DCSZ's Explicit Instruction Builds Confident Learners

High-Impact Teaching and Learning:

Explicit Instruction at DCSZ

By Nick Casey

Head of Primary School Dulwich College Suzhou

At the beginning of the new academic year, we are honored to invite Mr Casey, Head of Primary School, to share his educational philosophy and teaching practices.

At Dulwich College Suzhou (DCSZ), our approach to high-quality learning and teaching is built on four key pillars:

1.Purposeful:Learning is relevant and connected to real-world contexts and future learning.

2.Personalised: Instruction meets individual needs, ensuring access and progress for all.

3.Relational: Strong relationships and collaboration enhance engagement and trust.

4.Adapted and Applied: Learning is transferable, equipping students with global competencies and real-world problem-solving skills.

Within this philosophy, Explicit Instruction acts as a powerful, research-informed teaching strategy that ensures all students can access, understand, and apply essential knowledge and skills. It provides the structure students need to move confidently into inquiry, interdisciplinary learning, and independent thinking. It is not rigid or scripted but intentional, responsive, and built on clear modelling, scaffolded practice, and timely feedback.

As Dr Anita Archer states, Explicit Instruction is "systematic, direct, engaging, and success-oriented." It supports equity and inclusion by making learning outcomes visible and achievable for all students.

The approach aligns closely with Rosenshine’s (2012) Principles of Instruction, emphasising small steps, regular review, guided practice, and active participation.

At DCSZ, this method builds foundational knowledge, academic language, and meta cognitive strategies that help students deeply engage with complex content and real-world challenges.

The Structure of an Explicit Instruction Lesson at DCSZ

An Explicit Instruction lesson at DCSZ follows a clear, consistent structure that supports both teacher clarity and student ownership of learning. Each phase of the lesson contributes to purposeful, personalised, relational, and applied learning.

Curriculum Framework

1.Warm-Up: A quick review of prior learning through retrieval, vocabulary, or fluency tasks builds confidence and readiness.

Teacher:Checks understanding, prompts recall, gives feedback

Student:Activates prior knowledge, engages actively

2.Opening:The learning objective and success criteria are shared, highlighting relevance and real-world application.

Teacher: Clearly states goals and connects to real life

Student: Understands the purpose and expectations

3.Body of the Lesson: The body includes flexible phases: I Do, We Do, You Do (Partner), and You Do (Independent), applied based on need and context.

I Do (Modelling)

The teacher clearly explains and models the concept in steps using think-alouds.

▶ Teacher: Demonstrates and explains

▶ Student: Observes, asks questions

We Do (Guided Practice)

Students practise with support through scaffolding and questioning.

▶ Teacher: Guides, checks understanding, fades support

▶ Student: Engages, shares thinking, builds confidence

You Do (Partner Practice)

Students practise with a peer to reinforce understanding and communication.

▶ Teacher: Observes, prompts, gives feedback

▶ Student: Collaborates, explains, consolidates learning

You Do (Independent Practice)

Students apply learning independently, with tasks matched to their learning stage.

▶ Teacher: Monitors, provides feedback 

▶ Student: Works independently, reflects on learning

4.Wrap-Up:The lesson ends with review and reflection. Learning is summarised, and next steps are previewed.

▶ Teacher: Revisits goals, previews future learning

▶ Student: Reflects, shares progress, sets targets

5.Continuous Strategies: Throughout every phase:

▶ Teacher: Monitors student performance, elicits frequent responses, provides specific and timely feedback

▶ Student: Engages actively, demonstrates understanding, reflects

These strategies ensure learning is inclusive, responsive, and adaptive, allowing for quick correction, deeper thinking, and meaningful progress.

Conclusion

Explicit Instruction is an essential component of the DCSZ pedagogical approach. It supports our commitment to clarity, academic rigour, and inclusion by making thinking visible, learning accessible, and success achievable for all students. It lays the foundation for deeper inquiry, creative exploration, and interdisciplinary learning.

By embedding this approach within a broader commitment to purposeful, personalised, relational, and adapted and applied learning, we ensure that students are not only prepared to Learn Worldwise, but also equipped with the tools, mindset, and skills to Live Worldwise.

References

Archer, A. and Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. Guilford Press.
 Rosenshine, B. (2012). Principles of Instruction. American Educator.