EXPLICIT TEACHING

In MTB- MLE

VICTORIA D. MANGASER, PH.D.

Education Program Supervisor I
 EXPLICIT TEACHING

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

1. Define explicit teaching.
2. Determine explicit teaching strategies that develop,
promote and enhance literacy skills of grade 2
learners.
3. Recognize the importance of explicit teaching in
beginning reading instruction.
4. Present mini-demonstration lessons using explicit
teaching methodologies in enhancing literacy skills of
grade 2 learners.
Department of Education
Fill in the blank with word/s from the
box to complete the idea of the
statements about Explicit Teaching.
 ACTIVITY 1

1. Instruction focuses on _____________ content.

2. Skills, strategies, and concepts are __________
logically.
3. Complex skills and strategies are _________ into
smaller (easy to obtain) instructional units.
4. Lessons are ___________ and focused
5. Lessons begin with a statement of ___________.
goals sequenced critical
broken down organized
 ACTIVITY 1

6. Provide __________ of prior skills and knowledge.

7. Instruction is designed to provide step-by-step ___.
8. Use __________ and ___________ language.
9. Provide a range of ______________ and ____
10. Provide _______________ and supported practice
examples clear review guided
concise demonstration non-examples
 ACTIVITY 1

11. Require frequent _______________

12. ________________ student performance closely
13. Provide immediate affirmation and corrective _____.
14. Deliver instruction at a _________ pace
15. Help students ___________ knowledge

organize responses feedback

brisk monitor
 Activity 2

EXPLICIT TEACHING in SIXTY-

SECONDS
Be creative and tell us in one (1) minute
EXPLICIT TEACHING is…..
Group 1. Do it with a Heart (OPM)
Group 2. Poetry does it better (poem)
Group 3. Pang-artista ito! (Advertisement)
Group 4. Young at heart (nursery rhyme)
Group 5. Knock..knock…me hugot
(pick-up lines)
Group 6. Let’s post it! (slogan)
 EXPLICIT
TEACHING
Explicit Teaching: The What’s, Why’s, How’s
 EXPLICIT INSTRUCTION
• 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 INSTRUCTION

“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 p. 34).
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 EXPLICIT TEACHING

Everything is
learned twice: first
socially (that is, with
the help of other
human beings), then
privately Department of Education
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.
 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/Talks aloud  Creates an
 Thinks aloud example
 Shows how to based on
do it/ Demonstrates teacher model
 EXPLICIT INSTRUCTION

Guided Practice
Teacher
Learner Behaviors
Behaviors
 Listens
 Demonstrates
 Interacts
 Leads
 Responds  Questions
 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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 Synthesis of research
EXPLICIT TEACHING OF
READING SKILLS

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Use and Limits of EI

It is most important for young

learners, slow learners, and for all
learners when the material is new,
difficult, or hierarchical.

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 3 Areas
Information Processing Theories

1. The limits of the working memory.

2. The importance of practice
3. The importance of continuing until
students are fluent.

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 MTB-MLE FRAMEWORK
Research stresses the fact that children with a solid foundation in
their mother tongue develop stronger literacy abilities in the school
language. Their knowledge and skills transfer across
languages. This bridge enables the learners to use both or all their
languages for success in school and for lifelong learning. In terms of
cognitive development, the school activities will engage learners to move
well beyond the basic wh-questions to cover all higher order thinking
skills in L1 which they can transfer to the other languages
once enough Filipino or English has been acquired to use these skills in
thinking and articulating thoughts.

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

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 EXPLICIT INSTRUCTION

Explicit instruction has been shown to

be efficacious in learning and teaching
the major components of the reading
process—phonemic awareness,
phonics, fluency, vocabulary, and
comprehension
(National Institute of Child Health and Human Development,
2000).
EXPLICIT INSTRUCTION
 EXPLICIT INSTRUCTION

THINGS TO REMEMBER WHEN USING

EXPLICIT TEACHING IN THE
CLASSROOM
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
• Modeling (I Do)
• Guided Practice (We Do)
• Independent Practice Throughout lesson:
(You Do)
• Involve students
• Monitor
performance
• Provide feedback

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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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Department of
of Education
Education
 For ACTIVITY 2

.
 ACTIVITY 1

1. Instruction focuses on critical content.

2. Skills, strategies, and concepts are
sequenced logically.
3. Complex skills and strategies are broken
down into smaller (easy to obtain)
instructional units.
4. Lessons are organized and focused
5. Lessons begin with a statement of goals.
 ACTIVITY 1

6. Provide review of prior skills and knowledge.

7. Instruction is designed to provide step-by-step
demonstration.
8. Use clear and concise language.
9. Provide a range of examples and non-examples.
10. 10. Provide guided and supported practice
 ACTIVITY 1

11. Require frequent feedback.

12. Monitor student performance closely
13. Provide immediate affirmation and corrective
responses.
14. Deliver instruction at a brisk pace
15. Help students organize knowledge
.

How well you teach =

How well they learn
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.
If you want to see it…..
"

teach it!

Department of Education
EXPLICIT INSTRUCTION