Explicit Instruction

Why

Segmenting complex skills into smaller instructional units helps reduce cognitive overload, supports working memory, and allows students to focus on one element at a time. Once individual skills are mastered, integrating them through cumulative practice helps students make connections, build fluency, and apply their learning flexibly to real-world tasks.

How

• Identify and teach one new skill or concept at a time
• Sequence skills logically so each builds on what was previously mastered
• Present small steps clearly, using visuals or checklists 
• Provide repeated practice on each step before introducing the next
• Connect each new skill to the larger strategy or task it supports
• Gradually increase task complexity by combining previously learned components
• Use cumulative review and mixed practice to reinforce integration
• Create opportunities for students to apply multiple skills in meaningful, real-world tasks

Why

Modeling makes thinking visible. When teachers clearly demonstrate how to perform a skill and verbalize their decision-making, students gain a concrete example of what proficient performance looks and sounds like. This reduces confusion, sets clear expectations, and supports students in developing accurate, independent strategies.

How

• Verbally walk through each step of the task as you model it
• Use “I do” language to show the thought process behind decision-making
• Highlight common errors or misconceptions during modeling
• Repeat the demonstration as needed, using varied examples.
• Use visual displays (e.g., document camera, board, screen share, written steps) to accompany modeling
• Highlight important cues, rules, or patterns students should attend to
• Model both what to do and what to avoid, using examples and non-examples
• Keep the pace slow and intenShe is tional, pausing to check for understanding
• Encourage students to ask questions or restate the modeled process in their own words

Why

In order to promote initial success and build confidence, practice opportunities should be carefully guided and adjusted to match student readiness. By regulating the difficulty of tasks and providing support during early attempts, students can experience success. As they demonstrate mastery, you can gradually increase task complexity while decreasing guidance, helping them build independence and fluency.

How

• Begin with “We do” activities where students practice alongside you.
• Regulate difficulty by starting with simpler tasks and gradually increasing complexity.
• Provide prompts, scaffolds, or cues during early practice.
• Use frequent, short practice opportunities to reinforce success.
• Involve students in active practice: speaking, writing, or manipulating materials.
• Gradually release responsibility as students demonstrate increased independence.
• Include cumulative practice that integrates previously learned skills.

Why

Frequent checks for understanding help ensure that students are learning in real time and provide opportunities to correct misconceptions early. Planning for a high level of student–teacher interaction through questioning keeps students focused on the content, encourages elaboration, and helps you monitor understanding. Having students respond frequently—whether orally, in writing, or through actions—also keeps them active and attentive throughout the lesson.

How

• Ask varied questions throughout instruction (literal, inferential, applied).
• Use response formats like thumbs up/down, whiteboards, or choral responses.
• Prompt students to explain their thinking or justify answers.
• Monitor nonverbal cues for signs of confusion or disengagement.
• Include partner or group sharing to gauge understanding across learners.
• Use student responses to guide pacing and re-teaching decisions.
• Ensure all students are accountable for responding, not just volunteers.

Why

Monitoring student performance helps you verify mastery and identify when instructional adjustments are needed. By carefully watching and listening to students’ responses, you can catch errors early, adjust your instruction in the moment, and provide timely feedback. Ongoing monitoring ensures instruction remains responsive and supports continued growth.

How

• Observe and listen closely during guided and independent work.
• Take anecdotal notes or use checklists to track skill development.
• Use quick tools like exit tickets, performance rubrics, or skill probes.
• Watch for patterns in student errors to inform instructional adjustments.
• Compare student performance to clear, pre-established criteria.
• Use data to group students flexibly for targeted instruction.
• Provide immediate follow-up when misunderstandings are observed.

Why

Providing immediate feedback helps ensure high rates of success and reduces the chance that students will practice errors. By following up on student responses as quickly as possible, you can confirm accurate understanding, correct mistakes, and guide improvement. Timely, specific feedback reinforces learning and supports student confidence and growth.

How

• Give immediate feedback during and after student responses.
• Be specific—explain what was correct or what needs improvement and why.
• Use a positive tone to encourage effort and persistence.
• Correct errors by modeling the correct response and having students try again.
• Reinforce effective strategies, not just correct answers.
• Provide feedback that prompts student reflection (e.g., “What could you try differently?”).
• Acknowledge progress and celebrate growth over time.

The elements of explicit instruction included in this feedback sheet are 6 of Anita Archer's and Charles Hughes's 16 elements of explicit instruction.