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EXPLICIT-TEACHING-REVISED-1.pptx
- 1. EXPLICIT TEACHING In MTB- MLE VICTORIA D. MANGASER, PH.D. Education Program Supervisor I
- 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
- 3. Activity 1
- 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.
- 7. . ACTIVITY 1
- 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. 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?
- 11. . Explicit Teaching: The What’s, Why’s, How’s
- 12. 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
- 13. EXPLICIT TEACHING Everything is learned twice: first socially (that is, with the help of other human beings), then privately (internalized). Department of Education
- 14. EXPLICIT TEACHING Department of Education Beyond reach at present
- 15. 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.
- 16. 1. Modeling 2. Guided or directed practice 3. Independent practice COMPONENTS EXPLICIT TEACHING Gauthier, Bissonnette and Richard (2013) Department of Education
- 17. 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
- 18. EXPLICIT INSTRUCTION Learner Behaviors Listens Interacts Questions Collaborates Responds Tries out Participates Guided Practice Teacher Behaviors Demonstrates Leads Responds Suggests Explains Acknowledges Answers Questions
- 19. EXPLICIT INSTRUCTION Teacher Behaviors Scaffolds Validates Teaches as needed Evaluates Observes Encourages Clarifies Confirms Coaches Independent Practice Learner Behaviors Applies learning Takes charge Practices Solves problem Approximates Self-corrects
- 20. EXPLICIT INSTRUCTION Department of Education
- 21. Department of Education Department of Education EXPLICIT TEACHING OF READING SKILLS
- 22. 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.
- 23. 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
- 24. 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)
- 25. 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
- 26. 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.
- 27. EXPLICIT INSTRUCTION THINGS TO REMEMBER WHEN USING EXPLICIT TEACHING IN BEGINNING READING INSTRUCTION
- 28. STRUCTURE OF AN EXPLICIT LESSON
- 29. 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
- 30. Opening it up Department of Education •Gain pupils’ attention •State the goal of the lesson •Relevance of the lesson •Review of Prerequisite skills
- 31. Teaching it Department of Education • Modeling (I Do) • Guided Practice (We Do) • Independent Practice (You Do) Throughout lesson: • Involve students • Monitor performance • Provide feedback
- 32. 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
- 33. 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)
- 34. 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.
- 35. 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.
- 36. . For ACTIVITY 2
- 37. 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
- 38. 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.
- 39. EXPLICIT TEACHING is….. Group 1. The Sound of Silence (Pantomime) Group 2. Do it with a Heart (OPM) Group 3. Keep up the Beat (Jazz Chant) Group 4. The more the merrier (Speech Choir) Group 5. Knock..knock…me hugot (pick-up lines)
- 40. . How well you teach = How well they learn Department of Education
- 41. . Department of Education "If you want to see it….. teach it!
Editor's Notes
- 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.
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