Instructional Playbook

Explicit Instruction Continued

Questions to consider when teaching a new skill/concept

Stage

Teacher

Student

I Do (Teacher Modeling)

Demonstrate Use Think-Alouds Engage students Provide feedback

Listen Take notes Ask and respond to questions

Do learners need more instruction so they can acquire or become automatic at a skill?

Should a scaffold be used during explicit instruction to ensure opportunity and access for every learner? Which learners have become fluent with the skill and are ready to move to the application phase? Which learners need more practice to become fluent?

We Do (Guided Practice)

Heavily scaffold with prompts Tell, Ask, Remind students what to do Check for understanding Provide feedback Reteach when necessary Set up intentional small groups/ partners Check for understanding Provide feedback Reteach when necessary Monitor practice Provide feedback Reteach when necessary

Group practice with teacher feedback Ask questions for clarity Ask and respond to questions

Y’all Do (Group Practice)

Practice skill(s) in small groups/partners Ask and respond to questions

Inquiry based learning empowers students to construct knowledge through hands-on investigation and critical thinking. Inquiry-based instruction still relies on explicit teaching. Teachers still use explicit instruction to clearly model expectations, routines, and discussion protocols so students know how to engage productively in the learning process effectively. With those structures in place, students then explore and make meaning of the content through guided discovery.

You Do (Individual Practice)

Show mastery of skill Ask and respond to questions Respond to feedback