Part I: Maximize the Impact of Explicit Teaching with Blended Learning

As a blended learning expert, I’ve worked with educators who sometimes mistakenly assume that blended learning means abandoning explicit teaching or explicit instruction. In this blog, I’ll explore how teachers can maximize the impact of explicit teaching when using blended learning models to provide explicit instruction to small groups of learners instead of the whole class.

Understanding Explicit Teaching

First, I want to clarify what explicit teaching is for anyone unfamiliar with the phrase. It’s a teaching practice where educators show students precisely what to do and how to do it. It also creates opportunities within the lesson for students to apply their understanding actively. This approach helps students grasp the material better and equips them with the skills to apply that knowledge. John Hattie (2009) found that direct instruction using explicit teaching has an effect size of 0.59, making this a high-impact teaching strategy. Effect size is a way to measure the strength or significance of a difference or relationship in a study. Think of it like measuring how strong the impact of a particular treatment or strategy is.

For example, in education, if a study looks at two teaching methods, the effect size tells us how much better one method is compared to the other. A larger effect size means a more significant difference or impact, while a smaller effect size means a smaller difference. It helps to understand the practical significance of research findings beyond knowing if there is a difference or relationship.

High Impact Teaching Strategies (HITS) are 10 teaching practices proven to enhance student learning effectively. These strategies are derived from extensive research and are recognized for their significant positive impact on academic achievement. John Hattie and Robert Marzano have analyzed these studies, identifying and ranking numerous teaching methods based on their effectiveness. HITS are considered the most effective among these, standing out for consistently improving student learning.

Explicit Teaching: The Process

• Set clear learning objectives for the instructional session.
• Activate the students’ prior knowledge.
• Present information.
• Model the process.
• Guide the students’ initial practice.
• Release students for independent practice.

Most teachers are familiar with the “I do, we do, you do” approach to explicit instruction.

I do: The teacher introduces the learning objective and provides explicit instruction, explaining what students need to do and how to do it. This involves modeling and using a think-aloud strategy so students can hear the teacher’s thoughts as they apply a specific strategy, skill, or process.

We do: The teacher leads the group in collaboratively working through another example, actively involving students. Students are encouraged to contribute their ideas and suggestions during this interactive phase of explicit teaching. This approach not only allows the teacher to identify and address any gaps or misunderstandings in real time but also provides an opportunity to correct any errors gently. By engaging in this guided practice, students start to apply their learning with the support and guidance of the teacher, which helps reinforce their understanding and build their confidence.

You do: The students independently apply their acquired skills and knowledge, working to solve problems or complete tasks. This stage fosters autonomy and solidifies individual understanding. The teacher takes on a more observational role, allowing students to explore and apply their learning independently. This independence is vital for students to internalize the concepts and strategies they have learned. While the teacher remains available for questions or guidance, the primary focus is on students’ individual practice and problem-solving abilities. The ‘you do’ phase is where confidence is tested and competence is demonstrated, providing a clear measure of each student’s grasp of the material.

One of the main challenges in applying explicit teaching to an entire class lies in the inherent diversity of students’ skills, abilities, needs, and language proficiencies. This can make it difficult to tailor the ‘I do’ demonstration in a way that is accessible and effective for every student. While some may quickly grasp the information presented or understand the application of a skill, others might struggle. During the ‘we do’ phase, students who feel unsure or overwhelmed are less likely to participate voluntarily, often only engaging when directly called upon by the teacher. This issue extends to the ‘you do’ phase, where students who have not fully grasped the information may hesitate to seek help or disengage. Addressing this challenge involves considering how we can adapt and refine explicit teaching to meet the varied needs of all students, ensuring everyone can benefit from this high-impact instructional strategy.

Blended Learning and Small Group Explicit Instruction

High-Impact Teaching Strategies: Excellence in Teaching and Learning states, “A high level of teacher-student interaction characterizes explicit teaching. Teachers actively support students to achieve success as they move through the learning process. Teacher feedback is critical. Teachers closely monitor student understanding and target further individual support when it is needed.” This high level of teacher-student interaction is challenging, if not impossible, to achieve in a whole group, teacher-led lesson where the teacher attempts to guide a group of 30+ students through a single instructional session.

By contrast, teacher-student interactions are much easier to accomplish when teachers use blended learning models that free teachers to work with individuals and small groups of students. As a result, explicit teaching thrives in a blended learning environment in which teachers employ instructional models like station rotation to work with small groups. The magic in combining explicit teaching with blended learning lies in the teacher’s ability to tailor the instruction to individual student needs.

Tailoring Explicit Teaching for Maximum Impact

In these smaller group settings, teachers can maximize the impact of explicit teaching in several ways:

1. Differentiation: By selecting problems, prompts, and tasks at various levels of academic rigor and complexity, educators can customize instruction and models to the unique abilities and needs of each group. This customization ensures that all students have access to instruction at an appropriate level.
2. Personalized Support: Different students require different levels of support and scaffolding. Teachers can provide personalized assistance in small groups, addressing specific areas where students struggle or need clarification.
3. Immediate Feedback: Small groups enable teachers to provide timely feedback, allowing students to correct their mistakes and deepen their understanding as they apply their learning.

When teachers work directly with small groups of students, I encourage them to add a “pairs do” between the “we do” and the “you do.” That allows pairs of students to attempt to apply their knowledge or skills with peer support but no teacher support. As students attempt to work with a partner, the teacher listens and observes to identify which students in the group are struggling with peer support. The teacher can release the students who are ready for independent practice and provide additional instruction, support, and modeling for those who need more support. This makes it possible to ensure all students understand the information and are able to apply specific strategies, skills, or processes.

One might argue that using explicit teaching with the whole class is more time-efficient. However, the truth is that working with small groups not only enhances the effectiveness of this strategy but also eliminates the need for extensive reteaching. When teachers differentiate the way they present instruction for smaller groups and provide tailored support, there’s less need for reteaching. More students are likely to understand and retain the information in this small group instructional session.

Wrap Up

Explicit teaching is not at odds with blended learning models. On the contrary, it can be a powerful tool to meet individual students’ needs, enhance learning outcomes, and save valuable time. As educators, it’s crucial to understand that differentiated instruction provided to small groups can lead to more successful learning experiences.

In my next post, we’ll explore how teachers can use AI to design their small group explicit teaching sessions or modify their existing curriculum to ensure that the instruction and scaffolds are appropriate to the needs of each small group.