their learning!

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Challenges of Explicit Instruction