2nd Edition

Explicit Direct Instruction (EDI), 2nd Edition: The Power of the Well-Crafted, Well-Taught Lesson

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John R Hollingsworth, Silvia E Ybarra

  • Explicit Direct Instruction (EDI), 2nd Edition

248 pages
ISBN: 9781506337517

Explicit Direct Instruction (EDI), an approach based on the premise that all children can learn, helps teachers deliver well-designed, well-taught lessons that significantly improve achievement for all learners. Authors Hollingsworth and Ybarra have refined and extended their highly successful methods in this second edition of their bestselling book.

Written in an easy-to-read, entertaining style, this resource provides K-12 teachers with concrete strategies, detailed sample lessons, and scenarios that illustrate what EDI techniques look like in inclusive and diverse classrooms. With chapters covering the individual components of EDI, such as checking for understanding and activating prior knowledge, this updated edition refines the methods so that they are even more effective and easier to implement. Readers will find:

  • Strategies for continuous, systematised student engagement
  • Expanded corrective feedback strategies
  • Clear alignment to the latest content standards
  • A new, field-tested strategy for skill development and guided practice
  • Expanded information about differentiation and scaffolding

Combining educational theory, brain research, and data analysis, this is a fine-tuned, step-by-step guide to a highly effective teaching method.

Table of Contents

Preface to the Second Edition: What's New in EDI


About the Authors

Chapter 1. Students Say, "I Can Do It!"

  • The Day I Saw the Breakthrough in Classroom Instruction
  • Where Our Research Began: Student Achievement
  • Where Our Research Led: Classroom Instruction

Chapter 2. Are Some Approaches Better Than Others? What Is Effective Instruction?

  • Why Are Children Sent to School? Talent Discovery Versus Talent Development
  • The Teaching/Learning Dilemma: Speed Up or Slow Down
  • Criteria for an Instructional Approach
  • Two Philosophies About Education
  • High-Stakes Testing
  • What to Do?
  • EDI Is Not Lecturing
  • EDI Is Not Scripted
  • Research Supports Direct Instruction
  • When to Use Group Work

Chapter 3. Good Instruction Is Always Good Instruction: An Explicit Direct Instruction Overview

  • What Is Explicit Direct Instruction?
  • Explicit Direct Instruction Lesson Design
  • Explicit Direct Instruction Lesson Delivery
  • How to Use EDI in Your Classroom

Chapter 4. Creating Engaged Students: Use Engagement Norms!

  • Student Engagement Is Created When You Ask Your Students to Do Something
  • History of Student Engagement Norms
  • Student Engagement Norm 1: Pronounce With Me
  • Student Engagement Norm 2: Track With Me
  • Student Engagement Norm 3: Read With Me
  • Student Engagement Norm 4: Gesture With Me
  • Student Engagement Norm 5: Pair-Share
  • Student Engagement Norm 6: Attention Signal
  • Student Engagement Norm 7: Whiteboards
  • Student Engagement Norm 8: Use Complete Sentences (Public Voice, Academic Vocabulary)
  • Training Students in the Engagement Norms
  • Summary

Chapter 5. Is Everyone Learning? Checking for Understanding

  • What Is Checking for Understanding?
  • TAPPLE--Checking for Understanding the EDI Way!
  • Teach First
  • Ask a Specific Question
  • Pair-Share
  • Pick a Non-Volunteer
  • Listen Carefully to the Response
  • Effective Feedback
  • Summary

Chapter 6. Everyone Learns: Corrective Feedback and Whiteboards

  • Listen Carefully to the Response
  • Effective Feedback
  • Whiteboards, the Best Way to CFU!
  • Summary

Chapter 7. Establishing What Is Going to Be Taught: Learning Objective

  • Part I: Well-Designed Learning Objectives
  • Part II: Writing Standards-Based Learning Objectives
  • Part III: The Learning Objective Must Be Presented to the Students
  • Summary

Chapter 8. Connecting to What Students Already Know: Activating Prior Knowledge

  • Part I: What Does It Mean to Activate Prior Knowledge?
  • Part II: How to Activate Prior Knowledge
  • Summary

Chapter 9. These Are the Big Ideas: Concept Development

  • Part I: Concept Development Design
  • Part II: Concept Development Delivery
  • Summary

