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Raising the Bar in Title I Schools: Proven Strategies for Student Success

Part 2: Explicit Teaching Methods and Their Impact in Title I Schools


While high expectations set the stage for student success, the methods used to teach and support students in Title I schools play an equally critical role. Explicit teaching—a structured, clear, and direct approach to instruction—has emerged as a highly effective strategy for improving outcomes in schools serving low-income communities. This post delves into the research behind explicit teaching, its benefits for Title I students, and practical ways educators can implement these methods. For foundational insights on the power of high expectations, check out the first part of our series, Raising the Bar in Title I Schools: Proven Strategies for Student Success.


“Clear, structured teaching isn’t just effective; it’s transformative for students in Title I schools.”


The Case for Explicit Teaching

Explicit teaching involves clearly defined learning objectives, step-by-step instruction, and consistent opportunities for guided and independent practice. This approach contrasts with discovery learning, where students independently explore concepts without initial guidance. Research has shown that explicit teaching is particularly effective for students from low-income backgrounds, who may lack prior exposure to foundational knowledge and skills.


Key Principles of Explicit Teaching

A meta-analysis by Rosenshine (2012) identified key principles of explicit teaching that align closely with the needs of Title I students:

  1. Daily Review: Revisiting previously learned material helps reinforce understanding and retention.

  2. Clear Instruction: Providing specific, concise explanations ensures students grasp new concepts.

  3. Guided Practice: Students practice skills under teacher supervision to reduce errors and build confidence.

  4. Frequent Checks for Understanding: Teachers actively monitor progress to address misconceptions immediately.

  5. Independent Practice: Students apply knowledge autonomously to consolidate learning.


“Think of explicit teaching as a roadmap—students know exactly where they’re headed and how to get there.”


Evidence of Effectiveness

Studies highlight the benefits of explicit teaching for improving outcomes in high-poverty schools:

  • Canley Vale High School, Australia: Teachers implemented explicit teaching as part of a school-wide strategy to improve literacy and numeracy. By breaking down complex tasks into manageable steps and providing scaffolding, student achievement levels rose significantly over three years (NSW Department of Education, n.d.).

  • Project Follow Through: The largest educational experiment in U.S. history found that explicit teaching methods, such as Direct Instruction (DI), were most effective in raising the academic performance of disadvantaged students compared to other approaches (Watkins, 1997).


My principal wanted me to do observations with her.  We walked into two classrooms each teaching 7th grade English.  The first teacher was asking questions and the students were engaged, answering questions, and completely participating in class discussions.  I remember thinking wow, those students are really with it.  We walked into the classroom next door.  There the students were engaged and participating, but it was taking a lot longer for the students to answer questions.  The teacher was working harder to pull out conversations from the students, but I noticed the questions were deeper.  The answers were more complete, and made bigger connections to subject matter.  I learned that class participation didn’t mean that students were learning.  What I saw was students being taught how to question the subject matter, and being guided in direct instruction.


Practical Strategies for Implementing Explicit Teaching

1. Begin with Clear Learning Objectives

State the lesson’s purpose and goals at the outset. For example, instead of saying, “We’ll work on fractions today,” specify, “By the end of this lesson, you will be able to add and subtract fractions with unlike denominators.”

2. Model Skills and Processes

Use a “think aloud” approach to demonstrate problem-solving, writing techniques, or scientific reasoning. Show students not just what to do, but how to think about the task.

3. Provide Scaffolding

Break complex tasks into smaller, manageable steps. Gradually reduce support as students gain confidence and competence.

4. Use Guided Practice

Engage students in activities that allow them to practice new skills under supervision. Provide immediate, constructive feedback to correct errors and reinforce understanding.

5. Check for Understanding Frequently

Ask targeted questions, conduct quick polls, or use exit tickets to gauge comprehension. Adjust instruction based on student responses.

6. Offer Independent Practice with Feedback

Design activities that let students apply their skills independently. Review their work and provide feedback to ensure mastery.


“The best lessons don’t just teach content—they teach students how to learn.”


The Role of Professional Development

Effective implementation of explicit teaching requires continuous professional learning. Schools can:

  • Provide Training: Offer workshops on explicit teaching techniques, including lesson design and delivery.

  • Encourage Peer Observation: Facilitate opportunities for teachers to observe and learn from colleagues who excel in explicit teaching.

  • Analyze Data: Use student performance data to refine instructional practices and identify areas for growth.


As band directors, we’re trained to craft detailed rehearsal plans. Typically, we write the pieces and specific measure numbers on the board so students know exactly what to expect. When we reach each section, we clearly communicate our goals to the students, ensuring they understand what’s expected and when they’ve met those expectations. Taking it a step further, effective directors often focus on improving one concept or skill at a time within that section, providing immediate feedback after each repetition. Demonstrations play a vital role—whether it’s a student modeling proper technique, the director playing the part, or even singing the passage aloud. Success lies in this focused approach: one skill at a time, small sections, immediate feedback, and consistent modeling. This method not only refines performance but also builds confidence and clarity in rehearsal.


Conclusion

Explicit teaching methods offer a research-backed approach to addressing the unique challenges faced by Title I schools. Additionally, effective classroom management strategies can amplify the impact of these methods. Learn more in our blog post, Practical Classroom Management Strategies for Band and Orchestra Teachers. By providing clear instruction, structured practice, and ongoing support, educators can empower students to achieve at high levels. These strategies don’t just close achievement gaps—they build a foundation for lifelong learning.


Looking for tailored strategies to elevate your Title I program? Crescendo Educational Consulting specializes in professional development, strategic planning, and actionable solutions to drive success. Contact us today to learn more.

Join us in the next post as we explore how building strong teacher-student relationships can further enhance academic outcomes in Title I schools.



References

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.


 NSW Department of Education. (n.d.). Case study: Canley Vale High School. Retrieved from https://education.nsw.gov.au


 Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12-39.


 Watkins, C. L. (1997). Project Follow Through: A case study of success and failure. Effective School Practices, 15(1), 1-15.

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