EXPLICIT TEACHING

In MTB- MLE
 EXPLICIT TEACHING

At the end of the session, the participants should be able to:

1. Define explicit teaching.
2. Recognize the importance of explicit teaching in beginning reading
instruction.
3. Identify the different components of the Explicit Teaching framework
in teaching beginning reading skills.
4. Present mini-demonstration lessons using explicit teaching
methodologies in beginning reading.

Department of Education
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
 ACTIVITY 2

Directions:
1. Think of the time you learned how to use apps like FACEBOOK,
TWITTER, VIBER, INSTAGRAM, GOOGLE STORE, GOOGLE FORMS
etc.
Focus on the following question:
• Why did you want to learn the use of the
application?
• How did you learn the use of a particular apps?
• How did you know you learned it?
• Which of the learning experiences you
had was the most effective?
Write your answers following this format..

What I Learned to Why I wanted to How I Came to Know

How I Learned It
Do Learn It I Learned It
 ACTIVITY 2

2. Turn to the person next to you and share your answers.

3. Compare the similarities and differences of
how each of you learned.

4. Share it with your group.

5. Choose at least 2 best and common
answers for presentation to the big group.
 ACTIVITY 2

• What strategies are common to all?

• What insights about learning did the

activity trigger in you?
 Activity 3

Done
in

EXPLICIT TEACHING in SIXTY-SECONDS

Be creative and tell us in one (1) minute
 GROUP PRESENTATION

EXPLICIT TEACHING is…..

Group 1. The Sound of Silence (Pantomime)
Group 2. Rock n Roll (Popular Song)
Group 3. Do it with a Heart (OPM)
Group 4. Keep up the Beat (Jazz Chant)
Group 5. The more the merrier (Speech Choir)
Group 6. Poetry does it better (poem)
Group 7. Young at heart (nursery rhyme)
Group 8. With Feelings (drama)
Group 9. Knock..knock…me hugot (pick-up lines)
Group 10. Give it a toast! (salute)
 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
Department of Education
 EXPLICIT TEACHING

Everything is learned
twice: first socially (that is,
with the help of other
human beings), then
privately (internalized).

Department of Education
EXPLICIT TEACHING

Beyond reach at
present

Department of Education
 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)
Department of Education
 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

Department of Education
EXPLICIT TEACHING
OF
READING SKILLS

Department of Education
Department of Education
 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.

Department of Education
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

Department of Education
Department of Education
 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

"Opening it up"

"Teaching it"

"Closing it up"
 STRUCTURE OF AN EXPLICIT LESSON

Opening of the Explicit Lesson

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

Body of the Explicit Lesson

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

Department of Education
Teaching it
Throughout
lesson:
• Modeling (I Do) • Involve students
• Guided Practice (We Do) • Monitor
performance
• Independent Practice
• Provide feedback
(You Do)

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

Department of Education
 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)
Department of Education
 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.

Department of Education
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.

Department of Education
 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?

Department of Education
Department of Education
 For ACTIVITY 2

Check your
answers
 ANSWERS

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
6. The zone of proximal development
ACTIVITY 1 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.
.

How well you teach =

How well they learn

Department of Education
 "If you want to see it…..
.
teach it!

Department of Education
EXPLICIT INSTRUCTION

Muchisimas
gracias …..