Explicit teaching can sometimes be caricatured as ‘chalk and talk’, with the onus on the teacher to ‘deliver’ with too little notion of the needs of pupils.
The research evidence on supporting pupils with Special Education Needs and Disabilities (SEND) in mainstream classroom tells another story. Supporting pupils with SEND should be part of a proactive approach to supporting all pupils, not an ‘add on’.
In ensuring all pupils have access to high quality teaching, the EEF’s evidence around explicit instruction may provide a useful point of reflection and could be particularly purposeful for pupils with SEND.
What exactly is explicit instruction?
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