The document outlines the explicit instruction approach to teaching, focusing on clear, direct methods that enhance student engagement and understanding. It emphasizes the importance of scaffolding, including preparing students with prior knowledge, providing detailed instructions, and offering constructive feedback for assessment. Effective lesson planning that uses objective-type goals is also highlighted as a way to facilitate straightforward and efficient learning.

1. EXPLICIT
INSTRUCTION

2. FLOW:
• Pre-Test
• Definition of Explicit Instruction
• Scaffolding during Explicit Teaching
• Lesson Planning using Explicit Instruction

3. Pre-Test
1. It is a very clear and direct, results-
oriented, kind of approach to teaching.
a. Teacher-Centered Instruction
b. Explicit Instruction
c. Inquiry-based Learning
d. Cooperative Learning

4. 2. Who coined the word scaffolding?
a.Bandura
b.Piaget
c.Bruner
d.Vygotsky

5. Explicit Instruction
• Explicit Teaching is a very clear and direct,
results-oriented, kind of approach to
teaching. It gives the students a clear
understanding of what they will be able to
learn at the end of a lesson.
• Explicit Teaching is one of the most
engaging approaches of teaching. It
makes use of all the students’ senses and
helps students become active in the lessons.

6. • According to researchers, reading strategies
can be taught explicitly and reading strategy
instruction is beneficial to all students
(Carol, 2002; Carrell, 1989; Janzen, 1996).
Explicit Instruction

7. • Explicit teaching involves teaching
comprehension strategies one at a
time, allowing students to practice and
apply the strategy while teachers
provide explicit feedback and reviews,
and allow for independent practice.
Explicit Instruction

8. Scaffolding during Explicit
Teaching
1.Prior Knowledge
• Your students should know what you
are going to do for the day. Let them be
introduced to the topic and activities
you are going to give them. In this way,
you are already preparing your
students’ minds, so everyone is on the
right page.

9. 2.Instructions
• Now your students know what you are about to tackle;
it is time for you to give clear and direct instructions on
how to learn the lesson of the day.
• Your instructions should be detailed and progressive.
Give instructions with a visual aid one-by-one. In this
way, you can clearly explain the steps and your
students can follow easily. After explaining one step, let
them try it, and then move on to the next with the same
explanation method (for instance, teaching it with a
visual aid).
Scaffolding during Explicit
Teaching

10. 3.Perform
• If they have already learned the instructions
clearly, it’s time to know if they can perform the
instructions correctly. Give them a series of
activities that progress as they learn. The
progressive activities should be higher in
difficulty so you can challenge your students’
abilities and understanding. Also, consider
including a performance activity. They can
perform individually, by pair, or by group.
Scaffolding during Explicit
Teaching

11. 4. Close Monitoring
• Hover over your students while they work to see their progress.
You can also try to ask questions or give more examples and
time if you see them having some difficulty with some activities.
You can also consider changing the activity or moving a bit
backward if it’s just too hard. Sometimes an in-between step is
needed.
• Open yourself to a consistent inquiry of your students so they
can approach you without hesitation. You can also present a
model, that they can use as a guide, taped to the board. In this
way, you may help them find their own mistakes. For example, if
what they are doing does not look like the example on the
board, then they know they will need to correct their activity.
Scaffolding during Explicit
Teaching

12. 5. Feedback and Assessment
• Letting the students know how they perform is critical. Use
methods that will help them feel good about their
performance.
• Be constructive and objective with your feedback. Ask them
questions to help them find out their mistakes. Like “is this
number bigger than this? Then what do you think we should
do?”
• Use quizzes and homework to assess their understanding.
This assessment method can also help you know if you need
to adjust your activities to a more difficult level or retain the
simplicity before moving on.
Scaffolding during Explicit
Teaching

13. How to Use Explicit Teaching
• To use Explicit Teaching, it will start with
your lesson planning. Make an
objective-type kind of lesson plan
instead of topic-type lesson plan. Here’s
an example:

15. SUBJECT OBJECTIVE-TYPE TOPIC-TYPE
Mathematics Students should be able
to add similar fractions
Adding similar fractions
Writing Students should be able
to write their own
paragraph
Learning how to write a
paragraph
Reading Students should be able
to read words that start
with letter “A”
Reading the letter A
Science Students should be able
to know the difference of
tsunami and tidal wave
Students should be able
to know why there is a
tsunami
Students should be able
to give examples of other
water-based disasters
Water-related disasters

16. Effectivity of Explicit Instruction
• Because you are giving direct, concise, and simple ways
to learn the lesson, there is often less room for
confusion or misunderstandings.
• There is also a higher chance that your students
can learn quickly with the little steps they do to learn
the lesson. This also helps students begin to feel
successful and confident! If you have presented the
instructions clearly, your students can follow easily, too.
• Your close monitoring and constructive feedback can
help them find their way out of mistakes and troubles.
And eventually, they can develop self-realization and
independence along the way.