 REFERENCE  ESTABLISH WHAT IS GOING TO BE TAUGHT

Explicit Direct A Learning objective is a statement that describes what students

EXPLICIT DIRECT INSTRUCTION

Instruction (EDI) will be able to do successfully and independently at the end of
The Power Of The a specific lesson as a result of your classroom instruction. A
Well-Crafted, Well- learning objective describes exactly what you will teach your
Taught Lesson. students to do. For example, “Describe the atomic composition
John R. Hollingsworth,
THE POWER OF THE WELL-CRAFTED, WELL-TAUGHT LESSON and Silvia E. Ybarra
of simple molecules.” Learning objectives include a concept (big
idea), and a skill (verb) such as ‘identify’, ‘write’, ‘describe’. Present
learning objectives to students in the following sequence:
Teacher Reads > Student Read > Pair-Share > Cold Call.

• LEARNING OBJECTIVE  EXPLICIT DIRECT INSTRUCTION (EDI)

• ACTIVATE PRIOR KNOWLEDGE In their book, John Hollingsworth and Silvia Ybarra explain that Explicit Direct Instruction
 CONNECT TO WHAT THEY ALREADY KNOW
• CONCEPT DEVELOPMENT
(EDI) is a structured set of teaching practices that help teachers form highly effective lessons.
These lessons are designed to clearly instruct students ensuring they all receive the necessary Activating Prior Knowledge (AKP) is used to reveal a connection
• GUIDED PRACTICE information while being highly engaging and interactive. EDI includes both lesson design and between something students already know and the new content
• RELEVANCE (THE ‘WHY?’) delivery strategies. ‘Lesson design’ involves the organisation and planning of new content that will
JOHN R.
they are going to learn. When prior knowledge is explicitly
activated, it’s easier for students to learn new content. Teachers
• CLOSURE be presented. This includes setting clear Learning Objectives and carefully choosing problems HOLLINGSWORTH
can APK of something students learned in life (Universal
that will be tackled during and after the lesson. ‘Lesson delivery’ focuses on the methods used
• INDEPENDENT PRACTICE
to present this content to students. An example of this is the practice where a teacher first reads Every time you tell Experience) or something students learned at school (Sub-Skill).
• PERIODIC REVIEW the Learning Objective aloud, followed by a choral reading by the students. Lesson delivery also the whole class to Elicit students’ existing knowledge in a short amount of time (five
involves critical instructional decisions made during teaching, such as reteaching a concept if two do something, they minutes) so that time can be spent on the new content. AKP can
consecutively chosen students fail to correctly answer a ‘Checking for Understanding’ question. become engaged. be completed before or after the learning objectives.
And the way to keep
students engaged is
to keep asking them
over and over again USE THE RULE OF TWO TO PROVIDE AN EXAMPLE FIRST!
 STUDENT ENGAGEMENT NORMS USTILISE ‘TAPPLE’ TO VERIFY STUDENTS ARE LEARNING WHILE YOU’RE TEACHING! to do things while
Engagement norms include practices such as tracked and you teach... Students Now, listen carefully OK. Solve this similar
TEACH IT ASK A PAIR-SHARE PICK A NON- LISTEN TO EFFECTIVE also learn more while I solve this problem. After, I am
choral reading, pair-shares, and holding up whiteboards
FIRST QUESTION WORK VOLUNTEER RESPONSE FEEDBACK because they are problem. After, I am going ask for the
to show answers. The norms help to establish a culture going to ask you answer and how you
of participation and engagement by asking the whole participants in the how I did it. solved it.
This means... This means... This means... This means... This means... This means... lesson rather than
class to do something at the same time. The norms also
focus on reading, vocabulary use, listening, speaking and just spectators. CFU CFU
remembering. What’s more, they are also effective for Teach first Ask students Direct all Select a Cue or prompt Aim for 80%
classroom management by guiding students when to pay before you ask specific students to random students to success
a question so questions explain their sample of respond in a and provide
attention and actively engage in the lesson.
that students about what answers with students by ‘public voice’/ support
are equipped you just taught designated cold calling or complete until 100%  I’LL WORK A PROBLEM FIRST
to respond. them. partners. name picker. sentences. understand.
During skill development, the teacher solves problems related
PRONOUNCE Show students how to say key vocabulary.
WITH ME “Listen carefully to the word: de-ter-mine.”
to the lesson by explicitly teaching students the strategies and
Do this because... Do this because... Do this because... Do this because... Do this because.. Do this because... methods you use. Modelling via worked examples is important
because novices are seeing and hearing how an expert thinks.
TRACK WITH Students touch / look at words as you read.
ME “Point to each word” / “Follow along with your eyes” SILVIA E. YBARRA When modelling, tell students your thinking process out loud and
Every student It identifies You can Corrective
Students Asking “Do you has to think common identify whole feedback
intersperse CFU questions. The Rule of Two is when the teacher
can answer understand?” hard. Modelling is presents problems in matched pairs. You solve the first one and
READ WITH Cue students to read chorally at same time. errors. class errors enables
correctly only provides important because
ME “Look at paragraph... Let’s read this together...” Wait time is It helps vs individual students to the students solve the matching on(CFU after each). This helps to
because they students’
opinions. embedded. to secure errors . answer CFU students are seeing hold students’ attention and focus on one variation at a time.
are applying questions:
GESTURE Add physical movement to convey meaning. the information It’s better to It increases students’ Use show how an expert - the
WITH ME you taught student-talk to attention and me boards Give cues teacher... thinks
“My arms are perpendicular. Put your arms like mine.” ask what they
teacher-talk keep them to check and prompts
them. understand. while solving a
ratio. accountable. everyone. (gestures etc).
Direct students to explain to their partners. problem... Teachers
PAIR-SHARE
“Partner B, explain to Partner A how to solve this. ” must show their  MAKING ONE FINAL CHECK
students that Closing the lesson is the final component of an EDI lesson
ATTENTION Stop students talking and turn to listen.
 IS EVERYONE LEARNING? CHECKING FOR UNDERSTANDING there is systematic before independent practice. During this phase, students
SIGNAL “One, two” (teacher), “Eyes on you.” (students). Checking for Understanding (CFU) is when the teacher continually verifies that students thinking involved in work problems or answer questions to prove they learned the
are learning what is being taught while it is being taught. CFU determines the pace of the addressing any type content just taught so that they can move on. Essentially, it is a
SHOW ME Engage the entire class to do something. lesson, makes the lesson interactive and helps to uncover misunderstandings to inform the of problem, thinking last CFU opportunity to ensure students haven’t developed any
BOARDS “Everyone show your answer in 3, 2, 1... Chin-it” direction of instruction. ‘TAPPLE’ is an acronym for remembering the steps of Checking for that students can misconceptions. This part of the lesson should take five minutes
Understanding and should be used throughout a lesson to verifystudents are learning. It is emulate and use , and you should aim for 80% to 100% success. Determine the
COMPLETE Respond in full sentences with public voice. also a great classroom management technique as it promotes positive attentional habits too. answers to the following: “Can my students do the skill I just
SENTENCES “Students, you should answer like this...” ensuring students are actively listening and thus learning more in the long term. taught them?”, “Can they apply/summarise the new concept?”

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