QUINT Teaching Quality Webinar: Role of Explicit Instruction

The role of explicit instruction (or the lack thereof) as part of teaching quality and its relevance for Nordic Lower secondary classroom is the focus of this webinar.

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Initial findings from the LISA Nordic data  (drawing on the PLATO observation manual) suggest, for example, systematic low scores on feature of instructional qualities (element in PLATO vocabulary) such as Modelling (MOD), Strategy Use and Instruction (SUI), Feedback (FEE), Purpose (PUR) and Connection to Prior Knowledge (CPK) (although little bit higher on Strategy Instruction and Modelling in the Swedish classrooms).

The focus will be on discussion these patterns and link it to relevant theory (see suggested readings (1) and if likely (2) below) as well possible Nordic traditions related to teaching quality (e.g.  a potential tension between explicit instruction and student-centered instruction?)

Suggested readings:

  1. Cohen, J. (2018). Practices that cross disciplines?: Revisiting explicit instruction in elementary mathematics and English language arts. Teaching and Teacher Education, 69, 324-335. doi: 10.1016/j.tate.2017.10.021 
    Full version (pdf) - restricted access
  2. Hughes, C. A., Morris, J. R., Therrien, W. J., & Benson, S. K. (2017). Explicit Instruction: Historical and Contemporary Contexts. Learning disabilities research and practice, 32(3), 140-148. doi: 10.1111/ldrp.12142 (pdf)
    Full version (pdf) - restricted access

Additional Readings  (for those interested)

Dignath, C., & Veenman, M. V. J. (2021). The Role of Direct Strategy Instruction and Indirect

Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies. Educational psychology review, 33(2), 489-533. doi:10.1007/s10648-020-09534-0

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75-86. doi:10.1207/s15326985ep4102_1

Pressley, M., Harris, K. R., & Marks, M. B. (1992). But Good Strategy Instructors Are Constructivists. Educational psychology review, 4(1), 3-31. doi:10.1007/BF01322393

Moderators:

QUINT Centre Director Professor Kirsti Klette, QUINT Postdoctoral Fellow Camilla Magnusson, Postdoctoral Fellow Jennifer Luoto.

Published Nov. 17, 2021 2:02 PM - Last modified Nov. 18, 2021 4:27 PM