"A valuable pedagogical process is the concept and application of explicit teaching, chunking, and sequence learning. According to Edwards-Groves (2012), explicit teaching can be thought of as the essential learning talk that takes place during classroom lessons. This classroom talk is just the beginning of what explicit teaching does and achieves. For example, Edwards-Groves (2012) points out that "[i]n contemporary educational media 'explicit teaching' has been highlighted as [being] an effective approach to pedagogy that directly influences learning.""
"Clark et al. (2006) and Sweller (1988) emphasize that explicit teaching (especially when combined with worked-example practices) offers a pedagogically effective step-by-step approach for teaching and learning. When these two methods are used together, they synergistically help students develop the skills and knowledge needed to perform tasks and solve problems more efficiently. Additionally, Coyle (2009) notes that explicit teaching and the worked-example process also help participants develop cognitive and motor skills related to attention to detail and competency."
Explicit teaching functions as focused classroom learning talk that positions learning as the focal point of lessons and structures instruction. When paired with worked examples, explicit teaching provides a step-by-step, teacher-guided approach that models processes and reduces cognitive load. Chunking and sequence learning break tasks into small, incremental steps that promote attention to detail, procedural competence, and efficient problem solving. The combined methods develop cognitive and motor skills, support gradual release of responsibility, and scaffold learners toward independent application. Systematic use of explicit instruction, chunking, and worked examples enhances learners' procedural fluency and the ability to transfer skills to new tasks.
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