Explicit Instruction: Effective and Efficient Teaching - Chapter Two

Question 1

Gaining students attention

Answer 1

An act or routine that teachers enact with their students to increase their attention

Question 2

State the goal of the lesson

Answer 2

Explicit outcome stated at the beginning including the relevance of the target skill.

Question 3

What is a review?

Answer 3

A review is an opportunity to check that students have a prerequisite skill

Question 4

What is not a review?

Answer 4

It is not reteaching, simply asking the students if they know how to do something or selecting only a few students to demonstrate how to do it.

Question 5

Modelling

Answer 5

The first thing in the body of an explicit lesson so called “I do it” phase. This might include demonstrating, describing or modelling through the think-aloud.

Question 6

What are some of the criteria of good modelling?

Answer 6

Being clear, consistent and concise. It may involve using a non-example. It needs also to be worded in language that is approachable to the student. Provide multiple models and involve students in the model

Question 7

Prompted or guided practices

Answer 7

Guided practice happens when teachers give directions, clues, cues or reminders including physical prompts or guidance whilst students attempt to demonstrate a skill.

Question 8

What are some of the different kinds of prompts you can use during guided practice?

Answer 8

Visual prompts. Verbal prompts. Physical doings.

Question 9

Unprompted practice

Answer 9

The purpose of this is to practice a skill and to demonstrate that students can do it without any physical, verbal or visual prompts.

Question 10

What are the components of a closing in an explicit lesson

Answer 10

Review of critical content, preview the content of the next lesson, assign independent work as necessary.