Republic of the Philippines

DEPARTMENT OF EDUCATION
DepEd Complex, Meralco Avenue
Pasig City

SESSION GUIDE ON SHS COMPETENCY-BASED LEARNING

Session Title : EXPLICIT TEACHING

Participants : 25 Male : Female : _
Duration of the Session: 4 hours

I. Objectives
At the end of the session, the participants should be able to
 define and explain explicit teaching;
 describe the elements of explicit teaching;
 identify the three major components of explicit teaching;
 discuss the underlying principles of explicit teaching;
 discuss the different activities in explicit teaching and match them with the parts A to J under the procedures of the detailed lesson plan;
 identify the competencies in the curriculum guide where explicit teaching approach best fits; and
 prepare a detailed lesson plan employing the principles of explicit teaching.

EXPECTED OUTPUTS/OUTCOMES
II. Key Understanding/Content
 Explicit teaching is an instructional strategy that is direct, engaging and success oriented.
 Explicit teaching is characterized as a series of clear statements about the purpose and rationale for learning the new skill, clear
explanations and demonstrations of instructional targets and supported practice with feedback until independent mastery has been
achieved.
 It is called explicit because it is an unambiguous and direct approach to teaching that includes both instructional design and delivery
procedures.
 Rosenshine (1987) described explicit teaching as “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”
 The elements of explicit teaching are:
1. Focus instruction on critical content.
2. Sequence skills logically
3. Break down complex skills and strategies into smaller instructional units.
4. Design organized and focused lessons.
5. Begin lessons with a clear statement of the lesson’s goals and your expectations.
6. Review prior skills and knowledge before beginning instruction.
7. Provide step-by-step demonstrations.
8. Use clear and concise language.
9. Provide an adequate range of examples and non-examples.
10. Provide guided and supported practice.
11. Require frequent responses.
12. Monitor student performance closely.
13. Provide immediate affirmative and corrective feedback.
14. Deliver the lesson at a brisk pace.
15. Help students organize knowledge.
16. Provide distributed and cumulative practice.
 Explicit instruction has three major components such as direct explanation or modeling (I DO), guided practice (WE DO) and
independent practice (YOU DO).
 It is used by teachers to assist their learners succeed in learning, mastery and application of vital skills. It is absolutely necessary in
teaching content that learners could not otherwise discover (Archer & Hughes, 2011).
 The underlying principles of effective instruction are optimize engaged time/time on task, promote high levels of success, increase
content coverage, have students spend more time in instructional groups, scaffold instruction and address different forms of
knowledge.
III. References:
1. Archer, A. & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications.
2. Fisher, D. & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility.
Alexandria, VA: Association for Supervision and Curriculum Development.
3. Hammond, L. (2013). Sydney Successful Learners Conference. Retrieved from:
https://sydney.edu.au/education_social_work/professional_learning/resources/papers/slc-2013/explicit-instruction.pdf
4. Goeke, J. (2008). Explicit Instruction: A Framework for Meaningful Direct Teaching Pearson. Taken From the url: https://calpro-
online.org/documents/Explicit_Instruction.pdf

IV. Session Guide

Objective/s Key Learning Points Methodology/Activity Materials / Time /

Slide No. Duration
Get an overview, DO:
objectives and  Greet the participants and make them 1 minute
coverage of the comfortable.
session
SAY:
 In keeping with the nature of the teaching- 3 minutes
learning process, the classroom teachers
should be acquainted with the principles,
approaches and methods of teaching in order
to meet the learning styles and needs of the
diverse learners.
 With this most important basic education
reform we have undertaken through the
 introduction of the K to 12 Basic Education
Curriculum, it is a MUST for the Filipino
teachers to unlearn (undo), learn (do), relearn
(redo), understand, appreciate, know by heart
and practice approaches / techniques /
strategies that would assure quality
instruction for effective learning.

DO:
 Present the objectives (learning outcomes) Slide #s 2, 3 & 3 minutes
and the coverage of the presentation. 4
Define and explain Explicit teaching is an SAY:
explicit teaching instructional strategy  This session will cover what an explicit teaching is,
that is direct, engaging its basic attributes and characteristics.
and success oriented.
DO:
Slide # 5 5 minutes
 Show slide # ___ for the pictures of facebook,
Explicit teaching is twitter, Microsoft Word, Microsoft
characterized as a series Powerpoint, Publisher, Youtube, Google and
of clear statements Microsoft excel.
about the purpose and
rationale for learning the ASK:
 Who among you know how to use any or all of
new skill, clear
these applications?
explanations and
 How did you learn to use any or all of them?
demonstrations of
Did somebody help you?
instructional targets and
supported practice with
feedback until DO: 3 minutes
independent mastery  Call for non-volunteers to share their
has been achieved. responses in big group.

