Session Guide

TEACHING MATHEMATICS CONTENT

THROUGH EXPLICIT TEACHING
Overview

In keeping with the nature of the teaching-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. This session is designed to develop and improve the knowledge,
skills and competencies of Multigrade teachers along instructional decision
making particularly on the specific features of the Explicit Teaching in
Mathematics.

Objectives
1. Describe explicit instruction as a strategy in teaching Mathematics
content.
2. Show how explicit instruction is implemented as an approach to
teaching mathematics
3. Design an instructional plan using explicit instruction.

Resources
Materials
 Copy of the Curriculum Guide in Mathematics
 Individual/Group Task/Activity Cards
 Audio/Video Equipments
  Powerpoint Presentation of the Teaching Mathematics Content
through Explicit Teaching
Reminder/s
Please prepare all the needed materials before the conduct of
trainig/workshop.
Procedure
Priming Activity
Show the picture to the participants:

Ask:
1. What can you say about the picture?
2. What is your opinion or idea about it?

Developmental Activities

Activity
 Introduce the topic and identified competency of the cited topic/lesson.
 Allow the participants to read, study and solve the mathematical
problem (Gelo’s Buttons).
 Show to the participants the way to solve the problem. (Demonstrate
the skill)
 Then, give several group and individual activities to the participants.
 Each group will present their work.
 Present a sample math lesson using explicit teaching as the strategy.
 Power Point Presentation of the nature, definition and principles of
explict teaching.

Analysis

 The facilitator will ask the following questions regarding the activity.
 How was your experience during the activity? Why?
 Was the task clear? Why did you say so?
 How were you able to get/ compare ratios?
 What was done after modeling?
 How did you master doing it?
 How were you guided by the facilitator/teacher?
 What was done after a series of practice? Were you given a
chance to do it on your own?
 Generally, how was the task given to you? Did the procedure
help you in accomplishing the task?

 Show the power point presentation regarding explicit teaching.

Abstraction

 The facilitator will synthesize the answers of the participants to the

questions and emphasize the main or key ideas/concepts of the session
to form a generalization.

1. What are the key words that describe explicit instruction?

2. What are its attributes and how is each done?
3. What is the role of the teacher in this kind of instruction?
4. What are the guiding principles and elements in using explicit
instruction?
 5. When is the use of explicit instruction suggested?
6. How will you compare this with the other approaches and
strategies in teaching Mathematics?
7. What advantages/ disadvantages do you foresee in using this
strategy?

Application

 Each participant will craft/design their own DLP in Mathematics 4,5 0r

6 using Explicit Instruction as the methodology/strategy. (Part of their
take home activity)

Closure

 Share this qoute to the teacher - participants.

“The only way to learn Mathematics is to do Mathematics”

Prepared by:
Michael John S. Rañada
Balogo East Elementary School
Oas South District