EXPLICIT TEACHING
In explicit teaching, who carries most of the cognitive load when a new concept or skill is first introduced?
The teacher.
After modelling a new skill, the teacher works through an example with students before asking them to try independently. What phase of learning is this?
Supported application / guided practice
What should a teacher do before expecting students to successfully apply a new skill?
Explicitly teach and model the knowledge or skill.
During supported application, students should primarily be passive observers. True or False?
False. Students should be actively practising and applying the newly taught knowledge or skill.
“Watch me complete the first example. I'll explain my thinking, then we'll complete the next one together.” What is this practice?
Explicit Teaching
This element of explicit teaching involves clearly communicating what students are learning and why it is important.
Learning intention — making the learning clear and purposeful.
During supported application, should students be expected to immediately complete the task independently?
No. The teacher provides scaffolding, prompts, guidance and feedback while students practise.
This teacher move involves asking questions during instruction to determine whether students understand.
Checking for understanding
Students explain their reasoning while completing a task with teacher guidance. What is this evidence of?
Active cognitive engagement and an opportunity for the teacher to check understanding.
A teacher models a strategy, then immediately tells students to complete 20 questions independently. What important phase may have been skipped?
Supported/guided application and checking for understanding.
A teacher demonstrates how to solve a problem while thinking aloud and explaining each step. What explicit teaching practice is this?
Modelling — showing students what success looks and sounds like
A teacher asks, “What should we do first?” Students respond, and the teacher provides feedback before moving to the next step. What is happening?
Guided practice with checking for understanding and feedback.
A teacher notices that most students have misunderstood the concept. What should happen next?
The teacher should adjust instruction — reteach, clarify, model again or provide further guided practice.
Why is practice important after explicit modelling?
It allows students to apply, consolidate and refine their new knowledge or skill with support before working independently.
Students are working in pairs. The teacher is circulating and asking probing questions, correcting misconceptions and prompting students to use the strategy they have just learned.
What practice is this?
Supported application
A teacher says, “Watch how I do this one. I’m going to explain my thinking as I go.” What is the teacher deliberately making visible?
The thinking process and steps involved in successfully completing the task.
Complete the progression:
I do → We do → ______
You do — students apply the learning more independently once sufficient understanding and proficiency have been demonstrated.
A teacher gives students a task and circulates the room saying, “Good job!” to everyone. Why might this be insufficient during supported application?
Feedback should be specific and actionable, helping students understand what they are doing well and what they need to do next.
A student can copy the teacher's worked example but cannot complete a similar problem independently. What might this tell us?
The student may have followed the model without yet developing sufficient understanding or ability to transfer the learning.
A teacher says, “You should already know this. Just try your best.”
Why does this not align well with explicit teaching?
It places the responsibility on students without first providing sufficient instruction, modelling, guidance or feedback.
Why isn't simply telling students how to complete a task necessarily considered effective explicit teaching?
Because effective explicit teaching involves clear explanation, modelling, checking for understanding, guided practice and feedback — not just giving instructions.
Students are working on a new skill. Some are successful, while others are making the same error repeatedly. What should the teacher do?
Respond to the evidence of learning — provide additional modelling, prompting, explanation or practice rather than simply moving on.
A student makes an error during guided practice. Which practice is aligned with explicit teaching?
Identify the misconception, clarify the thinking, model or prompt the correct process, then allow the student to try again.
What is the ultimate goal of supported application?
To build students' knowledge, confidence and proficiency so they can successfully apply the learning independently.
A teacher explains a new strategy, models it, checks understanding, works through examples with students, provides corrective feedback, and gradually removes support.
What principle of VTLM 2.0 is being demonstrated?
Explicit teaching leading into supported application and, ultimately, independent application.