Explicit Teaching Final

It is the amount of space
enclosed in a figure.
National Training of Trainers on Senior
Is High used School Competency-Based to
measure Learning
space.
ERLEO T. VILLAROS, Ph. D.
Chief ES
SCHUBERT ANTHONY C. SIALONGO
Education Program Supervisor
Department of Education
At the end of the session, the
participants should be able to
1.
define and explain explicit

teaching;
2.
describe the elements of explicit

teaching;
3.
identify the three components of

explicit teaching;
4.
discuss the underlying principles

of explicit teaching;
5.
discuss the different activities in

explicit teaching and match them
with the parts A to J under the
procedures of the detailed lesson
plan;
6.
identify the competencies in the

curriculum guide where explicit
teaching approach best fits; and
7.
prepare a detailed lesson plan

employing the principles of
explicit teaching.
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Isl
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Vocrosoft
Office 201
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will You
be divided into 5 small
groups. Each
group shall choose a leader,
a rapporteur and a secretary. Write
your answers in metacards
and post in your designated areas.
You
have 5 minutes to write your
group’s answers.
Which ∎
of the learning experiences
you had was more effective: with
the aid of somebody or by yourself?
∎
What word/s can you give to

describe your learning experiences?
Instructional Design
Instructional Strategy
Delivery Procedures
•Direct
•Systematic
•Relentless
•Engaging
•Success-oriented
Clear Statements of Purpose & Rationale Clear
Explanations and Demonstrations of
Instructional Targets Supported Practice with
Feedback
Learning the New Skills
Independent Mastery
Find the sum of
consecutive counting
numbers from 1 to 20.
Find the sum of
Find the sum of
In ∎
your small groups, answer the
questions in the next slide.
∎
The group presenter will share the

group’s answers after 5 minutes.
How ∎
did you find the activity?
∎
What were your experiences while

doing the activity?
∎
What helped you discover/arrive at

the correct answer?
My turn
I DO IT
Let’s do this together
WE DO IT
Your turn
YOU DO IT
Principle 1: Optimize
engaged time/time on task -
The more time students are
actively participating in
instructional activities, the
more they learn.
Principle 2: Promote high
levels of success - The more
successful (i.e.,
correct/accurate) students
are when they engage in an
academic task, the more they
achieve.
Principle 3: Increase content
coverage - The more
academic content covered
effectively and efficiently,
the greater potential for
student learning.
Principle 4: Have students spend
more time in instructional groups -
The more time students participate
in teacher-led, skill-level groups
versus one-to-one teaching or
seatwork activities, the more
instruction they receive, and the
more they learn.
Principle 5: Scaffold
instruction
Provides temporary support/guidance
Promotes academic success
Systematically reduces support to increase independence
Scaffolding: Gradual Release of Responsibility
Concept Knowledge, Skills & Strategies
Student Mastery
Prompts
|- 60 08
Independent Guided
Practice with
Practice Corrective
Feedback
Application of new
Modeling &
skills and strategies
Think Alouds
Student Practice with
Explicit &
Teacher Guidance
Systematic Instruction
Student Participation
Stato
DIE FEITE
Teacher Responsibility
Principle 6: Address different forms of
knowledge
Declarative Level
Procedural Level
Conditional Level
1
content
.
Skills Strategies Vocabulary terms
Concepts Rules
Instruction
.
focuses
Empower and match learners’
instructional needs
on
critical
2. Skills, strategies, and concepts
are sequenced logically.
• Teaching easier skills
Teaching harder skills Teaching high-
• Teaching skills that are less
frequency skills
frequent in usage
Ensuring mastery of prerequisites to a skill
• Teaching the skill itself
Separating Skills and strategies that are similar
3. Complex skills and strategies are
broken down into smaller (easy to
obtain) instructional units
Teach in small steps
To address cognitive overloading,
processing demands, and the capacity of
students’ working memory
4. Design organized and focused
lessons.
Organized LESSONS Focused
Optimal Use of Instructional Time
5. Begin lessons with a clear statement
of the lesson’s goals and your
expectations.
What am I going to learn today?
Why do I need to learn it?
6. Review prior skills and knowledge
before beginning instruction
Prerequisite skills and knowledge
New skills
Other related skills
7. Provide step
step demonstrations
-
by
-
Thinking Aloud
as the teacher shows model of proficient
performance
8.
Learners’ receptive vocabulary
Use clear and concise language
consistent
Reduce Language
possible confusion
Unambiguous words/terms
8
Vocabulary Review
th
Grade Geometry
9. Provide an adequate range of examples
and
non
Examples
-
examples
Skill Strategy Concept Rule
Counter - examples
10. Provide guided and supported
practice.
Level of
T
eacher’s difficulty of
guid
ance in practice
s
kill opportunities
performance
Gradual increase
Gradual decrease
Success & Confidence
11. Require frequent responses
• Focus on content
• Opportunities for elaboration
• Keep learners active
Learners
Responses (oral, written, action)
Teacher Interaction
Checking for understanding
Art of Questioning
12. Monitor student performance
closely
Responses
Learners’ mastery
Timely adjustment in instruction
Feedback giving
13. Provide immediate affirmative and
corrective feedback
Responses
Immediate feedback
Ensure success
Reduce errors
14. Deliver the lesson at a brisk pace
Instruction
Desired Pace
Optimize
Instructional Time
Amount of content
On-task behavior
15. Help students organize knowledge
Teaching technique
Well-organized & connected info
Learners’ retrieval of info & integration
with new knowledge
16. Provide distributed and cumulative
practice
Multiple opportunities to practice a skill
Learning retention
Automaticity
Model Of Explicit Instruction Gradual Release
of Responsibility Model
Teacher's gratfuad release
Student
ಒರಿದೇling
Independence
Teu
= Guided Practice
Emre
Signe, 1999,
er l'anno dalluber, 1951
∎
∎
∎
Your
The
procedures
activities/components
Match
with
the
Post
areas
DLP
first
the
.
group
your
the
.
parts
set
and
ET
will
answers
contains
A
components
the
be
to
given
second
J
of
the
of
in
explicit
the
your
2
parts
set
set
and
procedures
contains
of
teaching
designated
of
activities
cutouts
the
DLP
the
.
of
.
How ∎
did you find the activity?
∎
Which activity/component did you

