I often write about ‘explicit teaching’ and I have chosen this term with great care. The alternative term, ‘direct instruction’ is problematic due to the fact that it has several, closely-related meanings. Conventionally, ‘direct instruction’ with lower-case first letters tends to have the same meaning as explicit instruction and this approach is summarised well by Barak Rosenshine here (he did much of the initial process-product research that led to a description of this teaching method).
However, ‘Direct Instruction’ with capitalised first letters usually refers to specific programs develop by, or using the methods of, Siegfried Engelmann and his associates. This includes all of the features of explicit teaching but adds a curriculum design element; specifically, lessons and units are planned by specialist planners and the lessons themselves are effectively scripted. It is to avoid confusing these two meanings of ‘direct instruction’ that I choose to use the term ‘explicit teaching’.
It was therefore with horror that I encountered (via @BarryGarelick) a presentation by a highly influential teacher educator – Deborah Loewenberg Ball – to the National Council of Teachers of Maths (NCTM) in the US. In this presentation we are informed that explicit teaching is not direct instruction:
Hmmm.. It seems to me that explicit instruction therefore differs from direct instruction in that it leaves more items implicit. In direct instruction, presentations show students how to complete tasks but, presumably, in explicit teaching, they do not.
I certainly do not agree with the view that all tasks completed through direct instruction are ‘uncomplicated’. The purpose of breaking tasks down into their constituent parts is in order to not overload working memory. This way, in incremental steps we can develop students to the point of completing really very complicated tasks. The idea is that we just don’t dump them in there from the outset and let them fend for themselves, like in the Hunger Games or something.
It also should be made clear that this is a very personal interpretation of what ‘explicit teaching’ means and that it is one that is not widely shared. For instance, the Centre for Education Statistics and Evaluation in New South Wales (CESE) promotes explicit teaching and gives a definition much more in line with direct instruction:
The key problem here is that there is significant potential for confusion. Teachers could be left unaware of where the evidence lies. Researchers, of course, have the right to promote their views and their research. However, if researchers employ this eccentric definition of ‘explicit teaching’, teachers might mistakenly think that all of the research supporting explicit teaching practices, such as the evidence Rosenshine cites above, supports the practices that Deborah Loewenberg Ball is advocating.
That would be unfortunate. The research supports direct instruction.