The document discusses explicit teaching, which it defines as an instructional strategy that uses unambiguous, clearly articulated teaching to meet student needs. It outlines the key components of explicit teaching, including modeling, guided practice, and independent practice. The document also emphasizes the importance of explicitly teaching foundational reading skills like phonemic awareness and the alphabetic principle.
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2. EXPLICIT TEACHING
At the end of the session, the participants should be
able to:
1. Define explicit teaching.
2. Recognize the importance of explicit teaching in
beginning reading instruction.
3. Identify the different components of the Explicit
Teaching framework in teaching beginning reading
skills.
Department of Education
4. Directions:
• Read the given sentences.
• Tell if the sentences say something about explicit
teaching or not.
ACTIVITY 1
5. ACTIVITY 1
1. Explicit teaching means the same as direct
teaching.
2. Explicit Instruction is skill and drill.
3. Explicit Instruction is used to teach isolated
facts and procedures.
4. Explicit Instruction teaches basic skills in
isolation from meaningful contexts.
5. Explicit Instruction is all teacher directed
6. ACTIVITY 1
6. The zone of proximal development claims that everything is learned
twice.
7. Scaffolding refers to a process in which teachers model or
demonstrate how to solve a problem, and then step back, offering
support as needed.
8. The human brain is designed for innate language development,
academic learning, reading and writing.
9. Reading and writing are natural extensions of language development.
10. For many children and adults, “ interacting” with the written
language results in the development of reading and writing skills.
8. Directions:
1. Think of the time you learned how to use apps like FACEBOOK,
TWITTER, VIBER, INSTAGRAM, GOOGLE STORE, GOOGLE FORMS
etc.
ACTIVITY 2
Focus on the following question:
• Why did you want to learn the use of the
application?
• How did you learn the use of a particular app?
• How did you know you learned it?
• Which of the learning experiences you
had was the most effective?
9. 2. Turn to the person next to you and share your
answers.
3. Compare the similarities and differences of
how each of you learned.
4. Share it with your group.
5. Choose at least 2 best and common
answers for presentation to the big group.
ACTIVITY 2
10. Write your answers following this format..
What I Learned to
Do
Why I wanted to
Learn It
How I Learned It
How I Came to Know I
Learned It
11. ANALYSIS
•What strategies are common to all?
•What strategies were unique?
•What do this tell you about learning?
•How do you make your pupils learn?
•What insights did you gain from the
activity?
13. 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
14. EXPLICIT TEACHING
Everything is learned
twice: first socially (that
is, with the help of other
human beings), then
privately (internalized).
Department of Education
16. 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.
17. 1. Modeling
2. Guided or
directed practice
3. Independent
practice
COMPONENTS
EXPLICIT TEACHING
Gauthier, Bissonnette and Richard (2013)
Department of Education
18. 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
26. MTB-MLE FRAMEWORK
Research stresses the fact that children with a solid foundation in
their mother tongue develop stronger literacy abilities in the school
language. Their knowledge and skills transfer across
languages. This bridge enables the learners to use both or all their
languages for success in school and for lifelong learning. In terms of
cognitive development, the school activities will engage learners to move
well beyond the basic wh-questions to cover all higher order thinking
skills in L1 which they can transfer to the other languages
once enough Filipino or English has been acquired to use these skills in
thinking and articulating thoughts.
27. EXPLICIT INSTRUCTION
Department of Education
Goals of Beginning Reading Instruction
• that children learn to read with confidence
and fluency
• that they understand what they read, and
• that they find reading a source of both
knowledge and enjoyment.
28. Department of Education
Department of Education
Prioritize High Impact Skills
K 1 2 3
Phonemic Awareness * *
Alphabetic Principle * * * *
Fluency * * *
Vocabulary * * * *
Comprehension * * * *
Kindergarten – 3rd Grade = Learning to Read
4th Grade into Adulthood = Reading to Learn
29. EXPLICIT INSTRUCTION
Research shows that:
• Evolution has modified the human brain for language development and
learning, but NOT for reading and writing;
• Reading and writing are NOT natural extensions of language
development. They are cultural inventions that were only recently
developed.
