Clarity of instruction covers aspects of instructional quality that are important for students’ learning such as clear lesson structure, good interchange of explanations and lesson presentations, management of independent work, and clear assignment of individual and group works (Kindsvatter, Willen, & Ishler, 1988; Mortimore, Sammons, Stoll, Lewis, & Ecob, 1988; Rosenshine, 1980). Additionally, checking frequently that pupils understand the learning material is also important (Kame’enui & Carnine, 1998; Pearson & Fielding, 1991; Rosenshine & Meister, 1997; Hattie & Clinton, 2008; Smith et al., 2008).
Clear instruction includes activating the knowledge already present among students. New study material should be explained step by step, moving from easy to complex or vice versa. The structure needs to be well thought through and prepared. The assignments should be adjusted to the learning goals. The teacher asks questions to check whether the instruction is clear enough. The students are encouraged by expressing positive expectations. The teacher clarifies the coherence between the learning goals, the assignments and the explanation.
This domain consists of seven items. A clear and structured instruction is characterized by:
- clear explanation of the study material
- giving feedback to the students
- involving all students in the lesson
- checking whether the assignments are understood
- stimulating students to do their best
- well-structured teaching
- explaining the use of didactic tools and instructions
Best practices
In the near future, a video will be displayed here to explain the clarity of instruction.