What Works Best: Explicit Teaching

Reflection on NSW Education 2020 Publication

What are the major points being made about this ‘What works best’ theme? Name at least two points that stand out strongly to you.

-Explicit teaching helps to explain why a student is learning what they are learning. It also links back to prior knowledge, which reduces the stresses of learning something new, and sets a clear expectation.

-Students that can see the reasons behind what they are learning and make connections, are more able to better organise their thoughts, and are therefore more likely to excel.

-Learning experiences should be sequenced, so that students are able to make connections with prior knowledge and build skills and understanding.

-Explicit teaching can coincide with inquiry based learning to encourage deeper understanding. There can be a transition in which, as the learners gain understanding, knowledge and skills they are able to explore it in a more independent way.

How do you currently implement explicit teaching in the classroom?

When I think about my Engineered System elective, I introduce the course by looking at engineering as a career and the benefits of working in a STEM based job. I think that this encourages students to see the big picture and understand why they are in the course.

I follow a program that I have broken down into smaller units. At the beginning of each unit, I show the class what we will be learning and how. I also explain why and where these skills are useful.

In each unit, I try to set a task to get an idea of prior knowledge. An example of this was before investigating how an electric motor works, I got the students to draw what they thought it looked like inside.

I tend to structure my units following a solo taxonomy format. I start with basic understanding. This might be a video in which students answer comprehension questions. We then move on to a demonstration, where students might replicate an experiment. This is what I would consider ‘unistructural’.

I then get them to move onto a more ‘relational’ approach, where they might adapt an existing structure, or experiment. An example would be when I got my students to build a hydraulic structure, adapted from a simple mechanism that we had assembled.

Students that feel more confident can make examples from scratch (extended abstract). When students struggle getting started, I often work through the process with them, by offering guidance.

During this process, I visit each group of students, and ask questions to gain feedback on their understanding. I also offer formative feedback, to help them develop their ideas.

What do you need to strengthen, adopt or start doing?

I currently talk through why we are learning something and how we are going to do it. I make sure that I provide clear written instructions on Google Classroom. I need to be clear about success criteria, and provide a completed example of what I am expecting.

What do you need to adapt, change or stop doing?

Some students are able to replicate my teacher's examples, but aren’t ready to adapt an idea. Instead I need to give them more practise and provide more structure at this level (multistructural).

What questions does this section of the report (What works best: 2020 update) raise for you?

I am a strong believer in inquiry based learning, as I feel that it deepens understanding and allows the students to tailor their inquiry to their needs and interests. I understand that this can coincide with with explicit teaching, but what is the best balance for this? Should it be based on a student’s understanding or that of the class?

How do you ensure that explicit teaching isn’t too teacher centred?

What is something you will try in the next three weeks?

I will start writing my expectations up at the beginning of the class, and check in at the end.