Research evidence supporting explicit instruction

Anna asks about research; Anita summarizes observational, experimental, and cognitive science evidence converging on explicit instruction.

Transcript

chevron_right

Play full episode

chevron_right

Transcript

Episode notes

Episode 57: The power of explicit instruction with Anita Archer

In this episode, Anna Stokke welcomes Dr. Anita Archer, one of the world’s leading experts on explicit instruction and co-author of the bestselling book Explicit Instruction: Effective and Efficient Teaching. They discuss what explicit instruction is, why it’s both effective and efficient, and what the research says about its impact. Together, they discuss who benefits from explicit instruction, common mistakes teachers make, and practical strategies such as the “I do, we do, you do” model. Dr. Archer also shares insights from her 50-year career in education and offers advice for teachers looking to strengthen their instructional practices and help all students succeed.

This episode is also available in video at www.youtube.com/@chalktalk-stokke

TIMESTAMPS

[00:00:22] Introduction
[00:05:26] Anita’s background in explicit instruction
[00:07:30] The three big C’s (clear, concise, and consistent)
[00:10:25] What is explicit Instruction?
[00:13:30] Problems with multiple strategies
[00:15:50] Explicit instruction is effective and efficient
[00:20:58] Research on explicit instruction
[00:27:11] Who does explicit instruction benefit?
[00:30:56] When to begin using explicit instruction
[00:38:24] Lack of awareness about effectiveness of explicit instruction
[00:42:32] Teaching well from the start reduces tier 2 intervention
[00:45:55] identifying the different stages/phases: I do, we do, you do
[00:44:48] Phase 1: I do
[00:47:43] Phase 2: We do
[00:49:47] Phase 3: You do
[00:53:29] Importance of giving students opportunities to respond
[00:58:57] What are unison choral responses?
[01:03:17] The importance of structured turn and talks
[01:08:31] Resource recommendations and Archerisms