Bumper stickers and explicit instruction
In his memoir, Matthew McConaughey talks about bumper stickers, quick-hit lines that try to sum up something bigger, something true (McConaughey, 2020). In education, we have our own, “I do, We do, You do.” It sounds good, rolls off the tongue, and feels like wisdom on a teacher-lounge fridge magnet. But like a real bumper sticker, it only scratches the surface. It doesn’t capture the depth, nuance, or intention behind explicit instruction, and it shouldn’t be where we stop. In the spirit of expanding our toolbox, I’d like to add more bumper stickers to the back of the instructional minivan and unpack what they really mean.
Give students VELCRO®
Say it out loud. Simple, right? But learning only sticks when it has something to grab onto. Every student walks into our classrooms carrying experiences, ideas, and stories. If we throw new concepts at them without connection, it just slides off. Velcro learning anchors new ideas to what students already know, builds bridges with background knowledge, and lets understanding stick. Explicit instruction isn’t just delivering content. It’s giving students something they can apply and connect beyond the classroom.
Unpack the brain, not the worksheet
Purposeful modeling is more than showing students how to complete a task. It’s revealing the thinking that makes the task possible. When we’ve reached unconscious competence, we forget how many tiny decisions, checks, and adjustments we make along the way. Purposeful modeling slows down those invisible steps and brings them to the surface, narrating the why, the how, and the what-to-notice so students can eventually replicate the process on their own.
Prompt to teach, not just complete
Students can finish a task without learning a thing. We’ve all seen a kid breeze through a worksheet like it’s a video game on easy mode. That’s where prompts come in. Environmental, visual, verbal, and physical prompts help students notice the steps, the thinking, and the “why this, not that?” behind the work. As we gradually release responsibility, we step back while still supporting them, giving students space to take the lead. Thoughtful prompting turns the task into a moment where students build skill, confidence, and independence.
Engagement empowers
Students don’t learn by just sitting and listening. They learn by thinking, talking, and doing. Engagement happens when instruction is a conversation, not a monologue. Students need meaningful opportunities to wrestle with ideas, ask questions, and apply their thinking. Hooks, discussion prompts, and interactive activities keep students involved, helping them deepen understanding and take ownership of their learning.
Explicit instruction isn’t just “I Do, We Do, You Do.” It’s about making thinking visible, guiding students through the process, and helping learning actually stick. Give Students Velcro. Unpack the Brain, Not the Worksheet. Prompt to Teach, Not Just Complete. Engagement Empowers. These bumper stickers aren’t just catchy sayings. They’re reminders to slow down, be intentional, and create moments when students don’t just finish tasks but truly learn, grow, and carry that learning forward.
Resources on explicit instruction
Anita Archer’s video series on modeling and active participation (available on YouTube).
Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. Guilford Press.
Hattie, J. (2017). Visible learning for teachers: Maximizing impact on learning. Routledge.
Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12-19.
The IRIS Center. (n.d.). High-quality mathematics instruction: What teachers should know. Vanderbilt University.
ReferenceMcConaughey, M. (2020). Greenlights. Crown.
For more information, contact Shahida Persad ([email protected]), Program Specialist, T/TAC at VCU.
Categories Assistive Technology, Autism Spectrum Disorder, Behavior, Early Childhood Special Education, Inclusive Practices, Intellectual Disabilities, Math, Reading