EXPLICIT TEACHING

• Explicit Teaching is a very clear and direct results oriented kind

of approach to teaching. It gives the students a clear
understanding of what they will be able to learn at the end of the
lesson. Teachers using this method make use of stages or
scaffolds to achieve the lesson objectives. It is very specific so
students have an idea of what they will be learning. Students are
also closely monitored through the entire process so the teachers
will know if they are on the right tract.
• It is one of the most engaging approaches of teaching. It make
use of all the students senses and helps students become
active in the lessons. Teachers that use Explicit Teaching are
often enthusiastic, lively, and very supportive of their students
progress. Teachers also encourage students when doing
activities which also aides in their active engagement .
• In this type of teaching students learn in small steps.
Since explicit teaching is not about memorization tricks,
the lessons are divided into small, quick to learn topics
and activities. The way to achieve learning is to do
progressive activities to learn the lesson. Teachers should
learn their students learning abilities and attention spans
so they will learn to adjust their activities to each
students.
• It allow teachers to use multiple ways to teach. Can combine
techniques like presenting models using power point
presentations, charts, cards,games, etc. whoever they must
be geared towards an active objective or goal.
• In Explicit Teaching, teachers do not let students just
do in every activity. They closely monitor students
progress. In this way students are properly and
appropriately guided, which means using the right
activities based on the students developmental level
and attention span.
• Explicit Teaching wants student to completely
understand concepts, execute learning correctly and be
creative with the use of what they have learned.
PROPER LEVEL OF SCAFFOLDING WE SHOULD BE DOING
IN THE CLASSROOM
 1. Prior Knowledge

• Your students should know what you are going to do

for the day. Present some questions to know if your
students have any background or knowledge about
your topic. In this way you may teach definition,
terms, formulas, and other pre-requisites to the lesson
before starting it.
 2 Instructions

• Your students know already what you want to tackle,

Its time for you to give clear and direct instructions on
how to learn the lesson of the day.
 3. Perform

• If they already learned the instructions clearly, its time to

know if they can perform the instructions correctly. Give
them a series of activities that progress as they learn.
Progressive activities should be higher in difficulty so you
can challenge your students abilities and understanding.
They can perform individually, by pair or by group.
 4. Close monitoring

• Watch your students while they work to see their

progress. Try to ask questions or give more examples
and time if you see them having some difficulty with
some activities’
 5. Feedback and assessment

• Letting the students know how they perform is critical.

Use methods that will help them feel good about their
performance. Use quizzes and homework to assess
their understanding . This will help if you need to
adjust your activities to a more difficult level or retain
the simplicity before moving on
 3 STEPS IN EXPLICIT INSTRUCTION

• a. Modelling – promotes the understanding of the learning objectives for

students. This step consists of the teacher demonstrating a task for
students and describing exactly what is being done as it is being done. The
goal of the modelling step is for the teacher to explicitly state the what,
why, how, when and where of what they are doing. The information is
presented in small units, in a graduated sequence, usually ranging from
simple to more complex, not only to meet the working memory limitations
of learners but to enhance the connections between new and prior
knowledge.
• b. Guided or directed – allowing the students to practice and using the
technique and to consolidate their understanding through group work. It is
also referred to as directed practice which allows student to succeed in
achieving the desired learning objectives. This help students gain the
confidence and motivation necessary to continue their learning. This step
is conducive to group work activities which gives the teacher the
opportunity to circulate and confirm that all students have understood the
lesson.
• It also allows the students not only the opportunity to try the tasks that
were modelled, but ensures that they received the feedback on their finish
work. Guided practice help students to verify, adjust, consolidate and to
deepen understanding of the learning taking place, by connecting their
new learning with that which is already present in their long term
memories.
• c. Independent practice – provide students with learning opportunities to
acquire and master the target skills. It allows students to put themselves in
new learning situations where they can apply what they have understood
from the modelling and guided practice steps. This final steps provide
students an opportunity to test their understanding in order to obtain the
highest level of mastery possible with the goal of consolidating their
learning . This step also identify any students who ,may need some
additional support before they move on.
 PARTS OF EXPLICIT TEACHING
• 1.LAYUNIN
• A. Pamantayang Pangnilalaman
• B. Pamantayang Pagganap
• C. Contextualized Competency
• II. NILALAMAN
• A. Paksang Aralin
• III. KAGAMITANG PANTURO
• A. Sanggunian
• B. Iba pang kagamitan
• IV. PAMAMARAAN
• A. Pagsasanay
• B. Balik-Aral sa Nakaraang Aralin
• C. Developmental Activities
• 1. Paghahanda
• 2. Paglalahad ng Aralin
• 3. Teaching/Modelling
• 4. Guided Practice
• 5. Independent Practice
• V. EBALWASYON
• VI. TAKDANG ARALIN
• VIII. REMARKS
• VIII. REFLECTION