EXPLICIT TEACHING

MINERVA C. DAVID
APRIL 2017
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;

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At the end of the session, the
participants should be able to
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;
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At the end of the session, the
participants should be able to
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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You will be divided into 6 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.

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 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?

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Instructional
Design • Direct
• Systematic
Instructiona • Relentless
l Strategy • Engaging
• Success-oriented
Delivery
Procedures

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 Clear
Statements of
Purpose &
Rationale
Clear
Explanations Learning
Independent
and the New Mastery
Demonstrations Skills
of Instructional
Targets
Supported
Practice with
Feedback

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Find the sum of consecutive
counting numbers from 1 to
20.

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Find the sum of consecutive
counting numbers from 1 to
100.

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Find the sum of consecutive
counting numbers from 1 to
1000.

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 In your small groups, answer the
questions in the next slide.

 The group presenter will share the

group’s answers after 5 minutes.

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 How did you find the activity?
 What were your experiences while
doing the activity?
 What helped you discover/arrive at
the correct answer?

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 I DO WE YOU
IT DO IT DO IT
Let’s do this
My turn together Your turn

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Principle 1: Optimize
engaged time/time on task
- The more time students are
actively participating in
instructional activities, the
more they learn.

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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.
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Principle 3: Increase content
coverage
- The more academic content
covered effectively and
efficiently, the
greater potential for student
learning.
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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.

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Principle 5: Scaffold instruction
-Providing support, structure,
and guidance during instruction
promotes academic success, and
systematic fading of this support
encourages students to become
more independent learners.

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Principle 6: Address different forms of
knowledge
- The ability to strategically use academic
skills and knowledge often requires students
to know different sorts of information at
differing levels: the declarative level (what
something is, factual information), the
procedural level (how something is done or
performed), and the conditional level (when
and where to use the skill).

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1. Instruction focuses on critical
content.
- Skills, strategies, vocabulary terms,
concepts, and rules that will empower
students in the future are taught.

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2. Skills, strategies, and concepts
are sequenced logically.
 Easier skills before harder skills.

 High frequency skills before low

frequency skills.
 Prerequisites first.

 Similar skills separated.

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3. Complex skills and strategies are
broken down into smaller (easy to
obtain) instructional units
 Teach in small steps.

 Segmenting complex skills into smaller

instructional units of new material

addresses concerns about cognitive
overloading, processing demands, and the
capacity of students’ working memory.

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4. Design organized and focused
lessons.
 Make sure lessons are organized and

focused, in order to make optimal use

of instructional time.
 Organized lessons are on topic, well

sequenced, and contain no irrelevant

digressions

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5. Begin lessons with a clear statement
of the lesson’s goals and your
expectations.
 Tell learners clearly what is to be learned

and why it is important.

 Students achieve better if they understand

the instructional goals and outcomes

expected, as well as how the information or
skills presented will help them.

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6. Review prior skills and knowledge
before beginning instruction.
 Provide a review of relevant information.

 Verify that students have the prerequisite

skills and knowledge to learn the skill being

taught in the lesson.
 This element also provides an opportunity

to link the new skill with other related

skills.

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7. Provide step-by-step demonstrations.
 Model the skill and clarify the decision-

making processes needed to complete a

task or procedure by thinking aloud as you
perform the skill.
 Clearly demonstrate the target skill or

strategy, in order to show the students a

model of proficient performance.

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8. Use clear and concise language.
 Use consistent, unambiguous wording
and terminology.
 The complexity of your speech (e.g.,

vocabulary, sentence structure)

should depend on students’ receptive
vocabulary, to reduce possible
confusion.

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9. Provide an adequate range of examples and
non-examples.
 In order to establish the boundaries of when and

when not to apply a skill, strategy, concept, or

rule, provide a wide range of examples and non-
examples.
 A wide range of examples illustrating situations

when the skill will be used or applied is necessary

so that students do not underuse it.
 Conversely, presenting a wide range of non-
examples reduces the possibility that students will
use the skill inappropriately.

