This document discusses the importance of clear instructions and provides tips for giving clear instructions. It defines instructions as advice and information about how to do or use something. Clear instructions are important as they increase engagement, efficient use of time, trust between teacher and students, and help students meet learning objectives. The document recommends that instructions be clear and concise with language, supported by pictures or gestures, involve checking for understanding, and include modeling and demonstration. It also provides "do's and don'ts" and "golden rules" for providing clear instructions.

1. GIVING INSTRUCTIONS
GHADA SALEM
JULY 2019

2. GIVING INSTRUCTIONS

3. GIVING CLEAR INSTRUCTIONS
• What are instructions?
• Why are clear instructions important ?
• Different ways of giving instructions.
• Dos and Don’ts
• The golden rules
• Wrap- up

4. WHAT ARE INSTRUCTIONS?
• Generally, advice and information about how
to do or use something.
• The teaching of a particular skill or subject.

5. WHY ARE CLEAR INSTRUCTIONS IMPORTANT ?
THINK, PAIR, SHARE

6. WHY ARE CLEAR INSTRUCTIONS IMPORTANT ?
• Increase learners’ engagement
• Efficient use of time and learning resources
• Increase mutual trust between learners and teacher.
• Lessons run smoothly
• Increase STT and minimize TTT
• More likely to reach ILos ( objectives)
• An opportunity for authentic listening

7. A GAME
THINK OF A GESTURE (HO 1)

8. GALLERY WALK
• Think of different ways of giving instructions!

9. GIVING INSTRUCTIONS
DO’S & DON’TS
Clear instructions Poor instructions
Clear& concise language Vague language
Instructions are supported
( pics/gestures)
Talking only
Good eye contact established Lack of eye contact
Check understanding (ICQs) Lack of ICQS
Students see how it works (BOC) Students get the HO before the instructions
Clear demonstration(Modeling) No modeling
Monitoring/ repair misunderstanding Lack of follow up

10. THE GOLDEN RULES
1. Plan instructions & practice them.
2. Get learners’ attention
3. Project your voice
4. Support your instructions with gestures, pics or written clues
5. Demonstrate /model or breakdown into small steps if needed
6. Check understanding (ICQs)
7. Monitor and repair misunderstanding

11. WHAT’S WRONG WITH THESE INSTRUCTIONS?
(GUESS)

12. INSTRUCTIONS SEQUENCE ( HW)

13. BE CLEAR
• Break things down.
• Explain the activity
• Create a step by step outline.
• Let students see what the activity looks like.
• Experiment with a student.
• Assess their understanding (how?)
• Repair misunderstandings(if needed)

14. ANY QUESTIONS