Activity 1 Slide # 6 10 minutes

It is called explicit  Divide the participants into 6 small groups. Each
because it is an group shall choose a leader, a rapporteur and a
unambiguous and direct secretary.
approach to teaching
that includes both ASK: Slide # 7
instructional design and  Which of the learning experiences you had was
delivery procedures. more effective: with the aid of somebody or by
yourself?
Rosenshine (1987)
described explicit  What word/s can you give to describe your
teaching as “a systematic learning experiences?
method of teaching with DO Metacards
emphasis on proceeding  Let them write their group’s answers in Cartolina
in small steps, checking Pentel Pens
metacards and post in their designated areas.
for student Masking
 Study the participants’ responses and analyze Tapes
understanding, and
them thematically leading to the definition of
achieving active and
successful participation explicit teaching.
by all students”.  Show the ppt for the abstraction and Slide #s 8 & 9 7 minutes
discussion on the definition of explicit
teaching.
Identify the three Explicit instruction has DO: Slide # 10 1 minute
major components of three major components  From the 6 groups, choose 1 group as
explicit teaching such as modeling (I do it), demonstration group. The group will be given
guided practice or prompt three activities representing the three
(We do it) and components of explicit teaching.
independent practice or Activity 2: Task is to find the sum of consecutive Slide # 11 5 minutes
check (You do it). counting numbers from 1 to 20.
(In this activity, the group will simply listen and
observe as the facilitator demonstrates or shows how
to do the task.)
DO:
 In the first line on the board, write horizontally
the numbers 1 to 20.
 Then, write in the second line the numbers 20
to 1. (Pls. see the table below.)
1 2 3 4 5 6 … 16 17 18 19 20
20 19 18 17 16 15 … 5 4 3 2 1
SAY & DO:
 Let’s get the sum of each of the columns of
numbers.
1 2 3 4 5 6 … 16 17 18 19 20
20 19 18 17 16 15 … 5 4 3 2 1
21 21 21 21 21 21 … 21 21 21 21 21
SAY:
 What did I do with the set of numbers?
DO:
 Pause for about 5 seconds and wait for their
answer.
SAY:
 Yes, I doubled set of numbers but I wrote them
with different orders/arrangements? Then, we
found the sum of each column of numbers.
  What do you now observe with the sums?
DO:
 Pause for about 5 seconds and wait for their
answer.

SAY:
 Yes, they are all 21.
 How many 21s do we have now?
DO:
 Pause for about 5 seconds and wait for their
answer.
SAY:
 Yes, there are twenty 21s.
 So, twenty 21s equals 420.
 Since we doubled the set of numbers, we have
to divide the product by 2 to get the answer.
So, the answer is 210.
Activity 3. The task is to find the sum of consecutive Slide #s 12 & 5 minutes
counting numbers from 1 to 100. 13
(In this activity, the participants will listen, interact and
collaborate as the facilitator demonstrates or shows
how to do the task.)
SAY:
 Now, let us try to find the sum of consecutive
counting numbers from 1 to 100.
 You may write in your paper the numbers 1, 2,
3, 4, 5, and so on until 97, 98, 99 and 100.
 Below numbers 1 to 5, you write the numbers
100 down to 96 and so on until 4, 3, 2 and 1 for
the numbers 97 to 100 respectively.
  Then, find the sum of each pair of numbers.
 Since there are one hundred 101s, multiply 101
by 100. Then, divide the product by 2. That is
the sum of the numbers from 1 to 100.
 You may compare your work with your
seatmate.
 The sum is 5, 050.
Activity 4: The task is to find the sum of consecutive Slide #s 14-16 5 minutes
counting numbers from 1 to 1000.
(In this activity, the participants will perform the task
individually following the well-structured activity.)

DO:
 Observe and walk around as the participants
are doing the activity.
 You may provide help as needed.
ASK:
 Have you done the activity? Pls. compare your
answer with your seatmate and discuss.
 So, what’s the sum? Yes, the sum is 5, 00500.

