School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Explicit and Direct Instruction
  • Unit Code

    SOL6110
  • Year

    2025
  • Enrolment Period

    1
  • Version

    1
  • Credit Points

    15
  • Full Year Unit

    N
  • Mode of Delivery

    Online
  • Unit Coordinator

    A/Prof Lorraine HAMMOND

Description

The terms explicit instruction and Direct Instruction describe effective approaches to teaching that are based on one essential premise: there is no such thing as faulty children, just faulty instruction. Contemporary models of high impact instruction and their theoretical assumptions, including explicit and Direct Instruction will be reviewed in this unit. Using video analysis, participants will deconstruct examples of unscripted explicit instruction and scripted Direct Instruction to identify design and delivery components. In addition to this, significant international case studies such as Project Follow Through and others from an Australia context will be examined as case studies of effective instruction and students will consider the conditions required for these system level instructional programs to be successful.

Non Standard Timetable Requirements

Students undertake one unit at a time in the fully online, accelerated delivery mode (7 weeks).

Learning Outcomes

On completion of this unit students should be able to:

  1. Critically reflect on the historical and theoretical perspectives of teacher-directed models of instruction in the context of contemporary pedagogies used in schools.
  2. Design learning experiences for students that apply the Information Processing Model.
  3. Communicate the teacher knowledge and skills required to deliver scripted direction instructions programs to support staff/schools in taking up the approach.
  4. Assess the teacher knowledge and skills required to deliver scripted Direct Instructions programs to support staff/schools in taking up the approach.

Unit Content

  1. Historical and theoretical perspectives of teacher-directed models of instruction and contemporary pedagogies used in schools.
  2. Learning experiences for students that apply the Information Processing Model.
  3. Examples of teaching practice that integrates evidence of task-analysis, lesson design and delivery components.
  4. Teacher knowledge and skills required to deliver scripted Direct Instructions programs to support staff/schools in taking up the approach.

Learning Experience

Students will engage in learning experiences via ECU’s LMS as well as additional ECU learning technologies

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant School Progression Panel.

ONLINE
TypeDescriptionValue
AssignmentHistorical and contemporary teacher-directed models and pedagogies used in schools.40%
ProjectExamples of teaching practice evaluating task-analysis, lesson design, delivery components and teacher knowledge and skills to deliver scripted Direct Instructions programs.60%

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Assessment

Students please note: The marks and grades received by students on assessments may be subject to further moderation. Informal vivas may be conducted as part of an assessment task, where staff require further information to confirm the learning outcomes have been met. All marks and grades are to be considered provisional until endorsed by the relevant School Progression Panel.

Academic Integrity

Integrity is a core value at Edith Cowan University, and it is expected that ECU students complete their assessment tasks honestly and with acknowledgement of other people's work as well as any generative artificial intelligence tools that may have been used. This means that assessment tasks must be completed individually (unless it is an authorised group assessment task) and any sources used must be referenced.

Breaches of academic integrity can include:

Plagiarism

Copying the words, ideas or creative works of other people or generative artificial intelligence tools, without referencing in accordance with stated University requirements. Students need to seek approval from the Unit Coordinator within the first week of study if they intend to use some of their previous work in an assessment task (self-plagiarism).

Unauthorised collaboration (collusion)

Working with other students and submitting the same or substantially similar work or portions of work when an individual submission was required. This includes students knowingly providing others with copies of their own work to use in the same or similar assessment task(s).

Contract cheating

Organising a friend, a family member, another student or an external person or organisation (e.g. through an online website) to complete or substantially edit or refine part or all of an assessment task(s) on their behalf.

Cheating in an exam

Using or having access to unauthorised materials in an exam or test.

Serious outcomes may be imposed if a student is found to have committed one of these breaches, up to and including expulsion from the University for repeated or serious acts.

ECU's policies and more information about academic integrity can be found on the student academic integrity website.

All commencing ECU students are required to complete the Academic Integrity Module.

Assessment Extension

In some circumstances, Students may apply to their Unit Coordinator to extend the due date of their Assessment Task(s) in accordance with ECU's Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000001386.

Special Consideration

Students may apply for Special Consideration in respect of a final unit grade, where their achievement was affected by Exceptional Circumstances as set out in the Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000003318.

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