Explicit instruction
Teaching
and learning at Morningside State School is developed around the Explicit
Instruction model. Archer and Hughes (2011) describe Explicit Instruction as ‘a
structured, systematic, and effective methodology for teaching academic skills.
It is called explicit because it is an unambiguous and direct approach to
teaching that includes both instructional design and delivery procedures.’
Explicit
Instruction at Morningside State School consists of 5 key components: Warm up,
I do, We do, You do, Wrap up.
Warm
up
A
warm up is a teacher directed activity which essentially ‘warms up’ a student’s
brain and prepares them for the lesson. These activities are designed to
be fast paced responses to review and revise previously taught content whilst
moving this knowledge from a student’s short term to long term memory. Teachers
at Morningside State School are consistently monitoring student participation
and engagement, whilst keeping students accountable for their learning.
I
do
Teachers
are explicitly teaching a new skill or concept. They begin by explaining the
intent of the lesson and why the concept is being taught. Students are
expected to be 100% focused on the teacher.
We
do
We
Do is a highly collaborative part of the lesson where the teacher supports
students with guided practice of the new concept or skill. The teacher is
constantly giving feedback, checking for understanding and clarifying any
misconceptions the students have. They gradually withdraw their support as they
move students towards independent practice and mastery of the concept. At
this stage, students are actively participating, asking and answering questions,
peer modelling and self-monitoring to demonstrate their understanding.
You
do
Students
have the opportunity to practice the new skill or concept. The teacher sets
focused, independent work and gives students the opportunity to apply what
they’ve learnt in I Do and practiced in We Do. Students monitor their own
understanding and the teacher is actively monitoring student progress,
differentiating tasks when needed, enforcing expectations and giving
individual/group/whole class feedback.
Wrap
up
At
the end of the lesson, the teacher may provide time to review the key skill of
the lesson, reflect on lesson intent and celebrate successes. Students
are encouraged to review and reflect on what they’ve learnt, whilst being
accountable for their learning.
(Explicit Instruction: Effective and
Efficient Teaching by Anita L. Archer and Charles A. Hughes.
Copyright 2011 by The Guilford Press. All rights reserved.)