Activity 1

ACTIVITY 1

Directions:

•Read the given sentences.

• Tell if the sentences say something about explicit teaching or
not.
 ACTIVITY 1

1. Explicit teaching means the same as direct teaching.

2. Explicit Instruction is skill and drill.
3. Explicit Instruction is used to teach isolated facts and
procedures.
4. Explicit Instruction teaches basic skills in isolation
from meaningful contexts.
5. Explicit Instruction is all teacher directed
 ACTIVITY 1

6. The zone of proximal development claims that everything is learned twice.

7. Scaffolding refers to a process in which teachers model or demonstrate
how to solve a problem, and then step back, offering support as needed.
8. The human brain is designed for innate language development, academic
learning, reading and writing.
9. Reading and writing are natural extensions of language development.
10. For many children and adults, “ interacting” with the written language
results in the development of reading and writing skills.
 ACTIVITY 1

PARK YOUR
ANSWERS
 EXPLICIT
.

TEACHING
Explicit Teaching: The What’s, Why’s, How’s
 EXPLICIT TEACHING
• an instructional strategy used to meet the
needs of students and engage them in
unambiguous, clearly articulated teaching.

• meaningful
• direct
• effective and
• success oriented
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 EXPLICIT TEACHING

Everything is learned twice: first

socially (that is, with the help of
other human beings), then
privately (internalized).

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EXPLICIT TEACHING

Beyond reach at
present

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 EXPLICIT TEACHING
Explicit teaching is characterised by:
• a series of clear statements about the purpose
and rationale for learning the new skill
• clear explanations and demonstrations of
instructional target
• and supported practice with feedback until
independent mastery has been achieved.
Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching.
NY: Guilford Publications.
 3
COMPONENTS
EXPLICIT TEACHING

1. Modeling
2. Guided or
directed practice
3. Independent
practice
Gauthier, Bissonnette and Richard (2013)
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 EXPLICIT TEACHING

MODELING
Teacher Behaviors Learner Behaviors
 Initiates  Listens
 Models  Observes
 Explains  Creates an
 Thinks aloud example
 Shows how to based on
do it teacher model
 EXPLICIT INSTRUCTION

Guided Practice
Teacher
Learner Behaviors
Behaviors
 Listens
 Demonstrates
 Interacts
 Leads
 Questions
 Responds
 Suggests
 Collaborates
 Explains  Responds
 Acknowledges  Tries out
 Answers Questions  Participates
 EXPLICIT INSTRUCTION

Independent Practice
Teacher Learner
Behaviors Behaviors
 Scaffolds  Applies
 Validates learning
 Teaches as
 Takes charge
needed
 Evaluates  Practices
 Observes  Solves problem
 Encourages  Approximates
 Clarifies
 Self-corrects
 Confirms
 Coaches
EXPLICIT INSTRUCTION

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EXPLICIT TEACHING OF
READING SKILLS

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 EXPLICIT INSTRUCTION

Goals of Beginning Reading Instruction

• that children learn to read with confidence and
fluency
• that they understand what they read, and
• that they find reading a source of both knowledge
and enjoyment.

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Prioritize High Impact Skills
K 1 2 3
Phonemic Awareness * *
Alphabetic Principle * * * *
Fluency * * *
Vocabulary * * * *
Comprehension * * * *

Kindergarten – 3rd Grade = Learning to Read

4th Grade into Adulthood = Reading to Learn

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 EXPLICIT INSTRUCTION

Research shows that:

• Evolution has modified the human brain for language development and
learning, but NOT for reading and writing;
• Reading and writing are NOT natural extensions of language
development. They are cultural inventions that were only recently
developed.
• For many children and adults, “merely interacting” with written language
does NOT result in the development of reading and writing skills.

(Dehaene, 2009; Simos, Fletcher, Sarkari, Billingsley-Marsahll, Denton, & Papanicolaou, 2007; Wolf, 2007)
 EXPLICIT INSTRUCTION

Language is a human instinct; but written language

is not.
Pinker, 1997

• Children are wired for sound, but print is an

optional accessory that must be painstakingly
bolted on.
McGuiness, 1997
 EXPLICIT INSTRUCTION

Instructional Implications
• Reading and writing are not linguistic skills that develop
“naturally” like speaking and listening
• Reading and writing are skills that must be deliberately and
systematically taught and practiced.
• Explicit instruction and consistent practice build neural connections
among sounds, print, and meaning.
 EXPLICIT INSTRUCTION

THINGS TO REMEMBER WHEN USING

EXPLICIT TEACHING IN BEGINNING
READING INSTRUCTION
STRUCTURE OF AN EXPLICIT LESSON
 STRUCTURE OF AN EXPLICIT LESSON

Opening of the Explicit Lesson

• Gain students’ attention Throughout lesson:
• Preview
• Involve students
• Review
• Monitor performance
Body of the Explicit Lesson • Provide feedback
• Modelling (I do it.)
• Prompted or guided practice (We do it.)
• Unprompted practice (You do it.) Ref Page 40

Body of the Explicit Lesson

• Review
• Preview
• Assign independent work
Opening it up
•Gain pupils’ attention
•State the goal of the lesson
•Relevance of the lesson
•Review of Prerequisite skills

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Teaching it
Throughout
lesson:
• Modeling (I Do) • Involve students

• Guided Practice (We Do) • Monitor

performance
• Independent Practice • Provide feedback
(You Do)

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Closing it
• Review of the material
-Highlight what was covered
• Brief preview of next lesson
• Assign additional seatwork or
homework to continue practice

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 Lesson Plan
I. Objective(s)
II. Subject Matter/ Selection/Materials
III. Procedure
a. Introduction/Preparation
(Opening up)
b. Teaching/Modeling (Teaching it)
c. Guided Practice (Teaching it)
d. Independent Practice (Teaching it)
IV. Evaluation (Closing it up)
V. Assignment/ Agreement (Closing it up)
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 Essential Components of
Effective Reading Instruction
 Explicit
– Overtly teaching each step through teacher
modeling and many examples
 Systematic – Breaking lessons and activities into
sequential, manageable steps that progress from simple
to more complex concepts and skills.

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Essential Components of Effective Reading Instruction

 Practice and Feedback – Providing many

opportunities for students to respond and
demonstrate what they are learning, which may
include teacher modeling, rehearsal, and
feedback.
 Mastery and Application – Generalizes what is
learned in different contexts.

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 Spotlight

• Look back at your example of the Story Track and Primer

. Lessons you prepared… did you use Explicit Teaching
strategies?
• Identify the 3 parts of Explicit teaching in your plan.
• Are there enough provisions for guided practice /Independent
practice in the plan?
• What activities/exercises can you give for mastery and
application?

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.

How well you teach =

How well they learn

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 "If you want to see it…..
.
teach it!

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EXPLICIT INSTRUCTION

Muchisimas gracias
…..