© 2014 Texas Education Agency / The University of Texas System Explicit Instruction for Diverse...

© 2014 Texas Education Agency / The University of Texas System

Explicit Instruction for Diverse Learners

Foundations

Adapted with permission from Anita Archer’s Explicit Instruction Trainers Academy

© 2014 Texas Education Agency / The University of Texas System 2

Institute Outline

Day 1• Foundations• Lesson Design• Classroom Organization• Instructional Delivery

Day 2• Responsive Literacy

Instruction• Planning for Tier I

Instruction• Planning for Tiers II and

III Instruction• Conclusion


Session Objectives

• Describe the research supporting explicit instruction.

• Describe the elements of explicit instruction.• Describe the underlying principles of explicit

instruction.

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Learning is not a spectator sport.

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What is explicit instruction?

…a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students.

Rosenshine, 1987

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

Archer & Hughes, 2011

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Explicit InstructionArcher and Hughes summarize the explicit instruction approach as• a series of supports or scaffolds;• students being guided through the learning

process;• teachers using clear explanations and

demonstrations; and • teachers supporting practice with feedback.

Archer & Hughes, 2011, p. 1

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Support for Explicit Instruction

30+ years of convergent research:• teacher effects• project follow-through• research syntheses in special education• recent governmental reports

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Elements of Explicit Instruction:Content

1. Instruction focuses on critical content.2. Skills, strategies, and concepts are sequenced

logically.3. Complex skills and strategies are broken

down into smaller (easy to obtain) instructional units.

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Elements of Explicit Instruction:Content

1. Instruction focuses on _______ content.2. Skills, strategies, and concepts are

___________ logically.3. Complex skills and strategies are

_____________ into smaller (easy to obtain) instructional units.

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Elements of Explicit Instruction:Design

Lessons…4. are organized and focused; 5. begin with a statement of goals; and6. provide interactive review of prior skills and

knowledge.

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Lessons…7. provide step-by-step demonstrations;8. use clear and concise language; 9. provide a range of examples and non-

examples; and10. provide guided and supported practice.

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Lessons…4. are __________ and focused; 5. begin with a statement of ______; and6. provide interactive _______ of prior skills and

knowledge.

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Lessons…7. provide step-by-step ______________;8. use _____ and ________ language; 9. provide a range of _________ and

____________; and10. provide _______ and supported practice.

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Elements of Explicit Instruction:Delivery

Teachers… 11. require frequent responses;12. monitor student performance closely;13. provide immediate affirmation and

corrective feedback;14. deliver instruction at a brisk pace; and15. help students organize knowledge.

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Elements of Explicit Instruction:Delivery

Teachers…11. require frequent __________;12. ________ student performance closely;13. provide immediate affirmation and

corrective _________;14. deliver instruction at a _____ pace; and15. help students ________ knowledge.

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Elements of Explicit Instruction:Practice

16. Teachers provide judicious practice including – initial practice;–distributed practice; and– cumulative practice.

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Foundation Principle 1:Optimize academic learning time.

The amount of time that students are successfully engaged in academic tasks



• Available time: The amount of time available for school activities

• Allocated time: The amount of time allotted for academic instruction

• Engaged time: The amount of time students are actively engaged in a learning task

• Academic learning time: The amount of time students are successfully engaged in academic tasks at the appropriate level of difficulty

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Explicit instruction is designed to increase academic learning time. List ways in which you can optimize instructional time.

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Foundation Principle 2:Promote high levels of success.

• 80% correct responses during initial instruction

• 90%–95% correct responses during independent practice

• High success rates are associated with increased learning outcomes

• Low success rates are associated with negative outcomes

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• Whole group instruction• Small group instruction• Tier II and Tier III intervention groups

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Foundation Principle 3:Optimize the amount of content covered.

The greater the amount of content that is covered well, the greater the potential for student learning.


Foundations Motto

How well you teach = How well they learn

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© 2014 Texas Education Agency / The University of Texas System Explicit Instruction for Diverse...

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