HLTH 3033.001-Oral Presentation Lesson Plan

EXPLICIT TEACHING
SOCCSKSARGENI IRREGION
SOCCSKSARGEN EGION-WIDE RAININGDEPARTMENT
-WIDETTRAINING ONPPEDAGOGICAL
ON OF EDUCATION
EDAGOGICALRRETOOLING
ETOOLING MATHEMATICS
INM
IN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
…
Objectives
Terminal:
At the end of the session, participants
should be able to:
• understand the importance

. of explicit
teaching
…
Specific
1. identify and describe the different
components of the Explicit Teaching
framework;
2. explain why we need to employ
explicit teaching .
3. explain the reason why reading is hard

to learn
Outline of the Session
• Priming Activity: answer questions
Abstraction: Video watching
Discussion of concepts
Application of learning: Identify and describe
components of the Explicit Instruction
Framework
Closing Activities
SOCCSKSARGEN I REGION-WIDE TRAINING ON PEDAGOGICAL RETOOLING IN MATHEMATICS, LANGUAGES AND SCIENCE (PRIMALS)
Priming Activity
• What words come into your mind when

you hear the phrase “ Explicit
Instruction”?
Explicit
Instruc
tion
SOCCSKSARGEN -WIDETTRAINING
EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
Analysis and Discussion
What ideas are the same?

Different?
What is “Explicit Instruction”?
INM
ABSTRACTION-PART 1
What makes reading difficult to

learn?
People are born with a brain
that is wired for speaking. There
are specific areas of the brain
that are specialized for speaking
and a built-in neural pathway
for it. (T.Jing @PRIMALS file)
INM
What makes reading difficult to learn?
NO one is born with the innate

ability to read. In order to read,
you have to recruit parts of the
brain that are naturally used for
speaking. Unlike for oral language,
there is no built-in pathway for
reading.
(T.Jing @PRIMALS file)
INM
How do we help struggling students develop
word recognition skill?
Exposure to books or print alone is not
enough to ensure a child learns to read.
Explicit instruction is necessary to help a
children learn how to read. For example,
learning to match sounds of language to
the letters of alphabet requires direct
instruction and not just exposure.
(T.Jing @PRIMALS file)
INM
Abstraction
• We will begin understanding more

explicit instruction by watching the
demo-teaching video of Teacher
Eve. While you watch, please note
down the activities that the teacher
had for each part of the lesson
INM
Template
Parts of the Lesson Activities
Observed
Introduction
Modeling
Group/Guided
Practice
Independent
Practice
INM
Video 1: demo-teaching
• 4_Tahasang Pagtuturo sa Gramatika.mp4
INM
Post Video Discussion
Do you agree or disagree with

statement:
Explicit Instruction is best for teaching
beginning readers only. Why or why
not?
INM
Abstraction
1. What is Explicit Instruction?

2. Why do we teach explicitly?
3. How do we do explicit teaching?
a. Guide Questions for teachers
planning lessons
b. steps or components of explicit
instruction
INM
Post Video Discussion
2. What is scaffolding and why is it

important in explicit teaching?
3. Based on what you have watched

and heard, how do you plan to modify
your instruction or teaching practices
when you go back to your classrooms?
INM
Explicit Instruction
teaching focused on producing
specific learning outcomes
through a sequence of supports
provided to students, until they
can do things independently and
successfully
INM
done by consciously directing

student attention toward the
focus and the purpose of the
lesson, and how it begins,
progresses, and concludes
INM
What Excellent Reading Teachers Do
 Tell students what will be learned.
• Provide information about the nature

of the skill or strategy to be learned.
 Demonstrate or model the desired skill or

strategy.
 Actively monitor and give feedback to

students during practice work.
INM
What Excellent Reading Teachers Do
• Provide ways for students to asses

their own performance so they learn
to self monitor
• Provide meaningful practice using a

skill or strategy until a student can use it
independently
INM
Rationale for Explicit Instruction
in Literacy Development
• Young learners need it.