find difficult to match with the parts
of the procedures of the DLP?
Why?
COMPONENTS / ACTIVITIES OF ET
A. Reviewing previous lesson or presenting the new lesson.
Warm Up, Check for Understanding & Activate Prior Knowledge
B. Establishing a purpose for the lesson. Learning Intention &
L
esson Importance C. Presenting examples/ instances of the new lesson. I
Do It
D. Discussing new concepts and practicing new skill #1. I Do It
E. Discussing new concepts and practicing new skill #2. We Do It
F. Developing mastery. You Do It
G. Finding practical applications of concepts and skills in daily living.
You Do It
H. Making generalizations and abstractions about the lesson.
Review Critical Content
I. Evaluating learning. You Do It
J. Additional activities for application and remediation. Closure
COMPARISON BETWEEN THE

COMPONENTS OF EXPLICIT
TEACHING AND PROCEDURES OF
THE
Part IV: Procedures
DEPARTMENT OF EDUCATION
DLP
ET COMPONENTS / ACTIVITIES
SUGGESTED ACTIVITIES
Ready to Learn Check if learners are sitting down quietly, sitting
in correct
spot and eyes are on the board and teacher. Warm Up Tune
students into the subject, review previous learning, conduct
fluency drills and spaced practice of prior learning Learning
Intention Write and read learning outcomes - WALT (What are
we learning today?) and WILF (What am I looking for?) and
What will success look like? Lesson Importance Why are we
learning this?
Check for Understanding
Call on non‐volunteers
Activate Prior Knowledge
Place new knowledge, skill, strategy in the context of what
students already know and review any required sub‐skills or pre-
requisite skills.
SUGGESTED ACTIVITIES FOR
EACH ET COMPONENT
I Do It • Explain the knowledge, strategy or rule
• Give examples and non-examples
• Model the steps, process, skill
• Think aloud
• Check for understanding (non volunteers) We Do It • Do
guided practice as you work through the examples
step by step with the learners.
• Check for understanding at each point.
• Unison oral responses, pair and share, individual work.
• If possible, begin with easier and progress to harder examples
as students begin to demonstrate the knowledge, rule or strategy.
• Extend more able students and provide additional examples for
weaker students. You Do It After students have achieved
success during guided practice, test their knowledge. This can
include differentiated activities for individual student needs

EACH ET COMPONENT
Review Critical Content/ Assessment
• Review lesson, “in this lesson we have learned
about...”
• Check if learners have demonstrated the
knowledge, rule or strategy.
• Review the steps,
process, knowledge. Closure • What are we
learning next?
• How does this knowledge fit with what we are
learning next.
• Give additional activities for application,
enhancement and/or remediation.
EACH ET COMPONENT
Application Requirement
• Choose one subject from the subject
groupings of your specialization and
identify the competencies where
explicit teaching is appropriate.
(Time Limit : 30 minutes)
Is used to measure space.
Is used to measure space.
ERLEO T. VILLAROS, Ph. D.
Chief ES
SCHUBERT ANTHONY C. SIALONGO
Education Program Supervisor

Explicit Teaching Final

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It is the amount of space

define and explain explicit

describe the elements of explicit

identify the three components of

discuss the underlying principles

discuss the different activities in

identify the competencies in the

prepare a detailed lesson plan

What word/s can you give to

The group presenter will share the

What were your experiences while

What helped you discover/arrive at

Which activity/component did you

COMPARISON BETWEEN THE

SUGGESTED ACTIVITIES FOR

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