2. Hello!
I am Haydee C. Cayaco
I am your Learning Facilitator on Explicit
Instruction.
2
3. OBJECTIVES
Define explicit instruction
Recognize the importance of explicit
instruction in teaching beginning
reading
Identify the different components of the
explicit instruction framework in
teaching beginning reading
3
4.
5. 5
1) Explicit instruction is direct
teaching.
2) Explicit instruction is skill and
drill.
3) The instructional design is
direct in explicit instruction.
4) Explicit instruction is all teacher
directed.
6. 6
5) The zone of proximal
development claims that
everything is learned twice.
6) Modeling is the core of explicit
instruction.
7) Scaffolding demonstrates and
offers support as needed.
8) Reading and writing are natural
extensions of language
development.
10. Explicit Instruction
Explicit teaching
An instructional strategy used to meet the
needs of students and engage them in
unambiguous, clearly articulated teaching
10
11. Explicit teaching is characterized by…
A series of
clear
statements
about the
purpose and
rationale for
learning the
new skills
Clear
explanations
and
demonstrations
of instructional
target
Supported by
practice with
feedback until
independent
mastery has
been achieved
11
Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching.
NY: Guilford Publications.
12. “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)
12
13. 2. Why is Explicit Teaching
important in beginning
reading instruction?
14. Young learners need explicit
instruction.
Young learners need more
direct instruction in skills and
strategies.
14
15. LEV VYGOTSKY
“Everything is learned
twice: first, socially (that
is with the help of other
human beings) then,
privately (internalized).”
15
18. Explicit instruction is ….
Systematic
Instruction focuses on critical content.
Skills, strategies, and concepts are
sequenced logically.
Complex skills and strategies are broken
down into smaller (easy to obtain)
instruction units.
Lessons are organized and focused.
18
19. Explicit instruction is ….
Relentless
Adequate initial practice opportunities
Distributed practice
Teach to mastery
19
20. Explicit instruction is ….
Engaging
Frequent responses are elicited.
Student performance is carefully monitored.
Immediate affirmative and corrective
feedback is provided.
The lesson is delivered at a brisk pace.
20
31. 1. Introduction
Directly tell the students
What they are expected
to learn
How it connects what
they already know
How it relates to their
previous lessons
What the purpose is
31
32. 32
…. 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…
33. 2. Teaching/Modeling
Explain to the students
how they are going to
learn the skill
Show or demonstrate
how the process goes
33
Adopt a positive approach in
teaching.
34. 3. Guided Practice
Provide students with
multiple opportunities for
the practice of the newly
learned skill or strategy
until independence is
attained
Use varied activities, but
give adequate support
34
35. 4. Independent Practice
Give the students more
responsibility to try out
the new skill or strategy
on their own
35
36. 5. Evaluation
Make the students use
the new skill or strategy
in new tasks, in and
outside your class.
36
37. The core of explicit instruction
is the teaching/modeling of a
skill or strategy by the
teacher.
37
39. “Teacher’s responsibility for the
learning gradually decreases as
students become better and
more independent in the use of
the new skill or strategy.”
39
40. “Each of the steps may have to
be repeated until students have
a thorough understanding of the
new skill or strategy.
40
41. What are the instructional
implications of Explicit Instruction
in teaching beginning reading?
42. Explicit instruction implies that ….
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.
42
43.
44. 44
1. Explicit instruction is direct
teaching.
2. Explicit instruction is skill
and drill.
4. Explicit instruction is all
teacher directed.
3. The instructional design is
direct in explicit instruction.
45. 45
5. The zone of proximal development
claims that everything is learned twice.
8. Reading and writing are natural
extensions of language development.
6. Modeling is the core of explicit
instruction.
7. Scaffolding demonstrates and
offers support as needed.
Teaching focused on producing specific learning outcomes through a sequence of supports provided to learners. Until they can do things independently and successfully done by consciously directing learners attention towards the focus and the purpose of the lesso, and how it begins, progresses and concludes.
order
determined
Appealing, captivating
These teachers do explicit instruction.
Explaining the task to Learners
*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
Demonstrating The Task to Students
*Tell the earners 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 tour learners to do it.
*Follow the steps you have previously explained. Think aloud as you do each.
Yourself or with the aid of each other
By groups, pairs, or individually
Games, dramatic play, and other interesting activities
Some lessons may stop here because this part could have an application