• For many children and adults, “merely interacting” with written language
does NOT result in the development of reading and writing skills.
(Dehaene, 2009; Simos, Fletcher, Sarkari, Billingsley-Marsahll, Denton, & Papanicolaou, 2007; Wolf, 2007)
30. EXPLICIT INSTRUCTION
Language is a human instinct; but written
language is not.
Pinker, 1997
• Children are wired for sound, but print is an
optional accessory that must be painstakingly
bolted on.
McGuiness, 1997
31. EXPLICIT INSTRUCTION
Instructional Implications
• Reading and writing are not linguistic skills that develop
“naturally” like speaking and listening
• Reading and writing are skills that must be deliberately and
systematically taught and practiced.
• Explicit instruction and consistent practice build neural connections
among sounds, print, and meaning.
34. STRUCTURE OF AN EXPLICIT LESSON
Opening of the Explicit Lesson
• Gain students’ attention
• Preview
• Review
Body of the Explicit Lesson
• Modelling (I do it.)
• Prompted or guided practice (We do it.)
• Unprompted practice (You do it.)
Body of the Explicit Lesson
• Review
• Preview
• Assign independent work
Throughout lesson:
• Involve students
• Monitor performance
• Provide feedback
Ref Page 40
35. Opening it up
Department of Education
•Gain pupils’ attention
•State the goal of the lesson
•Relevance of the lesson
•Review of Prerequisite skills
36. Teaching it
Department of Education
• Modeling (I Do)
• Guided Practice (We Do)
• Independent Practice
(You Do)
Throughout lesson:
• Involve students
• Monitor
performance
• Provide feedback
37. Closing it
Department of Education
• Review of the material
-Highlight what was covered
• Brief preview of next lesson
• Assign additional seatwork or
homework to continue practice
38. 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)
39. Department of Education
Essential Components of
Effective Reading Instruction
Explicit – Overtly teaching each step through
teacher modeling and many examples
Systematic – Breaking lessons and activities
into sequential, manageable steps that
progress from simple to more complex
concepts and skills.
40. Department of Education
Essential Components of Effective Reading Instruction
Practice and Feedback – Providing many
opportunities for students to respond and
demonstrate what they are learning, which
may include teacher modeling, rehearsal,
and feedback.
Mastery and Application – Generalizes
what is learned in different contexts.
42. ANSWERS
1. Explicit teaching means the same as direct
teaching.
2. Explicit Instruction is skill and drill.
3. Explicit Instruction is used to teach isolated facts
and procedures.
4. Explicit Instruction teaches basic skills in isolation
from meaningful contexts.
5. Explicit Instruction is all teacher directed
43. ACTIVITY 1
6. The zone of proximal development claims that everything is
learned twice.
7. Scaffolding refers to a process in which teachers model or
demonstrate how to solve a problem, and then step back,
offering support as needed.
8. The human brain is designed for innate language
development, academic learning, reading and writing.
9. Reading and writing are natural extensions of language
development.
10.For many children and adults, “ interacting” with the written
language results in the development of reading and writing
skills.
44. EXPLICIT TEACHING is…..
Group 1. Do it with a Heart (OPM)
Group 2. Let’s post it! (slogan)
Group 3. Pang-artista ito! (Advertisement)
Group 4. Young at heart (nursery rhyme)
Group 5. Knock..knock…me hugot
(pick-up lines)
45. .
How well you teach =
How well they learn
Department of Education
In keeping with the nature of the learning-learning process, many approaches and methods in teaching are constantly changing to keep abreast with the needs of the era.
With the general overhaul of the Curriculum in the country brought about by the introduction of the K to 12 Curriculum, one of the MUST is for Filipino teachers is to learn, relearn, understand, appreciate, know by heart and practice, approaches/ strategies/ techniques that would assure quality instruction for effective learning.
