Explicit Direct Instruction


Chelsea Primary School's pedagogical approach to support our Whole School Instructional Models are underpinned by EDI (Explicit Direction Instruction) and MSL – you can read more below regarding these teaching methodologies.

Chelsea PS 'signature pedagogy' of explicit instruction - an approach that involves teachers clearly showing students what to do and how to do it, rather than asking students to discover or construct information for themselves.



EDI (Explicit Direct Instruction)

Explicit Direct Instruction (EDI) encompasses research-based instructional practices explored by cognitive and educational researchers.

Explicit instruct is characterised by carefully planned and sequenced lessons; clear and detailed instructions and modelling; and frequent and systematic monitoring of student progress and feedback to students. The pedagogy is implemented from F-6 and across all key learning areas, but with a particular focus in English and maths. It underpins teaching and learning practices both in the academic and wellbeing spheres.

EDI lessons contain eight main components for success:

  1. Learning Objective
  2. Activating Prior Knowledge
  3. Concept Development
  4. Skill Development
  5. Guided Practice
  6. Relevance
  7. Closure
  8. Periodic reviews


During EDI lessons, teachers utilise ‘engagement norms’ (TAPPLE) to motivate students and hold them accountable for their learning. Engagement Norms ensure children are doing something every minute, whether it be discussion with a partner, reading text aloud, showing responses on a whiteboard or gesturing. These norms are designed to keep students actively engaged in their learning.




Examples of engagement norms include:

  • Series of higher order questions posed throughout the lesson;
  • Students ‘pair-sharing’ their responses to organise ideas and allowing all students to actively participate;
  • Calling on non-volunteers to check for understanding;
  • Use of individual mini-whiteboards for immediate teacher feedback;
  • Students justifying their responses using academic language;
  • Teachers correcting responses at point of need;
  • Re-teaching concepts if 80% mastery has not been achieved;
  • Reading and tracking the text with the teacher;
  • Adding actions or gestures to assist with retention of definitions.

Since 2019, our school has been fortunate to have received ongoing professional development from Joe Ybarra, a lead trainer from DataWORKS, California. DataWORKS is a US company that has developed a comprehensive EDI program for teachers based on extensive research. Their exploration includes 25,000 classroom observations, analysis of over 2 million student assignments, and implementing EDI lessons in K-12 classrooms across all content areas. Joe has assisted with the implementation of EDI in our school and has worked closely with teachers and year level coaches to refine our EDI teaching methods.


CPS Explicit Teaching Model

 

Chelsea Primary School uses Explicit Direct Instruction (EDI) to teach Literacy and Numeracy. All Literacy and Numeracy Lessons must be planned and delivered using the following model:

 

Aspect of Lesson

Brief Overview

Warm Up/Review

Review concepts and skills of previous lessons and build automaticity

Learning Objective (WALT)

 

Made clear to students

Activate Prior Knowledge

Use something students are familiar with to link to new knowledge.

Concept Development

 

 

Concept, Rule or Content taught. Examples and non-examples used to highlight.

Skill Development

 

Model the process to students.

Guided Practice

 

Practice with students

Relevance

Make links to the real world or future learning.

Closure

Students prove to teacher with a worked example or question they are ready for independent practice.

Independent Practice

80% of class should demonstrate they are ready for independent Practice

 

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