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EXPLICIT TEACHING

National Training of Trainers for


K to 12 Grade 6 Curriculum
National Training of Trainers for
K to 12 Grade 6 Curriculum
January , 2017

RAMON M. BELARDO,JR.
Education Program Supervisor I
.

Explicit Teaching: The What’s, Why’s, How’s


EXPLICIT TEACHING
• an instructional strategy used to meet
the needs of students and engage them
in unambiguous, clearly articulated
teaching.
•meaningful
•direct
•effective and success oriented

Department of Education
EXPLICIT TEACHING

Everything is learned
twice: first socially
(that is, with the help
of other human
beings), then privately
(internalized).

Department of Education
EXPLICIT TEACHING

The Zone of Proximal


Development
Beyond reach
at present

ZPD
Child’s current
knowledge

Department of Education
EXPLICIT TEACHING
Explicit teaching is characterised by:
• a series of clear statements about
the purpose and rationale for learning
the new skill
•clear explanations and
demonstrations of instructional target
•and supported practice with feedback
until independent mastery has been
achieved.
Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching.
NY: Guilford Publications.
COMPONENTS
EXPLICIT TEACHING

1. Modeling
2. Guided or
directed practice
3. Independent
practice
Gauthier, Bissonnette and Richard (2013)
Department of Education
EXPLICIT TEACHING

MODELING
Teacher Behaviors Learner Behaviors
 Initiates  Listens
 Models  Observes
 Explains  Creates an
 Thinks aloud example
 Shows how to based on
do it teacher model
EXPLICIT INSTRUCTION

Guided Practice
Teacher
Learner Behaviors
Behaviors
 Listens
 Demonstrates
 Interacts
 Leads
 Questions
 Responds
 Collaborates
 Suggests
 Responds
 Explains
 Tries out
 Acknowledges
 Participates
 Answers Questions
EXPLICIT INSTRUCTION

Independent Practice
Teacher Learner
Behaviors Behaviors
 Scaffolds  Applies
 Validates
 Teaches as learning
needed  Takes charge
 Evaluates  Practices
 Observes
 Encourages  Solves problem
 Clarifies  Approximates
 Confirms  Self-corrects
 Coaches
EXPLICIT INSTRUCTION

Department of Education
STRUCTURE OF AN EXPLICIT LESSON
Opening it up
•Gain pupils’ attention
•State the goal of the lesson
•Relevance of the lesson
•Review of Prerequisite skills

Department of Education
Teaching it
Throughout
lesson:
• Modeling (I Do) • Involve
students
• Guided Practice (We Do)
• Monitor
• Independent Practice performance
(You Do) • Provide
feedback

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Closing it

• Review of the material


-Highlight what was covered
• Brief preview of next lesson
• Assign additional seatwork or
homework to continue practice

Department of Education
Lesson Plan
I. Objective(s)
II. Subject Matter/ Selection/Materials
III. Procedure
a. Introduction/Preparation
(Opening up)
b. Teaching/Modeling (Teaching it)
c. Guided Practice (Teaching it)
d. Independent Practice (Teaching it)
IV. Evaluation (Closing it up)
V. Assignment/ Agreement (Closing it up)
Department of Education
.

How well you teach =


How well they learn

Department of Education
APPLICATION

Prepare an example of a Lesson


using Explicit Teaching .

(Materials for the and competencies respective


learning areas will be provided.)

Present a 5-minute
demonstration of the lesson.
For ACTIVITY 2

.
EXPLICIT TEACHING
Explicit Instruction IS…. Explicit is NOT….
Explicit Instruction is skill based, but students are active Explicit Instruction is NOT skill and
participants in the learning process. drill.
Explicit Instruction is holistic. For example, teachers can use Explicit Instruction is NOT just used
Explicit Instruction to teach everything that is included in to teach isolated facts and
“literacy” (i.e., decoding, comprehension, spelling, and the procedures.
writing process)
Explicit Instruction integrates smaller learning units into Explicit Instruction does NOT teach
meaningful wholes. basic skills in isolation from
meaningful contexts.
Explicit Instruction is developmentally appropriate. Instruction Explicit Instruction is NOT “one size
is tailored specifically to students’ learning and attentional fits all”.
needs
The teacher constantly monitors understanding to make sure Explicit Instruction is NOT rote.
students are deriving meaning from instruction.
Explicit Instruction is used in diverse contexts and curricular Explicit Instruction is NOT basic skills
areas. only.
Students like it because they are learning! Explicit Instruction is NOT boring and
alienating.
Students are cognitively engaged throughout the learning Explicit Instruction is NOT all teacher
encounter. They have opportunities throughout the lesson to directed
self-monitor and direct their own learning and participation.
EXPLICIT INSTRUCTION

Muchisimas
gracias …..