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Explicit Direct Instruction, commonly known as EDI, is a teaching methodology developed by John Hollingsworth and Silvia Ybarra, Ed.D., founders of DataWORKS Educational Research company in Fowler, CA. It is a registered trademark of the company.

The Origins of EDI

There are many different approaches to classroom instruction, but they can typically be grouped into two broad philosophies. The first is student-centered instruction (often called inquiry, discovery, or progressive). The second is teacher-centered instruction (often called direct instruction or lecture-discussion). EDI, however, is a synthesis of both approaches. It provides for a structured framework for a lesson guided by the teacher, but also provides for student engagement nearly every two minutes through techniques such as Pair-Share and Whiteboards.

Explicit Direct Instruction (EDI) is also a synthesis on the theory level too. The founders brought together a collection of the best research-based instructional practices that, when combined, help teachers deliver well-crafted lessons that explicitly teach grade-level content to all students, especially low performers.

EDI – The Well-Crafted, Well-Taught Lesson

An EDI lesson always includes specific lesson design components and lesson delivery strategies. It always includes continuous Checking for Understanding to verify that students are learning during the lesson. Well-crafted EDI lessons have a goal of 80% of students achieving 80% correct answers during Independent Practice. EDI lesson design components and lesson delivery strategies are independent of grade level and content.

EDI Lesson Design Components
 * Learning Objective: A statement describing what students will be able to do by the end of the lesson. It must match the Independent Practice.
 * Activate Prior Knowledge: Purposefully transferring something connected to the new lesson from students’ long-term memories into their working memories so they can build upon existing knowledge.
 * Concept Development: Teaching students the concepts contained in the Learning Objective.
 * Skill Development: Teaching students the steps or processes used to execute the skills in the Learning Objective.
 * Lesson Relevance: Teaching students why the content in the lesson is relevant for them to learn.
 * Guided Practice: Working problems with students at the same time, step-by-step, while checking that they execute each step correctly
 * Lesson Closure: Having students work problems or answer questions to prove that they have learned the concepts and skills in the Learning Objective before they are released to work on their own.
 * Independent Practice: Having students successfully practice exactly what they were just taught.

EDI Lesson Delivery Strategies

Verify Students Are Learning While You Are Teaching
 * Checking for Understanding – EDI uses the acronym TAPPLE to help teachers remember the steps for CFU: Teach First, Ask, Pause-Pair-Share-Point, Pick a Non-Volunteer, Listen to response, and Effective Feedback
 * Corrective Feedback--Teachers can explain, elaborate, or elicit feedback from the students.
 * Higher-Order questions--Teachers ask questions that require more critical thinking than just recall.

Help Students Learn and Remember Model—Teachers think aloud in 1st person stating your own strategies. Explain— Teachers tell in 2nd or 3rd person. Demonstrate— Teachers use a physical object. Rule of Two: Teacher models the thinking to solve a problem, and the student immediately works on a similar problem. “I do, you do.” Comprehensible Input (modified speech, clear academic tasks, multi-modality) Contextual clues (Contextualized definitions, gestures, visual aids, graphic organizers, word banks, etc.) Supplementary materials Adaptation of materials Vocabulary Development--Teachers defines 2-7 words within each lesson, using a variety of strategies. Language Objectives -- Teachers have in mind specific objectives for helping students Listen, Speak, Read, Write. Create Student Engagement
 * Teaching Strategies:
 * Differentiating Strategies—Teachers adjust sub-skills and time for diverse learners.
 * Content Area Literacy—Teachers help students access content information from text.
 * Cognitive Strategies—Teachers help students remember and retrieve information.
 * Content Access Strategies—Teachers help make English easier to understand through the following four methods:
 * Language Strategies -- Teachers help students use language in more ways.

Engagement Norms -- a group of eight specific strategies that maximize student engagement about the content and give students practice in using the concepts, vocabulary, and procedures being taught.

Publications

EDI founders, Hollingsworth and Ybarra, have published two books that detail this methodology. Explicit Direct Instruction (EDI) was published by Corwin in 2009. Explicit Direct Instruction for English Learners was published in 2013 by Corwin.