Explicit Instruction
Too many lessons still expect pupils to work out what to do through activity, discussion or trial and error — leaving those with the least prior knowledge to guess rather than learn. This session explores why teaching needs to be explicit, what a clear I Do, We Do, You Do structure looks like in practice, and how five practical strategies give every teacher a shared way to model, check and release pupils to independence with confidence.
The Big Idea
Pupils rarely discover essential knowledge through activity alone — explicit instruction closes that gap by showing them exactly how to succeed before asking them to try independently. Modelling thinking aloud, checking understanding continuously, and releasing responsibility in planned stages makes every stage of learning visible rather than assumed.
The Evidence
Archer and Hughes (2010) on the I Do, We Do, You Do model and their recommended 80–90% accuracy threshold before independent practice; Rosenshine (2012) on guided practice and checking for understanding; Hattie (2009) ranking direct instruction among the highest average effect sizes; and the EEF's Teaching and Learning Toolkit (2021).
The Classroom Impact
Teachers replace assumed readiness with a visible guided-practice stage, narrating worked examples aloud and checking every pupil through cold calling rather than relying on volunteers. Pupils attempt independent work only once they can already succeed accurately, so errors are caught and corrected before they become embedded habits.
Perfect For
Schools looking to close the attainment gap for pupils who currently guess rather than know, giving every child — regardless of starting point — a clear, modelled route to working independently and accurately.
What’s Included:
