ORMEAU STATE SCHOOL’S MODEL FOR EXPLICIT TEACHING
PHASE
TEACHER
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ORIENTATION
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Teachers make decisions about how to provide multiple opportunities
for all students to explore and consolidate ideas, skills and concepts by
considering how students learn best and by using a variety of teaching
strategies.
ENGAGEMENT
ELABORATION
I DO IT
PRACTICE
Interactive teaching supports students in working collaboratively and productively in
active, hands-on and participatory learning. Methods include:
 whole-class discussion
 cooperative learning
 peer partner learning.
All staff must have high expectations that all students can achieve and
perform and also have high expectations for their own teaching
practices.
(You help)
Guided
Instruction
(I help)
Collaborative
Learning
Direct teaching is highly structured. Methods include:
 explicit teaching
 intensive teaching
 structured overview
 drill and practice.
Experiential teaching involves students in learning from experiencing real, simulated
or dramatised situations. Methods include:
 field experience
 simulation
 role play
 process drama.
WE DO IT
YOU DO IT
The teaching strategies listed below move students' learning from fully supported
instruction through to independent learning.
Indirect teaching is learner-centred, giving students the opportunity to make decisions
and choices about their learning. Methods include:
 inquiry-based learning
 inductive teaching
 problem-based learning
 independent learning.
(You watch)
Direct Instruction
YOU DO IT
(I watch)
Independent
Practice
REVIEW (Debrief)
Establishes goals and purpose
Reviews relevant prior
learning
States explicit learning
intentions and success criteria
Builds commitment and
engagement
STUDENT
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PEDAGOGICAL
CONSIDERATIONS
What do the students already
know?
Actively listens
Makes connections
Draws on prior knowledge
Asks for clarification
Is focused and receptive to
learning
What do I want the students
to learn as a result of the
teaching?
How will I know if they have
achieved success?
How will I check for
understanding?
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Models/Demonstrates
Thinks aloud
Compares to exemplars
Checks for understanding
Works with students
Checks and prompts
Provides additional modelling
Meets with needs-based
groups
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Actively listens
Takes notes
Asks for clarification
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Asks and responds to
questions
Works with Teacher and
classmates
Completes process alongside
others
What deliberate instructional
strategies are appropriate for
the learning?
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Acts as coach
Monitors progress
Clarifies confusion
Provides support
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What activities will enhance
the learning?
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Provides feedback
Evaluates
Determines level of
understanding
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Works with classmates
Consolidates learning
Completes process in small
groups
Looks to peers for
clarification
Works alone
Relies on notes, activities,
classroom learning to
complete tasks
Takes full responsibility for
outcome
Provides reflection
opportunities
Reviews success criteria
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Reflects on learning
Assesses against success
criteria
Sets goals for future
How will I get students to
reflect and self-assess?
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How will I cater for students
who don’t understand?
How will I cater for
differentiation of learning?
What type of feedback will be
appropriate for the learning?
How will I get feedback about
my teaching?
Adapted from Edge Hill State School Model for Explicit Teaching
High Performing Teams support the Teaching and Learning Process
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Consultation and collaboration with
year level team on a regular basis
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Common assessment tasks decided
upon, with consideration given to
GTMJ and exemplars
Moderation at least once a term
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Team is aware of and adheres to
School Teaching and Learning
Improvement Agenda