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I Do- In the first step the teacher models the appropriate way of performing the skills included in the new concept being taught. This sets the tone for the lesson in several ways. Since the students are to have their pencils down while the teacher is showing them what to do, it prevents those students who think they know the correct way of doing what's being taught ahead of time. This step also helps those students who need extra time to process and understand the concept. It levels the playing field. No one is moving ahead. All students are just listening and watching the process being modeled to them (McCoy, 2011).
We Do- After the teacher models the correct way to understand or perform the new concept being taught, they partner with the students and work through some examples together (partner with teacher or classmates) This allows for a deeper level of learning to develop. Students are able to do more than just listen. This step allows a teacher to guide and encourage students through the process being taught without leaving them to conquer the “beast” of the new material they are learning alone. This helps build confidence for the timid students or children with learning disabilities, autism, etc… (McCoy, 2011).
You Do- This step is where students demonstrate their initial level of understanding of the new concept being taught through independent practice. One subject area this strategy works very well in is mathematics. Often math concepts involve a lot of steps and skills that need to be integrated all at the same time. If you miss a crucial step or are weak in a specific skill, it can make learning the new concept extremely difficult (McCoy, 2011).
The “I Do, We Do, You Do” method is a simple, yet effective way to teach new concepts to students and kids. When practiced consistently it will allow for a greater depth of understanding and confidence with students as they apply the concepts independently in the tasks and activities assigned to them (McCoy, 2015). Put students on the road to success!
Getting Started- Teacher Explanation “My Turn.”
Modeling - several times
Together – Guided Practice & Corrective Feedback “Our turn.” “Let’s try some together.” “Say it with me.”
On your own -Independent Application “Your Turn
What are the Big Ideas of early literacy?
Predictive of reading acquisition and later reading achievement
Something we can do something about, i.e., something we can teach
Something that improves outcomes for children if/when we teach it
The goals of Beginning Reading Instruction are many, but primarily include that children learn to read with confidence and fluency, that they understand what they read, and that they find reading a source of both knowledge and enjoyment.
To enable all children to achieve these goals, beginning reading instruction programs must offer balanced instruction that provides children with a variety of experiences. Some of these experiences help children get meaning from what they read. Other experiences acquaint children with the forms and functions of printed language. Still other experiences focus children’s attention on the sounds of spoken language, the symbols of written language, and word recognition.
To become successful readers, children must have all these experiences. Getting meaning from print depends on rapid word recognition, which in turn depends on the ability to relate speech sounds to letters and letter patterns, quickly and accurately. Each type of experience is important to children’s reading success and contributes to the effectiveness of beginning reading programs.
What are the Big Ideas of early literacy?
Predictive of reading acquisition and later reading achievement
Something we can do something about, i.e., something we can teach
Something that improves outcomes for children if/when we teach it
In an alphabetic language, children must learn to map sounds (phonology) to print (orthography)
(Gough, 1997)
Mapping connections between the brain’s phonological processor and its letter box, these neuronal connections do not exist “naturally: at birth (Dehaene, 2009; Moats and Tolman, 2009; Wolf, 2007)
Language is a human instinct; but written language is not.
In an alphabetic language, children must learn to map sounds (phonology) to print (orthography)
(Gough, 1997)
Mapping connections between the brain’s phonological processor and its letter box, these neuronal connections do not exist “naturally: at birth (Dehaene, 2009; Moats and Tolman, 2009; Wolf, 2007)
This basic fact about human nature should be the starting point for any discussion of how to teach children to read and write.
Instructional Implication: We should draw explicit connections among phonology (sound), orthography (print) and morphology (meaning).
Teach phoneme-grapheme relationships, spelling patterns, and more advanced word study.
automaticity
In an alphabetic language, children must learn to map sounds (phonology) to print (orthography)
(Gough, 1997)
Mapping connections between the brain’s phonological processor and its letter box, these neuronal connections do not exist “naturally: at birth (Dehaene, 2009; Moats and Tolman, 2009; Wolf, 2007)
This basic fact about human nature should be the starting point for any discussion of how to teach children to read and write.
