Difference between revisions of "Explicit instruction"

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Explicit instruction occurs in an instructional task that provides the learner with specific information or directions about what is to be learned from the task.  Explicit instruction often comes in the form of rules or verbal statements that provide guidance to the student about what is to be learned. Although explicit instruction contrasts with  [[implicit instruction]], instructional tasks are often graded with elements of each. Thus instruction can be relatively explicit or relatively implicit. Explicit instruction works through [[feature focusing]], drawing the learner's attention to the valid or critical features ([[feature validity]]) of the content to be learned. Implicit learning can be designed to promote feature focusing, as well, although often it does not.
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[[Instructional explanation]]s are one specific type of explicit instruction.
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[[Category:Glossary]]
 
[[Category:Glossary]]
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[[Category:Independent Variables]]
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[[Category:Help Tutor]]
 
[[Category:PSLC General]]
 
[[Category:PSLC General]]
 
Explicit instruction is a systematic instructional approach that includes a set of delivery and design procedures derived from effective schools research merged with behavior analysis. There are two essential components to well designed explicit instruction: (a) visible delivery features are group instruction with a high level of teacher and student interactions, and (b) the less observable, instructional design principles and assumptions that make up the content and strategies to be taught.
 
 
By Tracey Hall, Ph.D., Senior Research Scientist, NCAC
 
 
CAST Universal Design for Learning[http://www.cast.org/publications/ncac/ncac_explicit.html]
 

Latest revision as of 15:42, 31 August 2011

Explicit instruction occurs in an instructional task that provides the learner with specific information or directions about what is to be learned from the task. Explicit instruction often comes in the form of rules or verbal statements that provide guidance to the student about what is to be learned. Although explicit instruction contrasts with implicit instruction, instructional tasks are often graded with elements of each. Thus instruction can be relatively explicit or relatively implicit. Explicit instruction works through feature focusing, drawing the learner's attention to the valid or critical features (feature validity) of the content to be learned. Implicit learning can be designed to promote feature focusing, as well, although often it does not.

Instructional explanations are one specific type of explicit instruction.