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Teaching and learning

As educators, we all have the same goal: to help students make the maximum possible academic gains in a positive, respectful environment that promotes their success and nurtures their desire to learn. (Anita Archer, Explicit Instruction 2011)

At Mundingburra State School effective and efficient explicit instruction requires teachers to attend to the details of instruction because it is the details that make a significant difference in providing quality instruction that promotes growth and success.

Teaching and learning at Mundingburra State School is based on systematic, direct instruction which is characterized by a series of supports or scaffolds where students are guided through the learning process. Students receive clear statements about the purpose for learning the new skill, explanations and demonstrations of the instructional target and then supported practice and feedback until individual mastery has been achieved.
To assist teachers and students with this explicit instruction process, all classes have the 5 explicit teaching posters in classrooms which highlights students’ and teachers’ behaviours through the process.
At Mundingburra SS, teachers are expected to follow our 5 explicit components of a lesson
Get ready for learning – the opening of the lesson provides students with clear and focused idea of what is to be learned, how it will be learned and why it is important to learn. Teachers will verify that students are ready ( i.e. have the prerequisites knowledge and skills and equipment ) to learn the new content
I do – modelling is a powerful instruction tool. Here the teacher is showing students how to perform the skill by demonstrating and describing what is being done. Often teachers think aloud when describing.
We do (prompted or guided practice) – Typically guided practice is provided through the use of prompts. These can be in the form of directions, cues, clues or reminders about what to do when performing the new skill. Prompts come in variety of forms- physical, visual, verbal.
You do –( unprompted practice)  - the purpose is to determine whether the students can perform the skill without physical, verbal or visual prompts. The teacher is checking for understanding by providing and monitoring unprompted practice.
Review / Reflection – what’s next! – it’s time for reflection about the purpose and goal of the lesson. Did students show understanding and mastery of the skills? Teachers provide feedback on performance, correct or clarify misconceptions and students are asked the five key questions as a form of self assessment.