This document discusses explicit teacher modeling as an instructional strategy. It defines explicit teacher modeling as clearly demonstrating a math skill or concept through multi-sensory examples and thinking aloud. The teacher breaks down the skill into parts, models examples and non-examples, and provides cues and feedback. After modeling a concept at least three times, the teacher scaffolds instruction so students can practice with support. When implementing, the teacher ensures prerequisites are met, provides a meaningful context, thinks aloud, checks for understanding, and maintains a clear pace while modeling at least three times before scaffolding.

1. Instrumentation
in Mathematics
Group 6

2. Explicit Teacher
Modelling

3. I. Introduction
• The purpose of explicit teacher modeling is to
provide students with a clear, multi-sensory model
of a skill or concept. The teacher is the person best
equipped to provide such a model.
• Explicit teacher modeling is most effective when
combined with two additional instructional
strategies. Before Explicit Teacher Modeling, you
should build meaningful student connections
between what students already know and what
they are going to learn through an advanced
organizer.

4. I. Introduction
• Scaffolding instruction after you have explicitly
modeled the concept/skill at least three times
provides students the opportunity to demonstrate
what they have learned while receiving immediate
feedback from the teacher.

5. II. Description
What is this strategy?
• Teacher both describes and models the math
skill/concept. Teacher clearly describes features of
the math concept or steps in performing math skill.
Teacher breaks math concept/skill into learnable
parts.

6. II. Description
Why use this strategy?
• Teacher as model makes the concept/skill clear
and learnable. High level of teacher support and
direction enables student to make meaningful
cognitive connections. It provides students who
have attention problems, processing problems,
memory retrieval problems, & metacognitive
difficulties an accessible "learning map".

7. II. Description
What are the parts of the said strategy?
There are eight essential components of explicit instruction:
1. Concept/skill is broken down into critical
features/elements.
2. Teacher clearly describes concept/skill.
3. Teacher clearly models concept/skill.
4. Multi-sensory instruction (visual, auditory, tactile,
kinesthetic)
5. Teacher thinks aloud as she/he models.
6. Teacher models examples and non-examples.
7. Cueing
8. High levels of teacher-student interaction

8. III. Classroom Application
How do I implement the strategy?
1. Ensure that your students have the prerequisite
skills to perform the skill.
2. Break down the skill into logical and learnable
parts (Ask yourself, "what do I do and what do I
think as I perform the skill?").
3. Provide a meaningful context for the skill (e.g.
word or story problem suited to the age &
interests of your students).

9. III. Classroom Application
How do I implement the strategy?
4. Provide visual, auditory, kinesthetic
(movement), and tactile means for illustrating
important aspects of the concept/skill (e.g.
visually display word problem and equation,
orally cue students by varying vocal intonations,
point, circle, highlight computation signs or
important information in story problems).
5. "Think aloud" as you perform each step of the
skill (i.e. say aloud what you are thinking as you
problem-solve).

10. III. Classroom Application
How do I implement the strategy?
6. Link each step of the problem solving process
(e.g. restate what you did in the previous step,
what you are going to do in the next step, and
why the next step is important to the previous
step).
7. Periodically check student understanding with
questions, remodeling steps when there is
confusion.

11. III. Classroom Application
How do I implement the strategy?
8. Maintain a lively pace while being conscious of
student information processing difficulties (e.g.
need additional time to process questions).
9. Model a concept/skill at least three times
before beginning to scaffold your instruction.

12. Thank You!
Noel Anthony Abantao
Jesie Astorga
Gladys Bergula