ASK:
 How did you find the activity? Slide # 17 10 minutes
 What were your experiences while doing the
activity?
 What helped you discover/arrive at the
correct answer?
DO:
 Let each group presenter to share the group’s
answers.
  Study the group’s answers, analyze and relate
with the three major components of explicit
teaching.

DO
 Present the slide for the three major Slide # 18 5 minutes
components of explicit teaching.
Discuss the The underlying principles DO:
underlying principles of effective instruction are  Present the ppt for the discussion on the Slide #s 19-25 15 minutes
of effective as follows: underlying principles of effective instruction.
instruction  Optimize engaged
time/time on task.
 Promote high levels
of success.
 Increase content
coverage.
 Have students
spend more time in
instructional
groups.
 Scaffold
instruction.
 Address different
forms of knowledge

Describe the The elements of explicit DO:

elements of explicit teaching are:
teaching
 Focus instruction on
critical content.
 Based on activities 2, 3 and 4, let the groups Slide # 26 10 minutes
discuss and determine what the teacher
(facilitator) asked, did and provided with the
learners (participants).
 Sequence skills  Let them write their answers on a piece of
logically paper.
 Break down complex
skills and strategies
ASK:
into smaller
 Do you think, these actions, words/statements,
instructional units.
activities and tasks of the teachers are essential
 Design organized and
elements of explicit teaching? Why?
focused lessons.
 Begin lessons with a
clear statement of the DO:
lesson’s goals and  Let them check their answers as you present Slide #s 27-44 42 minutes
your expectations. the discussion on the elements of explicit
 Review prior skills and teaching.
knowledge before
beginning instruction.
 Provide step-by-step
demonstrations.
 Use clear and concise
language.
 Provide an adequate
range of examples and
non-examples.
 Provide guided and
supported practice.
 Require frequent
responses.
 Monitor student
performance closely.
  Provide immediate
affirmative and
corrective feedback.
 Deliver the lesson at a
brisk pace.
 Help students
organize knowledge.
 Provide distributed
and cumulative
practice.

Discuss the different The activities and DO:

activities in explicit components of explicit  Prepare six sets of cutouts printed with 6 sets of
teaching and match teaching which can be activities/components of explicit teaching. cutouts of
them with the parts matched with the parts of  Prepare also six sets of cutouts printed with printed
A to J under the the detailed lesson plan parts A to J under the procedures of detailed activities of
procedures of the include: ready to learn, lesson plan. explicit
detailed lesson plan warm up, learning teaching and
intention, lesson Activity 5 DLP
importance, check for DO:
understanding, activate  Distribute the six sets of cutouts printed with Slide # 45 5 minutes
prior knowledge, I do it activities/components of explicit teaching and
(model), we do it (prompt), the six sets of cutouts printed with parts A to J
you do it (check), review under the procedures of detailed lesson plan.
critical content  Let each group match the explicit teaching
(ploughback) and closure. components and activities with the parts A to J
of the procedures of the DLP and post their
The suggested matching of answers in their designated areas.
the parts of the DLP
procedures and the explicit
 teaching ASK:
activities/components is as  How did you find the activity? Slide # 46 5 minutes
follows:  Which activity/component did you find difficult
DLP Explicit to match with the parts of the procedures of
Parts Teaching the DLP? Why?
A Warm Up,
Check for DO:
Understanding  Present the ppt showing the parts of the Slide #s 47-50 10 minutes
and Activate procedures of DLP with the corresponding
Prior components/activities of the explicit teaching.
Knowledge
B Learning
Intention and
Lesson
Importance
C I do it
D I do it
E We do it
F You do it
G You do it
H Review Critical
Content
I You do it
J Closure
Identify the SAY:
competencies in the  Choose one subject from the subject groupings Slide # 51 15 minutes
curriculum guide of your specialization and identify the
where explicit competencies where explicit teaching is
teaching approach appropriate.
best fits
 Prepare a learning DO:
plan employing the  Let each participant prepare a detailed lesson 45 minutes
principles of explicit plan employing the principles of explicit
teaching teaching.
 Present the clincher
Slide # 52

Prepared by:

ERLEO T. VILLAROS, PhD SCHUBERT ANTHONY C. SIALONGO

Chief Education Supervisor Education Program Supervisor
Schools Division of Aurora Schools Division of Antique