1.
Expository
Teaching
EG ARCHIDE

2.
• Expository teaching strategy is basically direct
instruction.
• A teacher is in the front of the room lecturing and
students are taking notes.
• Students are being told (expository learning), what they
need to know.
• However, expository instruction goes beyond
just presenting students with the facts. It
involves presenting clear and concise
information in a purposeful way that allows
students to easily make connections from one
concept to the next.

3.
• This is why expository instruction is one of the
most common instructional strategies. Most
educators believe students learn new concepts
and ideas better if all of the information they
need to know is laid out before them.
• The structure of an expository lesson helps students to
stay focused on the topic at hand. Often times, when
students are discovering information on their own, they
can get distracted and confused by unnecessary
information and have difficulty determining what’s
important.

4.
• Examples are provided to give contextual elaboration and
to help students see the subject matter from many
different perspectives.
• Expository teaching is a teaching strategy
where the teacher presents students with the
subject matter rules and provides examples
that illustrate the rules.
• Examples include pictorial relationships,
application of the rules, context through
historical information, and prerequisite
information.

5.
• The usual verbal instruction of the lecture hall exemplifies
expository teaching.
• It is sometimes called deductive teaching because the
teacher often begins with a definition of concepts or
principles, illustrates them, and unfold their implications.
• In expository teaching teacher gives both the
principles and the problem solutions.
• In contrast to his role in discovery learning,
the teacher presents the student with the
entire content of what is to be learned in final
form; the student is not required to make any
independent discoveries.

6.
Two ways in delivering instruction:
Direct Delivery of
Instruction
Telling/traditional/Didactic Mode
where
Knowledge is Directly
Transmitted by a
Teacher/Textbook or Both.
Indirect Delivery of
Instruction
Showing and
Provides Students with Access to
Information and
Experiences with Active Engagement
and Learning.

7.
Direct Teaching
 Systematic teaching/active teaching.
 Teacher-centered.
 Skill-building instructional method with the
teacher as the major information provider.
 Teacher passes out: facts, rules/action
sequences to students in a direct way.
 Teacher-student interaction involving
questions and answers.
 Review and practice.
 Correction of student errors.

8.
Direct Teaching
 Direct teaching works best for teaching skills
 example
- Reading
- Writing
- Mathematics
- Grammar
- Computer Literacy
- Factual Parts of Science and History.

9.
Exposition Teaching is a
component of Direct Teaching.

10.
• Exposition Teaching:
- An authority—teacher, textbook, film/microcomputer—presents
information without overt interaction between the authority and
the students.
• Lecturing is an Example of Exposition Teaching

11.
•Textbook Lecture:
- Teacher Follows the Structure of the Textbook.
- Delivers the Content While Students Listen and
Take Notes.
- Does Not Require Extensive Planning.
- Teachers Do Not Need to have Mastery of the
Content.
- Results in Rigid Course.
- Course Could be Boring.

12.
Exposition w/ Interaction Teaching has two
phases:
1. Information is disseminated by the teacher or
through students’ study of written material.
2. Teacher checks for comprehension by asking
questions to assess student understanding of the
information presented.
• Teacher must be knowledgeable and effective questioner.

13.
Teacher presents information by:
- telling or explaining and follows up with a question-and-
answer sessions during the lecture.
Lecture recitation is efficient in terms of:
- time.
- Flexibility.
- Learning.
- Engaging students.

14.
Purpose of questions in lecture recitation:
- provide feedback on understanding.
- Add variety to the lecture.
- Maintain students’ attention.
Textbook recitation:
- students are assigned content to read and study in their textbook.
- Teachers then question using higher level questions to
determine if they understood the material.
- It does not foster true understanding and the application of
the assigned content.
- Answers to questions—higher level are more effective—
then provide feedback for students on how well they learned the
content.
- Students can also learn from the replies of fellow students.

15.
Expository Teaching Sequence

16.
Daily Review and Checking
the Previous Day’s Work
The first ingredient in Direct Instruction, daily review and
checking, emphasizes the relationship between lessons
so that students remember previous knowledge and see new
knowledge as a logical extension of content already
mastered.
It also provides students with a sense of wholeness and
continuity, assuring them that was to follow was not
isolated knowledge unrelated to past lessons.

17.
Daily Review and Checking the
Previous Day’s Work
Daily review and checking at the beginning of a lesson is
easy to accomplish:
•Have students correct each other’s homework at the
beginning of class.
•Have students identify especially difficult homework
problems in a question-and-answer format.
•Sample the understanding of a few students who
probably are good indicators of the range of knowledge
possessed by the entire class.
•Explicit review the task-relevant information that is
necessary for the day’s lesson.

