Features of Effective Instruction
Effective instruction includes a scope and sequence and is systematic, explicit, scaffolded, and differentiated. These features benefit all children and should be used when teaching any aspect of literacy. (A scope and sequence provides a road map of instruction that shows the full range of content to be taught and the order in which the content is taught.)
Systematic Instruction
Systematic Instruction is carefully thought out, builds on prior learning, and moves from simple to complex. A specifically-planned sequence for instruction is like a blueprint for a house. The builder draws up the plans before getting materials and starting construction.
Characteristics of systematic instruction:
- Presents skills and concepts logically and sequentially, moving from the simple to the complex.
- Builds on previously taught skills.
- Provides instruction in manageable steps.
- Paces instruction to children’s attention, understanding, and acceleration.
Explicit Instruction
Explicit Instruction is overtly teaching each step and making the learning goal obvious to the children. The I Do, We Do, You Do instructional routine can be used to teach any skill or concept by gradually shifting responsibility from the teacher to the child:
I Do: The teacher explains and models the skill or concept.
We Do: The teacher provides guided practice with scaffolding (feedback to support learning).
You Do: Children engage in independent practice and cumulative review.
Characteristics of explicit instruction:
- Sets a purpose or goal and specific expectations.
- Provides precise instructions using clear, direct language.
- Identifies important details of the skill or concept being taught.
- Makes a connection to previously learned material.
- Provides multiple examples and opportunities for children to practice.
Scaffolded Instruction
Scaffolded Instruction provides feedback to help children demonstrate a skill or concept when they could not otherwise have done so on their own. Give children all the support they need to become more independent by providing prompts and cues, breaking down the problem into smaller steps, using visual aids, providing an example, and offering encouragement. Scaffolds are meant to be temporary and removed as children learn the skill or concept being taught.
Characteristics of scaffolded instruction:
- Affirms correct responses and provides specific, corrective feedback for errors.
- Elaborates on children’s responses.
- Ensures most children show mastery or understanding before moving on.
- Provides feedback after task completion.
Differentiated Instruction
Differentiated instruction is matching your instruction to each child’s different needs and abilities. Children vary in their language skills and academic readiness; they bring their own mix of experiences and interests to the classroom. When you differentiate instruction, you are responsive to children’s specific needs, meaning you observe and make split-second decisions about how to meet children where they are and best support their learning.
Characteristics of differentiated instruction:
- Provides support in bridging the gap between what is known and not known.
- Customizes teaching for each child.
- Is responsive.
References
Adapted from:
Kosanovich, M., Phillips, B., & Willis, K. (2020). Professional Learning Community: Emergent Literacy: Participant Guide—Module 1: Print Knowledge (Sessions 1–3) (REL 2021-045). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast.