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Micro Teaching: Explanation Skills Guide

This document provides an explanation of microteaching skills for explaining concepts. It discusses three main categories of explanation: interpretive, descriptive, and reason-giving. Interpretive explanation makes meaning of terms, descriptive explains objects/processes, and reason-giving provides principles and causes. Desirable explaining skills include introductory and concluding statements, using explaining links, being interesting to students, and defining technical words. Undesirable behaviors are irrelevant statements, lack of fluency or continuity, and using vague words. The document outlines the components of strong explaining skills.

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Benedict Tillai
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531 views6 pages

Micro Teaching: Explanation Skills Guide

This document provides an explanation of microteaching skills for explaining concepts. It discusses three main categories of explanation: interpretive, descriptive, and reason-giving. Interpretive explanation makes meaning of terms, descriptive explains objects/processes, and reason-giving provides principles and causes. Desirable explaining skills include introductory and concluding statements, using explaining links, being interesting to students, and defining technical words. Undesirable behaviors are irrelevant statements, lack of fluency or continuity, and using vague words. The document outlines the components of strong explaining skills.

Uploaded by

Benedict Tillai
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as ODP, PDF, TXT or read online on Scribd

Explanation/Illustration

/Giving examples
Micro Teaching skills
by
Benedict & Nuha
Explanation
• Skill of explaining.
- Explaining is an activity which shows the relationship among various
concepts, ideas, events or phenomenon.
- A set of interrelated statement elaborating a concept being taught or
learned.
- An act of bringing about an understanding in some one about a
concept, a principle or a phenomenon.
- Two main aspects, a) selection of appropriate statement interrelating
b) using the selected statement.
Categories of explanation.
• Contain 3 parts. a) interpretive explanation, b) descriptive
explanation, c) reason giving explanation.
a) Interpretive explanation
- To make meaning of the terms, statements, situations, concepts, etc.
WHAT?
b) Descriptive explanation
- Description of object, phenomena, structures, processes.
HOW?
• c) Reason giving explanation
-principle and generalisation and causes.
WHY?
Components of explaining skills.
• Contain two aspects, a) desirable behaviours, b) undesirable
behaviours.
● Desireble behaviours

● Introductory statements ● Use of explaining links ● Interesting to the students


• To draw an maintain students • Certain linking words and phrases • By giving example from daily live
attention • Bring continuity in statement • Use simple sentences
• Give clue for the explanation • Generally use conjunction or • Different media of communication
• Gives overall picture of prepositions Eg. As a results of,
explanation because, hence, therefore
● Concluding statement ● Use of visual techniques ● Defining technical words
• Towards the end to summarise • “One picture is worth 10k words” • Properly defined
• Present consolidate picture • Blackboard, charts, model, • If not explanation become difficult
• To draw logical inference ,pictures, etc
● Testing students understanding
• Asking appropriate question
• Few simple questions
● Undesirable behaviour

● Irrelevant statement ● Lack of fluency


• When not related to the concept • When teacher does not speak clearly
• Create confusion and distraction • Use incomplete and half sentences

● Lack of continuity ● Vague words and phrases


• Break in sequence of ideas or ibformation • Do not give explicit idea about concept
• When statement is not logically related to • Hinders students undertstading
previous statement • For exp, may, actually, you know, some what.
• There is no sequence of place and time
• Statement are irrelevant

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