
In the dynamic world of education, ensuring every learner achieves success is a shared priority. Enter the TAPPLE process—a transformative approach to explicit teaching that aligns seamlessly with modern educational frameworks like Te Mātaiaho, structured literacy practices, and the science of learning.
Created by Hollingsworth and Ybarra and written about extensively in their book Explicit Direct Instruction: The Power of the Well-Crafted, Well-Taught Lesson, TAPPLE is a research-backed strategy that ensures that classroom instruction is intentional, inclusive, and impactful.
What is the TAPPLE Process?
TAPPLE is an acronym that guides teachers in delivering high-quality, explicit instruction. Developed by Hollingsworth and Ybarra and introduced in their book Explicit Direct Instruction (EDI): The Power of the Well-Crafted, Well-Taught Lesson, TAPPLE represents a step-by-step approach to effective teaching:
T – Teach the material explicitly.
A – Ask questions to check understanding.
P – Pause to allow think time.
P – Pick a non-volunteer to answer.
L – Listen to the response.
E – Echo, expand, or explain to ensure clarity.
This structured process ensures that every student is engaged, comprehension is assessed, and learning gaps are promptly addressed.
Explicit Teaching and Its Relevance
Explicit teaching—or direct instruction—is a cornerstone of effective education. It is particularly vital in areas like structured literacy and aligns beautifully with the principles outlined in Te Mātaiaho. Here’s why:
Te Mātaiaho: New Zealand's refreshed curriculum emphasises equitable outcomes for all learners. Research highlights the importance of clear, intentional instruction in achieving these outcomes. Case studies from schools implementing Te Mātaiaho show that structured approaches like TAPPLE enhance engagement and ensure every student meets curriculum expectations.
Structured Literacy: This evidence-based approach to teaching reading and writing prioritises systematic, explicit instruction in phonological awareness, phonics, vocabulary, fluency, and comprehension. Studies on structured literacy emphasise the critical role of explicit teaching in developing foundational literacy skills. TAPPLE aligns with these principles by ensuring every concept is taught explicitly, with real-time checks for understanding.
Science of Learning: Research into how the brain learns highlights the importance of retrieval practice, feedback, and active engagement. Neuroscience-backed studies suggest that frameworks like TAPPLE promote cognitive retention and foster deeper understanding by embedding these elements into daily teaching practice.
Why TAPPLE Matters in Structured Literacy
When teaching foundational literacy skills, precision and intentionality are key. The TAPPLE process helps educators:
Maintain a consistent focus on clear learning goals.
Actively engage all students, reducing the risk of disengagement.
Identify and address misunderstandings before they become barriers to learning.
For example, during a phonics lesson, teachers can use TAPPLE to explicitly model a sound-letter correspondence, ask students to demonstrate understanding, and provide immediate feedback. Case studies from literacy-focused classrooms highlight the effectiveness of this approach in improving student outcomes.
Supporting Teachers and Leaders
To make the most of the TAPPLE process, teachers and leaders need practical tools and resources. That’s why we’re excited to offer a free downloadable TAPPLE poster designed to serve as a quick reference guide. Whether you’re leading professional development or refining your classroom practice, this poster is a valuable resource to keep the principles of explicit teaching front and center.
The TAPPLE process is more than just a teaching tool; it’s a pathway to equitable, effective, and engaging learning experiences. By integrating this approach into your structured literacy practice, you’ll not only align with the principles of Te Mātaiaho and the science of learning but also empower every learner to thrive.
Comentarios