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10. Provide guided and supported
practice.
 In order to promote initial success and

build confidence, regulate the difficulty of

practice opportunities during the lesson,
and provide students with guidance in skill
performance.
 When students demonstrate success, you

can gradually increase task difficulty as you

decrease the level of guidance.

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11. Require frequent responses.
 Plan for a high level of student–teacher

interaction via the use of questioning.

 Having the students respond frequently

(i.e., oral responses, written responses, or

action responses) helps them focus on the
lesson content, provides opportunities for
student elaboration, assists you in checking
understanding, and keeps students active
and attentive.

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12. Monitor student performance
closely.
 Carefully watch and listen to students’
responses, so that you can verify student
mastery as well as make timely
adjustments in instruction if students are
making errors.
 Close monitoring also allows you to provide

feedback to students about how well they

are doing.

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13. Provide immediate affirmative and
corrective feedback.
 Follow up on students’ responses as quickly

as you can.
 Immediate feedback to students about the

accuracy of their responses helps ensure

high rates of success and reduces the
likelihood of practicing errors.

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14. Deliver the lesson at a brisk pace.
 Deliver instruction at an appropriate pace to

optimize instructional time, the amount of

content that can be presented, and on-task
behavior.
 Use a rate of presentation that is brisk but

includes a reasonable amount of time for

students’ thinking/processing, especially when
they are learning new material.
 The desired pace is neither so slow that students

get bored nor so quick that they can’t keep up.

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15. Help students organize knowledge.
 Because many students have difficulty
seeing how some skills and concepts fit
together, it is important to use teaching
techniques that make these connections
more apparent or explicit.
 Well-organized and connected information

makes it easier for students to retrieve

information and facilitate its integration
with new material.

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16. Provide distributed and cumulative
practice.
 Distributed (vs. massed) practice refers to
multiple opportunities to practice a skill over time.
 Cumulative practice is a method for providing

distributed practice by including practice

opportunities that address both previously and
newly acquired skills.
 Provide students with multiple practice attempts,

in order to address issues of retention as well as

automaticity.

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 Your group will be given 2 set of cutouts.
The first set contains the parts of the DLP
procedures and the second set contains the
activities/components of explicit teaching.
 Match the ET components and activities
with the parts A to J of the procedures of
the DLP.
 Post your answers in your designated
areas.

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 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?

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 COMPARISON BETWEEN THE COMPONENTS OF EXPLICIT
TEACHING AND PROCEDURES OF THE DLP
COMPONENTS /
Part IV: Procedures ACTIVITIES OF ET

A. Reviewing previous lesson or presenting the new Warm Up, Check for
lesson. Understanding & Activate
Prior Knowledge
B. Establishing a purpose for the lesson. Learning Intention &
Lesson 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 You Do It

daily living.
H. Making generalizations and abstractions about the Review Critical Content
lesson.
I. Evaluating learning. You Do It

J. Additional activities for application and remediation. Closure

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 SUGGESTED ACTIVITIES FOR EACH ET COMPONENT

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 Call on non‐volunteers
Understanding
Activate Prior Place new knowledge, skill, strategy in the context of
Knowledge what students already know and review any required
sub‐skills or pre-requisite skills.

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 SUGGESTED ACTIVITIES FOR EACH ET COMPONENT

ET COMPONENTS /
ACTIVITIES
SUGGESTED ACTIVITIES

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
DEPARTMENT for individual student needs
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 SUGGESTED ACTIVITIES FOR EACH ET COMPONENT

ET COMPONENTS /
ACTIVITIES
SUGGESTED ACTIVITIES

Review • Review lesson, “in this lesson we have

Critical learned about...”
Content • 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.

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 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)

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 Is used to measure space.
It is the amount of space
enclosed in a figure.