Explicit Direct Instruction

Koondoola Primary School follows the Explicit Direct Instruction model set out by Ybarra and Hollingsworth. Explicit Direct Instruction (EDI) is an essential part of the Koondoola Primary School English plan. EDI refers to the process whereby teachers make the skills and knowledge to be learnt explicit to the students. The skill is explicitly modelled, and the students are provided with opportunities to gain competence with these skills and knowledge, and then to use them in practical and meaningful activities. Teachers develop explicit lessons using Powerpoint, which move systematically through the gradual release model of I Do, We Do, You Do, employing co-operative learning strategies to engage all students. Explicit feedback is provided throughout the process as the teacher ‘checks for understanding’.

Explicit Teaching in Literacy is fast paced, well thought out, pre-planned and must include:

  • The use of Powerpoints to explicitly model the new concept to students using a ‘think aloud’
  • The gradual release model of ‘I Do, We Do, You Do’
  • Co-operative learning strategies to engage all students
  • Checking for understanding – The teacher is constantly monitoring students understanding through questioning and responses and re-teaches where necessary.
  • Choose non-volunteers – The teacher uses strategies such as popsticks, whiteboards etc to select non-volunteers throughout the lesson.
  • A review of previously learnt concepts (yesterday’s learning, last week’s learning, last month’s learning) to provide opportunities for spaced practise
  • Student Engagement Norms to teach students how to engage and respond during lessons
  • Targeted and explicit feedback to students during the lesson whenever a student is expected to respond
  • 30:40:30 Rule – 30% of warm-up questions targeted at whole class but specifically lower end students, 40% of warm-up questions targeted to the middle group of students, 30% targeted to high achieving students for extension

I Do:

  • Model how to do the strategy / skill / concept using – teacher ‘think aloud’
  • Model how to follow the WILF
  • Provide examples and non-examples
  • Ask questions to check for understanding – CFU
  • 3C’s – Clear, consistent, concise – use clear language and avoid digressions

We Do:

  • Guided Practice of the skill/concept to develop all students understanding – high student engagement and response
  • Small groups or partners – using whiteboards, yes /no cards, multiple choice questions (on the mat or at their desks)
  • Ensure high success rate using cooperative learning strategies
  • Provide timely and explicit feedback
  • Ask questions to check for understanding
  • If students are not mastering the skill – re-teach to the group/class.

You Do:

  • Individual and independent practise – differentiated tasks for students’ needs
  • Engage students in focused questioning and feedback
  • Check and correct students’ independent work to validate levels of mastery
  • Use an independent task weekly / fortnightly as assessment.