Explicit Instruction

Abstract

Abstract Explicit instruction is an approach to teaching characterized by high levels of guidance and support from the teacher, extension of learners’ prior knowledge, consideration of the capacities and limits of human cognitive architecture, an emphasis on learning as the primary priority for instructional activity, and active student engagement throughout the learning process. The lineage of the principles of explicit instruction can be traced from research on large-scale school reform projects through a range of research and theoretical approaches based on cognitive, information-processing models of how the mind learns. Cognitive load theory provides a highly informative theoretical framework in which explicit instruction can be embedded. In relating explicit instructional practices to cognitive load theory, explicit instruction can be operationalized in terms of the load reduction instruction framework and is associated with reduced intrinsic and extraneous loads. A robust evidence base supports the effects of explicit instruction on learning, as well as other educational outcomes such as motivation and engagement, metacognition and self-regulated learning, problem-solving, critical thinking, and creativity. The effectiveness of explicit instruction depends on changing the amount and type of explicit instruction throughout the learning process. Explicit instruction contrasts with constructivist perspectives, but under certain circumstances, explicit instructional approaches can and should incorporate elements of strategies typically regarded as constructivist principles and strategies.