Tag Archives: Explicit teaching

Blog of the Week: 13 November 2020 – One Sentence at a Time

The Need for Explicit Instruction in Teaching Students to Write Well

By Judith C. Hochman, Natalie Wexler

American Educator Summer 2017

When Monica entered high school, her writing skills were minimal. After repeating first grade and getting more than 100 hours of tutoring in elementary school, she’d managed to learn to read well enough to get by, and she was comfortable with math. But writing seemed beyond her reach.

During her freshman year at New Dorp High School, a historically low-performing school on Staten Island in New York City, Monica’s history teacher asked her to write an essay on Alexander the Great. “I think Alexander the Great was one of the best military leaders,” Monica wrote. Her entire response consisted of six simple sentences, one of …

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Blog of the Week: 19 January 2018 – Ten principles for great explicit teaching

Ben Newmark

Ten principles

I would like to begin by clarifying terminology. Put most simply, I will be discussing how to plan extended explanations of substantive content, delivered didactically to a whole class. Bizarrely, for something so simple which, at its essence, is just ‘teaching’ to me, there is no consensus on what this is called. When I first began writing on this I called it Direct Instruction but it has become clear this is misleading. Capitalised, Direct Instruction means something very specific and includes the scripted lessons currently causing much controversy. Greg Ashman wrote a series of blogs on this, which are tremendously helpful to understanding the differences between the various types of didactic delivery. For convenience, I am going to try and stick to the term Explicit Teaching to describe what I mean. Please forgive me if I use other terms and I ask for your patience if I do slip; for…

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