Head of Department-Curriculum - Karen Newton
Classroom Chronicles: The 16 Elements of Explicit Instruction.
When it comes to helping students make the most academic progress, one of the most effective approaches teachers use is explicit instruction. This teaching method is clear, structured, and purposeful. It’s called explicit because the learning isn’t left to chance, teachers guide students step by step with direct explanations, clear demonstrations, and plenty of supported practice.
Explicit instruction involves carefully designed scaffolds that help students build confidence as they learn. Teachers explain the “why” and “what” of new skills, model exactly how to do them, and then provide guided practice and feedback until students are ready to succeed independently.
Educational researcher Rosenshine (1987) described explicit instruction as “a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students.”
Element #1 - The Art of Focusing on What Really Matters
Focus instruction on critical content Teach skills, strategies, vocabulary terms, concepts, and rules that will empower students in the future and match the students’ instructional needs.
Parents, have you ever asked your child how their day was at school, only to be met with a very detailed (and dramatic) account of how a pigeon landed on the playground… but not a single word about math?
Welcome to the world of “non-critical content” !!!!
At school, we know that kids are natural sponges, but sometimes they soak up everything except what we need them to. That’s why Element #1 of Explicit Instruction is all about focusing on critical content. In other words, we make sure our teaching time isn’t spent chasing pigeons (literally or figuratively), but on the big ideas and skills that students truly need to succeed.
Think of it like packing for a family holiday:
- Do you need six pool noodles, a sombrero, and a ukulele? Probably not.
- Do you need sunscreen, snacks, and everyone’s toothbrush? Absolutely yes.
In the same way, teachers carefully choose the “must-haves” for each lesson, those essential concepts that will carry students forward in their learning journey. We leave out the fluff, so kids don’t end up with a suitcase full of distractions.
A Classroom Example and non-example: (Opps that’s Element #9)
A Classroom Example:
During a maths lesson on fractions, the teacher focuses on the critical skill: how to find equivalent fractions (½ = 2/4). Students practise with clear examples and use visual models so they really get it.
A Non-Example:
In the same fractions lesson, the teacher spends ten minutes telling the fascinating history of pizza (because fractions + pizza = fun). Interesting? Sure. Critical to mastering equivalent fractions? Not so much.
So next time your child tells you all about who borrowed whose pencil at lunchtime but “can’t remember” the math strategy we practised, just know, we’re working hard on making the important stuff stick!
Parent Tip: You can join in at home by asking questions like:
“What was the most important thing you learned today?”
“What’s one skill your teacher said you’ll use again tomorrow?”
Classroom News
Prep D
This term Prep D have been doing lots of learning exploring characters, retelling the events in different stories and how they make us feel. During maths learning we have been adding and subtracting using manipulatives to show our mathematical thinking. We made a weather plate to show the different weather we have been observing this term.
1D
As part of our science unit ‘Changes Around Me’, 1D students have been busy observing and describing the features of landscapes and skies. They’ve explored how natural and human-made changes such as weather, seasons, construction and the shift from day to night, can affect both themselves and other living things. In the images shown, students have creatively drawn and coloured their interpretations of these changes. Their work captures the impact of a changing world, highlighting their growing awareness of the environment around them.
2D
In 2D, we have been building our understanding of multiplication by exploring repeated addition and arrays. We discovered that multiplication is just another way of showing groups of the same size.
We started with repeated addition.
For example:
Emelia’s example: 3 + 3 + 3 = 9
This is the same as 3 groups of 3 bananas = 9 bananas in total
Next, we explored arrays — neat arrangements of objects in rows and columns.
Ariya’s example: 2 rows of 5 = 10
(2 groups of 5 donuts = 10 donuts in total)
Samuel’s example: 4 rows of 3 = 12
(4 rows, with 3 apples in each= 12 apples in total)
To support our learning, we created brightly coloured illustrations together.
One chart showed how “3 groups of 4” can be written as 3 + 3 + 3 + 3 or as 3 × 4.
Another displayed student-made arrays, with labels like “4 rows of 2 = 8.”
These posters now hang proudly in our classroom as reminders of the different ways we can represent multiplication. The students are now confidently using repeated addition and arrays to solve multiplication problems — and are very proud of their colourful charts and neat examples!
3D
In Term 3, 3D students have been working on measuring length, mass and capacity in mathematics. Students have been busily measuring objects with the various units of measurement, including millimetres, centimetres, metres, grams, kilograms, litres etc. to estimate, compare, make and classify objects. 3D students have also continued to practice and extend their number knowledge by doing the Number of the Day number activity. In English, students have now completed their persuasive text speech. Well done, 3D! You sure did present some very convincing arguments to the class and I! Next term, students will be learning about the imaginative narrative genre through a novel study. Students have been continuing their regular Morphology phonemic awareness and Reciprocal Reading lessons. Keep up your excellent learning, 3D!
4D
In 4D we have been mastering the art of persuasion. So look out parents you might be talked into something you hadn’t signed up for.
5D
In science we’ve been investigating the properties of light. One recent experiment posed many questions about refraction. We used various jars containing water to slow the speed of reflected light coming to our eyes. The recorded results were mind bending!
Another experiment helped us understand that the angle of incidence of a light ray equals the angle of reflection.
6D
In English this term, the 6D students have been studying the art of persuasion. They have practiced using both objective and subjective language, while also incorporating emotive and precise vocabulary. This culminates in the students planning, writing, and presenting a speech on a current issue affecting primary school students. Some of the topics include a four-day school week, lowering the voting age, and, notably, the proposed social media ban for minors. We look forward to hearing their compelling speeches.
