2. EXPLICIT TEACHING
At the end of the session, the participants should be able to:
1. Define and explain Explicit Teaching
2. Recognize the importance of Explicit Teaching in the teaching and
learning process
3. Describe the underlying principles of explicit teaching
4. Identify the different components of the Explicit Teaching framework
5. Present mini-demonstration lessons using explicit teaching
methodologies
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4. Directions:
1. Think of the time you learned how to use the
following:
a. Power Point Presentation
b. Microsoft Excel
c. Facebook
Focus on the following questions:
• Why did you want to learn the use of the
applications?
• How did you learn the use of a particular application?
• How did you know you learned it?
• Which of the learning experiences you
had was the most effective?
ACTIVITY
5. 2. Share your answer/s with your group.
3. Choose at least 2 best and common
answers for presentation to the big group.
ACTIVITY
8. EXPLICIT TEACHING
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is an instructional strategy that is direct,
engaging and success oriented.
used by teachers to assist their learners
succeed in learning, mastery & application
of vital skills.
absolutely necessary in teaching content
that students could not otherwise discover
(Archer & Hughes)
9. EXPLICIT TEACHING
Everything is learned
twice: first socially (that
is, with the help of other
human beings), then
privately (internalized).
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10. EXPLICIT TEACHING
The Zone of Proximal
Development
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Beyond reach
at present
ZPD
Child’s current
knowledge
11. EXPLICIT TEACHING
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Beyond reach
at present
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.
12. 1. Modeling
2. Guided or
directed practice
3. Independent
practice
COMPONENTS
EXPLICIT TEACHING
Gauthier, Bissonnette and Richard (2013)
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13. EXPLICIT TEACHING
Teacher Behaviors
Initiates
Models
Explains
Thinks aloud
Shows how to
do it
Learner Behaviors
Listens
Observes
Creates an
example
based on
teacher model
MODELING
17. Opening it up
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•Gain pupils’ attention
•State the goal of the lesson
•Relevance of the lesson
•Review of Prerequisite skills
18. Teaching it
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• Modeling (I Do)
• Guided Practice (We Do)
• Independent Practice
(You Do)
Throughout
lesson:
• Involve
students
• Monitor
performance
• Provide
feedback
19. Closing it
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• Review of the material
-Highlight what was covered
• Brief preview of next lesson
• Assign additional seatwork or
homework to continue practice
20. Department of Education
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Modeling
Guided
/directed
practice
“I do it”
“We do it”
Independent Practice “You do it
alone”
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual
release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
21. 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)
22. .
How well you teach =
How well they learn
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23. 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.
24. EXPLICIT TEACHING
Explicit Instruction IS…. Explicit is NOT….
Explicit Instruction is skill based, but students are active
participants in the learning process.
Explicit Instruction is NOT skill and
drill.
Explicit Instruction is holistic. For example, teachers can use
Explicit Instruction to teach everything that is included in
“literacy” (i.e., decoding, comprehension, spelling, and the
writing process)
Explicit Instruction is NOT just used
to teach isolated facts and
procedures.
Explicit Instruction integrates smaller learning units into
meaningful wholes.
Explicit Instruction does NOT teach
basic skills in isolation from
meaningful contexts.
Explicit Instruction is developmentally appropriate. Instruction
is tailored specifically to students’ learning and attentional
needs
Explicit Instruction is NOT “one size
fits all”.
The teacher constantly monitors understanding to make sure
students are deriving meaning from instruction.
Explicit Instruction is NOT rote.
Explicit Instruction is used in diverse contexts and curricular
areas.
Explicit Instruction is NOT basic skills
only.
Students like it because they are learning! Explicit Instruction is NOT boring and
alienating.
Students are cognitively engaged throughout the learning
encounter. They have opportunities throughout the lesson to
self-monitor and direct their own learning and participation.
Explicit Instruction is NOT all teacher
directed