18.
Presenting and Structuring
The content within the lessons must be partitioned and
subdivided to organize it into small bits. The key is to
focus on one idea at a time and present it so that learners
master one point before the teacher introduces the next
point.
For effective presentation, the suggestions are:
•Stating lesson goal,
•Focusing on one thought,
•Giving step-by-step directions using
small steps,
•Organizing material so that one point
is mastered before the next point is given,
•Having many and varied examples,
•Checking for student understanding.

19.
Presenting and Structuring
Some ways of structuring content are:
•Part-Whole Relationships
•Sequential Relationships
•Combinatorial Relationships
•Comparative Relationships

20.
a. Part-Whole Relationships
A part-whole organizational format introduces the topic
in its most general form and then divides the topic into easy-
to-distinguish subdivisions. This creates subdivisions that
are easily digested and presents them in ways that
always relate back to the whole.

21.
b. Sequential Relationships
You teach the content according to the way in
which the facts, rules, or sequences to be learned occur
in the real world.

22.
c. Combinatorial Relationships
You bring together in a single format various elements
or dimensions that influence the use of facts, rules, and
sequences.

23.
d. Comparative Relationships
You place different pieces of content side by side so
that learners can compare and contrast them.

24.
Guided Student Practice
 Presentation of stimulus material is followed by eliciting
practice in the desired behavior.
 The purpose is to help the students become firm and in
the new material.
 This is effectively done by:
•Create as nonevaluative an atmosphere as possible;
•Guiding for student understanding and areas of
hesitancy
•Correcting errors
•Providing for a large number of successful repetitions.

25.
Guided Student Practice
 Guiding a student practice is
made by Prompting.
•Verbal prompts (VP)
•Gestural prompts (GP)
•Physical prompts (PP)
Prompting is an important part of eliciting the desired
behavior, because it strengthens and builds the learners’
confidence by encouraging them to use some aspects of
the answer that have already been given in formulating the
correct response.

26.
Guided Student Practice

27.
Feedback and Correctives
 You need strategies for handling right and wrong
answers.
 Based on several studies it is identified that there
are four broad categories of student response.
 Correct, quick and firm (CQF)
 Correct but hesitant (CH)
 Incorrect due to carelessness (IC)
 Incorrect due to lack of knowledge (ILK)

28.
The most common strategies for incorrect
responses are the following:
Review key facts or rules needed for a correct
solution,
Explain the steps used to reach a correct solution,
Prompt with clues or hints representing a partially
correct answer,
Take a different but similar problem, and guide the
student to the correct answer.
Finally, note that when you use the direct instruction
model for teaching facts, rules, and sequences, you
should not allow an incorrect answer to go
undetected or uncorrected.

29.
Independent Practice
Once you have successfully elicited the behavior, provided
feedback, and administered correctives, students need the
opportunity to practice the behavior independently. Often
this is the time when facts and rules come together to form
action sequences.
Independent practice provides the opportunity in a careful
controlled and organized environment to make a
meaningful whole out of the bits and pieces.
The purpose of providing opportunities for all types of
independent practice is to develop automatic responses in
student, so they no longer need to recall each individual unit
of content but can use all the units simultaneously.

30.
Weekly and Monthly Reviews
Periodic review ensures that you have taught all task-
relevant information needed for future lessons and that you
have identified areas that require the reteaching of key
facts, rules and sequences. Without periodic review, you
have no way of knowing whether direct instruction has been
successful in teaching facts, rules, and sequences.
Weekly and monthly reviews also help determine whether
the pace is right or whether to adjust it before covering too
much content.

31.
Weekly and Monthly Reviews
Another obvious advantage of weekly and monthly reviews
is that they strengthen correct but hesitant response.
A regular weekly review is the key to performing this direct
instruction dimension. The weekly review is intended
to build momentum. Momentum results from gradually
increasing the coverage and depth of the weekly reviews.

32.
Reference
• Methods of Science and Mathematics Teaching
http://web.boun.edu.tr/topcu/linear/chapter%203/131_2.htm
• Expository Teaching – A Direct Instructional Strategy
http://www.vkmaheshwari.com/WP/?p=928#:~:text=Expository%20teac
hing%20is%20a%20teaching,historical%20information%2C%20and%2
0prerequisite%20information.