Session objectives
- To outline the evidence base for explicit instruction
- To share the common aspects of explicit instruction and practical strategies.
Intended outcomes
Attendees will understand what is (and is not) meant by explicit instruction and where the evidence base is the strongest. They will leave with practical strategies that they can implement in classrooms.
Session outline
Explicit instruction refers to a range of teacher-led approaches focused on teacher demonstration followed by guided practice and independent practice. Several reviews of the research on effective support for pupils in mathematics and reading have provided support for explicit instruction. In this session we will look at some of the research into explicit instruction including the EEF ‘Special Education in Mainstream Schools’ Guidance Report which shows that explicit instruction can be particularly purposeful for pupils with SEND. We will also share some practical examples of how this can be implemented in classrooms, this includes teaching skills and concepts in small steps and the use of examples and non-examples
Suitable for
All classroom practictioners from all phases
Facilitator
Julie Kettlewell – Assistant Director of Huntington Research School and Assistant Headteacher
Julie is one of the EEF Alumni Content Specialists for Learning Behaviours (incorporating social and emotional learning, metacognition, improving behaviour, parental engagement and SEND), and is based at Huntington School. Julie is also the Assistant Director of Huntington Research School, a teacher of Psychology and Assistant Headteacher overseeing Personal Development. Throughout her studies of psychology she has been fascinated by cognition and the mental processes involved in knowing, understanding and learning, and she is passionate about making a difference for young people and developing learning behaviours in order to address the attainment gap between disadvantaged pupils and their peers.
Cost
£30 per person