Chapter 10. I'll Work a Problem First: Rule of Two-- Skill Development and Guided Practice

  • Skill Development (Teacher)
  • Guided Practice (Students)
  • How to Design Skill Development and Guided Practice
  • How to Teach Skill Development/Guided Practice
  • Summary

Chapter 11. This Is Important to Learn: Relevance

  • Relevance
  • When Do You Teach Lesson Relevance?
  • How Do You Provide Lesson Relevance?
  • How to Design Lesson Relevance
  • How to Teach Lesson Relevance
  • Summary

Chapter 12. Making One Final Check: Closing the Lesson

  • Closing the Lesson
  • How to Provide Lesson Closure
  • When Closure Is Complete, Initiate Independent Practice

Chapter 13. Planning for Success: Differentiation and Scaffolding

  • Differentiating and Scaffolding to Increase Student Success
  • In-Class Interventions and Out-of-Class Interventions
  • Response to Intervention (RTI) and EDI
  • Summary

Chapter 14. Having Students Work by Themselves: Independent Practice and Periodic Review

  • Starting With the End in Mind: The Independent Practice Must Match the Lesson
  • Periodic Review
  • Summary

Chapter 15. Creating Well-Crafted Lessons: Putting It All Together

  • Creating EDI Lessons From a Textbook
  • Creating Your Own EDI Lessons
  • DataWORKS Enters the Classroom to Teach

Chapter 16. Looking at All the Components: Analyzing a Sample Lesson

  • Use educeri.com for EDI Lessons
  • EDI Lesson Layout
  • Summary

Resources: What the Research Says



"I flagged page after page. I had been a classroom teacher for ten years and was unaware of many of the EDI strategies."
- Peter Whitmore, Collaborative Coach

"Before EDI, our school was a ship adrift at sea with everyone rowing in different directions. EDI has provided us with a framework for instruction and a common language that allowed us to all row in the same direction. By doing so, we exited program improvement within the first two years of implementation, after having been in sanctions for the previous ten years. Additionally, using the framework and common language of EDI we were named a 2015 honor roll school by the Educational Results Partnership."
- Benjamin Luis, Principal

"Gansevoort was one of the first schools in our district to get off the focus list. I attribute a lot of that to the EDI strategies."
- Kathy A. Bragan, Director of Support Services

"Once teachers experienced EDI, they saw the value. Many teachers have told me they can't remember how they taught before."
- Dr. Wesley Severs, Principal

"EDI makes students accountable. They see now that school is a place to work and learn and play, and they love it. Because even though it is hard, they are doing well."
- Trudy Cox, School Instructional Coach

"EDI keeps students engaged throughout the lesson! It gives students the opportunity to speak and listen to each other during the lesson. Students discuss vocabulary and read aloud during EDI which gives them practice in Reading, Speaking, Listening, and Writing. Students do all the work during a lesson! Pair-Share is a great strategy to help English Learners with speaking and practicing the vocabulary!"
- Yvette Mezzanatto, 5th Grade Teacher

"One of our specialties is research on instruction and training. In both K-12 education and in higher education, we find that the features of the DataWORKS program fit all of the research that we think is the best evidence right now. You owe it to yourself and to your students to at least give it a try."
- Dr. Richard Clark, Director of the Center for Cognitive Technology

"Students in an EDI classroom share the teaching responsibilities. They eagerly participate during Pair-Share and remind the teacher if s/he has forgotten "their time." It is a very non-threatening environment and students are prepared for success."
- Katey Hoehn, Retired K-8 Administrator

"EDI totally transformed my teaching of both children and adults. It is research-based, easy to use, and rewarding for both the teacher and the students. Most importantly, it works!"
- Dr. Christopher J. Quinn, Associate Professor Emeritus, School of Education

"EDI and the DataWORKS model of school improvement made a dramatic impact on classroom instruction in the schools of South Carolina. The delivery of instruction using this program provided clarity and a focus in addressing state standards and the learning environment in classrooms."
- Danny Shaw, Past President

"What is the best way to teach students? The answer is Explicit Direct Instruction. I am a retired principal, director, and adjunct professor in California. I have been using the model of EDI published by DataWORKS for the past 10 years. I have taught it to teachers and future administrators. I have also used it in teaching my own adult students."
- Alice Rodriguez, Ed.D.