–They have to be ably supported by
the teacher in their search for meaning
as they learn, especially when they are
learning to read in a language not
their own.
–They need more direct instruction in
skills and strategies.
INM
In explicit instruction, you

provide explicit instructional
talk that enables students to
know what is actually going
on in the lesson.
INM
You don’t make the students

guess
what the lesson is, why, and how
they should learn it.
You let them in on

the BIG SECRET.
INM
Guide Questions
in preparing Explicit Lesson
• Do I plan tasks and activities for clear
and well-defined learning objectives?
• How do I introduce the objectives

to the students?
• Is the new learning made explicit to

them?
INM
Guide Questions
 Do I share the specific nature of the task,
the reason for learning it, and its value to
their overall learning?
• Do I make them aware of what they are

expected to do?
• Do I explicitly demonstrate and model the

new skill or strategy?
INM
Guide Questions
• Do I provide sufficient opportunity
for
practice?
• Do I give them the chance to

apply
what they have learned outside
class?
INM
Steps in Explicit Instruction
1. Introduction (sometimes,
“Presentation”)
Directly tell the students
• What they are expected to learn
• How it connects to what they already
know
• How it relates to their previous lesson
• What the purpose is
INM
1. Introduction (sometimes,
“Presentation”)
– Remember yesterday when we
read/ talked about...Today we will
learn...
– Today we are going to study…This is
connected to…It is important to learn
this because…
– By the time we have finished, you will
be
good/better at…Then you will be able
to…
INM
2. Teaching/Modeling
• Explain
to the students how they
are going to learn the skill
• Show or demonstrate how the

process goes
• Note: Adopt a positive approach

in teaching.
INM
2.Teaching/Modeling
• Explaining the Task to Students

• Divide the task into a few basic steps.
• Directly tell them how many steps
are involved.
• Present the steps both orally and
visually to provide reinforcement.
• State the steps as clearly as possible.
INM
2.Teaching/Modeling
Demonstrating the Task to Students
• Tell the students that listening and
observation are significant to their
success in the task.
• Perform whatever is involved in the
learning task in a manner you expect
your students to do it.
• Follow the steps you have previously
explained. Think aloud as you do
each.
INM
3. Guided Practice
• Provide students with multiple
opportunities for the practice of the
newly learned skill or strategy until
independence is attained.
• Use variety, but give adequate
support (yourself or with the aid of
each other).
• By groups, pairs, or individually
• Games, dramatic play, and other
interesting activities
INM
4. Independent Practice
• Give the students more
responsibility to try out the new skill or
strategy on their own.
Some lessons may stop here

because this part could have an
application-like feature.
INM
5. Application
• Make the students use the new

skill or strategy in new tasks, in
and outside your class.
INM
Important Reminder!!!
• The core of explicit instruction is

the teaching/modeling of a skill
or strategy by the teacher.
INM
•Teacher responsibility for the

learning gradually decreases
as students become better
and more independent in the
use of the new skill or
strategy.
INM
•Each of the steps may have

to be repeated until students
have a through
understanding of the new skill
or strategy.
INM
Workshop
Identify the parts of an

framework and explain
each activity.
INM
INM

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EXPLICIT TEACHING

• understand the importance

3. explain the reason why reading is hard

Abstraction: Video watching

• What words come into your mind when

What ideas are the same?

What makes reading difficult to

NO one is born with the innate

• We will begin understanding more

• 4_Tahasang Pagtuturo sa Gramatika.mp4

Do you agree or disagree with

1. What is Explicit Instruction?

2. What is scaffolding and why is it

3. Based on what you have watched

done by consciously directing

• Provide information about the nature

 Demonstrate or model the desired skill or

 Actively monitor and give feedback to

• Provide ways for students to asses

• Provide meaningful practice using a

• Young learners need it.

In explicit instruction, you

You don’t make the students

You let them in on

• How do I introduce the objectives

• Is the new learning made explicit to

• Do I make them aware of what they are

• Do I explicitly demonstrate and model the

• Do I give them the chance to

• Show or demonstrate how the

• Note: Adopt a positive approach

• Explaining the Task to Students

Some lessons may stop here

• Make the students use the new

• The core of explicit instruction is

•Teacher responsibility for the

•Each of the steps may have

Identify the parts of an

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