MODULE 4

SESSION : 2
EXPLICIT TEACHING

Facilitated by Debbie E. Bandahala

 Domain 1. Content
Knowledge and Pedagogy
• 1.2.1 Demonstrate an understanding
of research-based knowledge and
principles of teaching and learning
• 1.2.2 Use researched-based
knowledge and principles of teaching
and learning to enhance professional
practice.
STRENGTHS &
WEAKNESSES
Domain 1. Content Knowledge and Pedagogy

• Domain 1 recognizes the importance of teachers’

mastery of content knowledge and its
interconnectedness within and across curriculum
areas, coupled with a sound and critical
understanding of the application of theories and
principles of teaching and learning.
Domain 1. Content Knowledge and Pedagogy
Domain 1. Strand 2
 RESEARCH –BASED
KNOWLEDGE
- Information, knowledge or data
acquired through systematic
investigation and logical study.
(PPST, 2017)
THREE COMPONENTS OF
INSTRUCTIONS
Content Knowledge
Product B

• Feature 1
• Feature 2
• Feature 3
COMPETENCIES OF THE 21ST
CENTURY TEACHERS
1 - Creativity and innovation.
2- Communication and collaboration.
3- Research and Information fluency.
4- Critical thinking, problem solving, and
decision making.
5- Digital literacy .
6- Technology operations and concepts.
• PRINCIPLES OF
LEARNING IN
THE NEW
NORMAL
1.Learners at the center
2.The social nature of learning
3.Emotions are integral to learning
4.Recognizing individual differences
5. Stretching all students
6. Assessment for learning
7. Building horizontal connections
Outputs of these principles
1. Students’ prior knowledge can
help or hinder learning
 5. Goal-Directed
Practice coupled
with targeted
feedback enhances
the quality of
students’ learning.
• PRINCIPLES
OF TEACHING
IN THE NEW
NORMAL
• 1) Create an
active learning
environment,
2) Focus attention
3) connect
knowledge
4) help students
organize their
knowledge
5) provide
timely
feedback
6) demand
quality
7) balance high
expectations
with student
support
8) enhance
motivation to
learn
9) communicate
your message in a
variety of ways
10) help students to
productively manage
their time.
Outputs of these principles
Objectives of the Session
a. Explain the research-based basic
concepts, principles and
methodologies of explicit teaching
b. Demonstrate understanding of the
Explicit Teaching Process
c. Develop and demonstrate a
Detailed Lesson Plan (DLP) using
explicit teaching.
 Explicit Instruction
• The instruction that is systematic, direct,
engaging, and success oriented. It is helpful not
only when discovery is impossible, but when
discovery may be inaccurate, inadequate,
incomplete, or inefficient. (Archer & Hughes,
2011). It is a systematic method of teaching with
emphasis on proceeding in small steps, checking
for student understanding, and achieving active
and successful participation by all students.
(Rosenshine, 1987).
EXPLICIT INSTRUCTION

• MODEL • SKILLS

• SCAFFOLDING • STRATEGY
 Explicit instruction
• is characterized by a series of supports or
scaffolds, whereby students are guided
through the learning process with clear
statements about the purpose and rationale
for learning the new skill, clear
explanations and demonstrations of the
instructional target, and supported practice
with feedback until independent mastery
has been achieved.
WHY EXPLICIT INSTRUCTION?
The 6 Components of
Explicit Instruction

1. Setting the Stage

A. The anticipatory set – the teacher’s
hook to capture student interest and
connect prior knowledge to the new
learning of the lesson
B. The teacher states/clarifies
the standards/learning
objective/goal
C. The purpose of the lesson
is explained
D. Students are able to restate the
lesson objective back to the teacher
in their own words.
E. The teacher specifically connects the
lesson to:
• i. student interest
• ii. background knowledge
• iii. the big idea/concept that the
skill/standard is linked to, and/or
• iv. the previous day’s lesson
 2. Explaining to Students
What to do

A. Students need explicit details

about the lesson.
 2. Explaining to Students
What to do

B. The teacher re-explains in

this component what the task
is, why it is important, and
adds to it how it is done.
 2. Explaining to Students
What to do

C. Give no-frills explanations that

give students just enough
information to cover the basics and
get them started. Less is more.
 2. Explaining to Students
What to do

D. Don’t tell the kids that it will

be hard. That discourages kids
right off the bat. They may tune the
lesson out right then and there.
 2. Explaining to Students
What to do

E. Make it simple and direct

enough to make the learning
accessible to ALL students in the
class.
 2. Explaining to Students
What to do

F. Divide the task into a few

steps that are logically ordered
2. Explaining to Students
What to do

G. Present the steps both orally

and visually to meet needs of
kids with different modality
strengths. (Visual Instructional
Plans – Fred Jones)
3. Modeling for Students ( I do )

1. Making clear
explanation
TEACHING/
MODELING
2. Verbalize
thinking process
Teaching/Modeling
 Teaching/Modeling
Clear explanation

Make sure that the demonstration

will match the learning outcome

Double-check the steps are

complete for the demonstration
3. Modeling for Students ( I do )

1. Making clear
explanation
TEACHING/
MODELING
2. Verbalize
thinking process
4. Guided Practice (We do)
4. Guided Practice (We do)
5. Independent Practice
(You do)
5. Independent Practice
(You do)
• students practice the target skill
without the prompts that were
available during the guided practice
stage, giving them the opportunity
to consolidate their understanding
and ultimately achieve mastery of
the skill.
6. Closure/Feedbacking

• The assessment portion can be informal

• The assessment portion can be formal – a
method to measure student understanding
or proficiency of the learning objective in
test or quiz format or essay writing, project,
report, etc.
• It is a time to collect student learning
evidence of standards/objectives
Explicit Teaching DLP Template

1. Objectives
II. Subject Matter
• Topic:
• Materials:
• References:
Explicit Teaching DLP Template
III. Procedure
- Introduction
a) Modeling
b) Guided Practice
c) Independent Practice
d) Closure or feedbacking
Explicit Teaching DLP Template

IV Assessment
V. Reflection
 DLP ET DLP 4A’s
1. Objectives 1. Objectives
II. Subject Matter II. Subject Matter
• Topic:
• Topic:
• Materials:
• Materials:
• References:
• References:
III. Procedure
III. Procedure
- Introduction
a. ACTIVITY
b. Modeling
b. ANALYSIS
c. Guided Practice
c. ABSTRACTION
d. Independent Practice
d. APPLICATION
e. Closure or feedbacking
IV Evaluation
IV Assessment
V. Assignment/Agreement
V. Reflection
 MODULE 4: SESSION 2

ACTIVITIES TO BE INCLUDED IN THE

PORTFOLIO
1. PRE-TEST
2. Understanding the Explicit
Instruction
3. LESSON PLAN applying
Explicit Teaching
4. Reflection
ACTIVITY
Robert John Meehan)