Teach17

EDIP — Explain, Demonstrate, Imitate, Practise — is probably the best-known military teaching model.

It is mainly used for practical skills, but the wider approach to military instruction has a lot in common with good classroom teaching: clear explanations, careful sequencing, regular checking and plenty of practice.

There are some useful ideas here for teachers.

One. Explain before expecting

Do not rush pupils into a task before they understand what they are doing. A clear explanation at the start can save a lot of confusion later.

Two. Show pupils what good looks like

The “Demonstrate” part of EDIP is powerful. If pupils are expected to solve a problem, write a paragraph, carry out a practical or use a method, show them what successful performance looks like first.

Three. Let pupils copy the process before going alone

The “Imitate” stage is essentially guided practice. Pupils follow the method with support before they are expected to do it independently.

Four. Give enough time to practise

Understanding something once is not the same as being able to do it reliably. Repetition matters.

Five. Make the purpose clear

Military instruction tends to be very clear about why something is being taught. Pupils benefit from the same thing. Tell them where the lesson is going and why it matters.

Six. Break learning into manageable steps

Complex skills are rarely taught all at once. Break the lesson down so pupils master one part before moving on to the next.

Seven. Teach in the order that makes most sense

Do not simply follow the textbook or specification line by line. Teach ideas in the sequence that makes them easiest to understand.

Eight. Keep explanations tight

Military instruction values clarity. Teachers can do the same by cutting unnecessary language and making instructions as precise as possible.

Nine. Check understanding as you go

Do not wait until the end of the lesson to discover that half the class was lost ten minutes ago. Ask questions, use mini-whiteboards, check work and adjust if needed.

Ten. Correct mistakes early

If pupils practise something incorrectly again and again, the mistake can become harder to undo. Pick up errors quickly and model the correct method again.

Eleven. Use demonstration properly

A demonstration should not just be something pupils watch. Talk through what you are doing, point out the important parts and explain why each step matters.

Twelve. Move from supported to independent practice

At first, pupils may need prompts, worked examples or teacher guidance. Gradually remove that support as confidence grows.

Thirteen. Revisit important skills

Military training does not assume that once something has been taught it will be remembered forever. Important knowledge and skills need to be returned to.

Fourteen. Build routines until they become automatic

Some things should not require huge amounts of thinking every time. Classroom routines, practical procedures, calculation methods and basic recall can all become more fluent through repeated practice.

Fifteen. Finish by checking what pupils can actually do

A lesson objective is only useful if you find out whether pupils have reached it. End with something that tests the learning rather than simply asking whether everyone understood.

Sixteen. Review what went wrong

After a lesson, practical or assessment, look at the mistakes. What caused them? What needs reteaching? What needs more practice? This is much more useful than simply moving on.

Seventeen. Do not use EDIP for everything

This is probably the most important point. EDIP is excellent when teaching a clear skill or process, but not every lesson should look the same. Some topics need explanation. Some need discussion. Some need problem-solving. Some need extended practice.

Good teaching is not about following one model all the time.

It is about knowing when a model is useful.

And EDIP remains a very simple reminder of something teachers sometimes overcomplicate:

Explain it clearly.

Show them.

Do it with them.

Then let them practise.