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My experience using Explicit Instruction

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My experience using Explicit Instruction

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During ELED 438 practicum, I am teaching my students how to create a multiplication sentence using an array. Do teach this effectively, I had to model an example first. Then, I had the students help me solve a second array model example together. Next, I gave the students the chance to create a multiplication sentence using an array in a small group, working with their peers, without the assistance of the educator. Once students worked together, and we looked at their work, the students had to complete a multiplication sentence using an array independently. This approach worked well for the students, with 100% proficiency on their exit slip. I believe that without using this approach for this concept, students would become confused and frustrated, which could effect their motivation to do mathematics in the future. I can see why this approach is favored towards educators.

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Explicit instruction can simply be described as an "I do, we do, you do" type of approach. The educator will work closely with their students at the beginning stages of new content. The support of the teacher is slowly released in a sequential and strategic process until the student does not need the educator's support, and can complete the task on their own. This type of approach can be used in whole, group, small group, and one on one instruction. This is especially beneficial in subjects such as mathematics, and accommodates all learners, including students with learning disabilities. Research shows us "the
effectiveness explicit instruction during Tier 1, Tier 2, and Tier 3 interventions in mathematics for young students with math difficulties who are at risk for LD. Explicit Instruction provides "clear and concise" directions, essential feedback to students, and monitor's student progress, working to allow all students to reach their full potential.