After watching a One Channel session on Explicit Teaching, I ordered this book and I am so glad I did. I have just finished reading it and it makes so much sense to me.

This text offers a proven method for better teaching and better learning. It presents a step-by-step approach for implementing the Explicit Direct Instruction (EDI) approach in classrooms. It is based on educational theory, brain research, and data analysis.

EDI helps teachers deliver effective lessons that can significantly improve achievement in all grade levels. The authors discuss characteristics of EDI, such as:

checking for understanding
lesson objectives
activating prior knowledge
concept and skills development
guided practice.

I like how they provide clearly defined lesson design components. There are detailed sample lessons with easy-to-follow lesson delivery strategies. The text even has scenarios that illustrate what EDI techniques look like in the classroom.

I plan on using the EDI approach in my own classroom so I designed a blank lesson template to help me plan more effectively. It is available in my FREE Resource Library if you would like to download a copy.

Objective

The purpose of the objective is to describe what students will be able to do by the end of the lesson. It must match the independent practice and be clearly stated to the children. Objectives state a concept (main idea), a skill (measurable student behaviour) and sometimes a context (condition).

Lesson Importance

Teaching why the lesson content is important is called TIB at our school. TIB stands for This Is Because.

Lesson Introduction

This is where you activate children's prior knowledge and connect to what students already know about the objective’s concept or skill. Check for understanding before progressing in the lesson. In fact, it is recommended that you check for understanding continuously throughout the entire lesson.

Body of the Lesson

Consists of three main parts taken directly from the lesson objective.

I do

In this part of the lesson the teacher is modelling how to do it. Students are questioned on: What, Where & How. The concept and vocabulary used are taken directly from the lesson objective. The teacher provides examples and non-examples. Again the teacher should check for understanding by ensuring students interact with the new concept. The interaction can be done by having the students restate, apply or justify. An Academic Rule should be clearly written and it should reveal the attributes specific to the lesson concept.

We do

This is where the teacher implements guided practice. Skills and concepts are practised step by step with the students. Teacher and student work together at the same time. Working problems together to prove the students have mastered the objective.

You do

Aim for 80 to 100% success.

Can students execute the skill?
Can students describe the concept?
Can students tell why it is important to learn this?

Independent Practice

During Independent practice students successfully practise exactly what they were just taught without teacher assistance. The purpose here is repetition. Repetition helps the students remember & store the new information in their long term memory.Independent Practice time is the perfect opportunity for the teacher to provide in-class intervention to struggling learners.

Points to Remember

Check for Understanding continually.
Verify that students are learning.
Explain: Teaching by telling.
Model: Teaching using think alouds.
Demonstrate: Teaching using physical objects.

If you would like a FREE lesson plan template, join My Teaching Cupboard's Email Group. You will get access to my FREE Resource Library when you sign up.

In the FREE Resource LIbrary, you'll find the planning template I use for the Explicit Direct Instruction lessons I do in my classroom. The FREE Resource Library also has some other resources I know you'll find useful.

Explicit Teaching