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The Effectiveness of Explicit Instruction

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The Effectiveness of Explicit Instruction

Abstract Much research and debate has taken place on the subject of effective classroom instruction. Whether we should be teach direct instruction-teacher centered; indirect instruction-student centered; interactive instruction-interactive student centered learning; independent instruction-individual paced student centered e.g. distant learning; explicit instruction- “structured, systematic, and effective methodology for teaching academic skills” (Archer 1). Reaching our students effectively so that they can achieve higher learning and retention of subjects taught. With the rise of standardized testing in the American Education System, it is necessary to address whether certain teaching methods of instruction are effective than others. This review seeks to outline the debatable topics covering the effectiveness of explicit instruction in classrooms that have been researched in the past as well as the results.

The Effectiveness of Explicit Instruction
A Review of the Literature

Teacher’s effectiveness to help students perform well and the instruction they use has been discussed and analyzed over the years. Which type of instruction is best for student achievement and retention of information? Looking at the effectiveness of explicit instruction to understand if it is going to help teachers get the biggest bang for their buck. Rosenshine (1987) described this form of instruction as “a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students” (34). “Effective and explicit instruction can be viewed as providing a series of instructional supports or scaffolds—first through the logical selection and sequencing of content, and then by breaking down that content into manageable instructional

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