In classrooms, this often shows up in opposite ways: teachers who say, “We already do this” at one end versus those who dismiss it as “rote learning” or “just lecturing” at the other.
Neither view reflects what effective explicit instruction actually is – or why it matters for student learning.
So, what separates effective explicit instruction from the versions that frustrate teachers and fail students? The answer lies in practice.
Below are some practical dos and don’ts, drawn from decades of research and classroom experience, that highlight what makes explicit instruction work – and what can quietly undermine it.
Do: develop an understanding of the research
Decades of research, alongside insights from cognitive and behavioural psychology, have contributed to our understanding of why explicit instruction is one of the most effective approaches to teaching, particularly for novice learners.
When students are new to a concept or skill, they often lack the background knowledge or mental frameworks needed to make sense of information independently. Clear explanations, modelling and guided practice reduce unnecessary cognitive load and help learning stick.
Importantly, novice learners are not confined to early primary classrooms. A five‑year‑old learning to read is a novice – but so are medical staff receiving initial training in nuclear safety procedures in a hospital setting.
Whenever we are learning something new, unfamiliar or complex, we are novices. Prior expertise in one domain does not automatically transfer to another.
Don’t: assume novice learners are ‘mini experts’
One of the most common mistakes in classrooms is assuming that students can think, reason and learn like experts simply because they are curious, articulate or motivated.
They can’t – not yet.
Expecting novice learners to discover key ideas for themselves, make sophisticated connections, or infer processes without guidance places heavy demands on working memory and often leads to confusion rather than understanding.
Novices and experts have different background knowledge and skill, and asking a novice to mimic the behaviour of an expert is unlikely to lead to expertise.
Do: be clear about what you’re teaching
One of the strongest predictors of effective teaching is clarity, and that clarity starts before the lesson even begins.
Ask yourself: What exactly do I want students to learn here? Not merely “understand fractions better” or “engage with the text”, but something specific and observable. What will the student need to do to convince me that instruction has been successful?
When teachers are clear about the learning intention, students are far more likely to succeed.
Don’t: discount the teaching and learning environment
Effective instruction doesn’t happen in a vacuum.
Clear routines, predictable lesson structures and well‑established expectations make learning easier for students.
Preparation isn’t just about content – it’s about conditions.
Established routines allow students to focus their mental energy on learning rather than working out what’s expected of them next.
The physical set‑up of your classroom can also make or break a lesson.
There may be no single “correct” way to arrange a classroom, but there is a wrong approach: choosing seating based on habit, aesthetics or philosophy rather than the demands of the task.
Seating children in traditional rows may be appropriate when presenting new content, and you need to be able to see and monitor every student.
Whereas seating children around tables may be ideal for group work.
Flexibility in adjusting seating to the instruction and the task is key.
Do: model thinking, not just the final answer
One of the most powerful tools in explicit instruction is modelling – particularly modelling thinking.
When teachers talk through how they approach a task, solve a problem or analyse a text, they make their thinking visible. This is especially important for novice learners who don’t yet have the background knowledge to “fill in the gaps” for themselves.
Think‑alouds, worked examples, and deliberate modelling help students understand how to approach learning – not just what answers to produce.
Don’t: fall back on “any questions?” to check for understanding
As noted earlier, one of the strengths of explicit instruction is that it makes learning visible.
Quick, regular checks – such as questioning, mini whiteboards or choral responses – allow teachers to see who is following along and who needs more support. Crucially, this information should shape what happens next.
Sometimes that means slowing down or providing some intensive instruction to a few students, while the majority practice independently. Sometimes it means revisiting content. That responsiveness is a feature, not a bug.
Do: view explicit instruction as a professional skill
Dare I say it? Teaching explicitly is a skill that itself should be taught explicitly.
No one is born knowing how to teach explicitly, and too many graduate teachers emerge from four years of training without a solid foundation in evidence‑based teaching methods.
Explicit teaching is a professional skill that develops over time, through experience, reflection, practice and, ideally, feedback
Over recent years, many teachers have told me they understand why explicit instruction matters – but want clearer guidance on what it actually looks like in practice.
That’s one of the reasons we developed Teaching with Clarity: Explicit Instruction in Practice at The Academy.
The course focuses on practical classroom application rather than theory alone. The aim is not to prescribe one “right” way to teach, but to support teachers to build confidence in using evidence‑based approaches in their own context.
At its heart, explicit instruction isn’t about talking more or dumbing down learning. It’s about teaching with intention, clarity and care – so every student has a genuine opportunity to succeed.