Instructional Implication: We should draw explicit connections among phonology (sound), orthography (print) and morphology (meaning).
Teach phoneme-grapheme relationships, spelling patterns, and more advanced word study.
automaticity
How does Explicit Teaching fit in the daily classroom activities ? Remember, lesson plans have 5 parts…
The following are the stages of the explicit lesson as it unfolds in the actual teaching…
It is important that educators take the time to prepare their lessons in advance. During this stage, they should reflect on the anticipated learning outcomes, on the educational activities to be performed, in the execution of the various stages, on the required materials, on the estimated time required for each step, and how the anticipated learning outcomes will be evaluated.
--Teachers dictate the phase of the lesson
Over the course of the lesson, the implementation of explicit instruction, when planning for educational activities should be adopted: the educator demonstrates to students what they must do (modeling the practice); then guides students through a group activity (guided or directed practice) so that students have the necessary skills to complete the task, and then the students practice the task independently (autonomous practice).
Conditioning is necessary to establish routine…
Set the stage for learning
One of the most undesirable skills that teachers have is “assuming skills”… never assume that children are supposed to know the skill.. Check… this might spell the difference between success and failure of the overall achievement of your instructional objective.
Frequently students need to have mastered previous skills and knowledge before they are able to learn a new skill.
As a whole, the activities under “opening it up” Prepares the students to learning a new skill or a new concept… it sets the mood for learning…
Tips for teachers:
In modeling…the steps should be consistent, clear, and accurate..
Examples should be aligned… the examples presented in the modeling should follow the same structure…
Can pupils ask questions during the modeling part? Yes
Involve pupils in the model- posing questions where the answers can be garnered from the first example and previous background knowledge.
There is no clear, cut rule that says you only model once… repeated modeling is allowed..
Pupils are involved in the learning activity throughout…
Modeled Instruction
Select examples.. Basic of what the concept is all about…. aligned with guided practice, independent practice, and assessment.
Demonstrate how to complete examples step by step.
Verbalize thinking
teacher think-a-loud
forming mental pictures,
connecting information to prior knowledge,
creating analogies,
clarifying confusing points, and/or
making/revising predictions.
Explicit: Skills are directly taught through:
Modeling - Demonstrate the skill exactly with concise language.
Supported practice - “Say it with me” or “Let’s do it together.” Repeat until firm or model again if necessary.
Test - Ask student to demonstrate the skill independently. “Your turn” Provide corrective feedback.
ALWAYS IN THIS ORDER- teach before testing
Systematic
A plan for instruction is critical to be sure all essential skills are taught and follows a logical sequence from beginning skills to more difficult skills.
Planned and not incidental.
Follows a particular order that enhances learning.
Includes all essential elements with nothing left to chance to prevent gaps in knowledge
Repeated Practice:
Some children need more exposures to information and/or skills to learn them. You may need to triple the number of practice opportunities for some students through:
Choral responding - Whole class response
Small group instruction- Increase number of opportunities to respond
Call on individuals
Review previously learned information for a few minutes daily
Expertise does not simply depend on innate capacity or ability but to a large degree on
frequency (every day)
deliberate (to achieve a specific goal)
practice over a long period of time
along with supervision (feedback on performance).
Corrective Feedback
Immediate.
Model skill again, if needed.
Concise and direct (Give the correct answer and repeat task).
Available any time a child is learning a new skill before it is mastered.
Mastery and Application
Before a student can apply the new skill with automaticity, they need to have mastered the skill.
Test student frequently to determine mastery level.
Reteach skill until student reaches mastery level.
Do not move on until student has mastered the skill.
Don’t assume that every child is going to automatically apply the mastered skill in different contexts.
Model the application of the skill in a variety of contexts.
Provide support and corrective feedback to learner when learner is applying newly mastered skill.
Goal: To transition from learning to read to reading to learn.
