MTOT SESSION GUIDE IN GRADE 6 ENGLISH

SESSION TITLE: Explicit Teaching

No. of participants: ____ Male: ____ Female: _____
PARTICIPANTS’ PROFILE: master teachers and teachers
DURATION: 1 hour

I. OBJECTIVES: The 1- hour session should enable the participants to:

A. Define Explicit Teaching
B. Recognize the importance of explicit instruction in the teaching and learning process
C. Describe the underlying principles of explicit teaching
D. Identify the different components of the Explicit Teaching framework
E. Present mini-demonstration lessons using explicit teaching methodologies

EXPECTED OUTPUT (IF ANY): mini-demonstration lessons

II. KEY UNDERSTANDING/CONTENT:

A. The Concept of Explicit Teaching
B. Principles of Explicit Teaching
C. Components of Explicit Teaching
D. Structure of Explicit Teaching Lesson Plan

III. REFERENCES:
 Archer, A. & Hughes, C. (2010) Explicit Instruction: Effective and Efficient Teaching. http://explicitinstruction.org
Retrieved November 11, 2015
 http://www.evidencebasedteaching.org.au/crash-course-evidence-based-teaching/explicit-teaching/
Retrieved November 11, 2015
 Bissonnette, S., Richard, M., Gauthier, C. & Bouchard, C. (2010). Quelles sont les stratégies d’enseignement efficaces
favorisant les apprentissages fondamentaux auprès des élèves en difficulté de niveau élémentaire? Résultats d’une méga-
analyse. Revue de recherche appliquée sur l’apprentissage, 3 (1), 1-35. Accessed from: http://www.ccl-cca.ca/pdfs/JARL/Jarl-
Vol3Article1.pdf

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  Archer, A. L., & Hughes, C. A. (2011). Designing Lessons: Skills and Strategies. In Explicit instruction: Effective and efficient
teaching (pp. 23-52). New York, New York: Guilford Press.
 Hollingsworth, J., & Ybarra, S. (2009). Explicit direct instruction (EDI): The power of the well-crafted, well-taught lesson (pp.
12-14). Thousand Oaks, Calif: Corwin Press.

IV. SESSION GUIDE

OBJECTIVE: The KEY LEARNING POINTS METHODOLOGY/ACTIVITY MATERIALS/ TIME/

participants should SLIDE NO. DURATION
be able to:
Get an overview of The concept of explicit teaching Show the title slide Slide #1 5 mins
the session and to is not new to education. Its
assess stored effectiveness for teaching Present Session Objectives Slide #2
knowledge/ literacy is well-supported by
understanding of research. Explicit teaching has Form groups of 5 with 9-10 members Metacards
explicit teaching. been presented as one of the each. Provide each group with Manila paper
major strategies in DepEd’s ELLN metacards. Request them to assign a Pentel pen
Program through the LAC team facilitator and a team presenter.
sessions.
Activity 1: (Group Activity) Slide #3 15 mins
Objectives of the session: Explicit Teaching: In or Out
1. Activate participants’
schema on explicit Read the sentences in each of the
teaching. metacards. Tell if the sentences in the
2. Demonstrate prior metacards say something about
knowledge and explicit teaching or not.
experiences on explicit
instruction. Give each team 1 minute to present.

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Activity 2. (Think-Pair-Share) Slide #2 15 mins
Explicit Teaching: Manila paper
It’s All About You Pentel pen

1. Think of the time you learned

how to use apps like
FACEBOOK, TWITTER, VIBER,
GOOGLE, etc.
2. Answer the following
question:
 Why did you want to learn it?
 How did you learn the use of
these apps?
 Which of the learning
experiences you had was the
most effective?
3. Turn to the person next to you
and share your answers.
4. Compare the similarities and
differences of how each of you
learned.
5. Share it with your group.
6. Choose at least 2 best and
common answers for
presentation to the big group.

Activity 3 (Group Activity) This is it!

What is explicit teaching? Tell us using

the following:
Group 1. Pantomime – The Sound of

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 Silence
Group 2. Popular Song – Rock n Roll
Group 3. Rhythm and Blues Song – Do
it with a Heart
Group 4. Jazz Chant - Keep up the
Beat
Group 5. Speech Choir – The more the
merrier

Share knowledge and Objectives of the session: Analysis Process questions: 30 mins
understanding of 1. Talk about prior 1. What is common to all
explicit knowledge and actual presentations about Explicit
instruction/teaching learning experiences via Teaching?
based on actual explicit teaching. 2. What strategy/ies is/are the
experiences best way to learn?
3. Why do you think so?
Explicit instruction involves Abstration: Lecturette 45 mins
directly teaching students the 1. What is Explicit Slide #9-42
content or skill to be learned, Instruction/Teaching?
using clear and unambiguous 2. Principles of Explicit Teaching With
language. Teacher modelling and 3. Components of Explicit powtoon
then teacher guidance is Teaching presentation
followed by scheduled 4. Structure of an Explicit Lesson
opportunities for practice. Speaker Notes are found under the
Student/teacher interaction is Notes section of each slide.
high.

Explicit instruction is also

systematic: there is a carefully
planned sequence for teaching
that is constructed in a logical

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sequence from simple to
complex objectives, commencing
from the point at which the
students are already competent.

Objectives of the session:

1. Define explicit
instruction/teaching
2. Describe the underying
principles of explicit
instruction.
3. Identify the different
components of Explicit
Teaching
4. Determine the structure
of an Explicit Teaching
lesson

Objectives of the session: Each group prepares a lesson plan Slide #43 60 mins
1. Prepare a mini lesson showing how the explicit teaching can
showing following the be applied in a grammar, vocabulary, 5 examples of
structure of teaching using and oral language lessons. competencies
Explicit Teaching • Have each group do a Mini demo from the CG
2. Present a mini lesson (5 minutes per group) for lesson
demonstration lesson on planning
how Explicit Teaching is Lesson Plan Template using ET
applied in teaching skills or I. Objective(s)
concepts. II. Selection/Materials
III. Procedure
A. Introduction
B. Teaching/Modelling

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 C. Guided Practice
D.Independent Practice
Answer parked pre-assessment Slide #44-45
questions
Closure: Slide #46-47 TOTAL:
How well you teach=How well they 180 minutes
learn
Gracias

V. FACILITATOR’S NOTES:

For Slide 26-27: ANSWERS TO THE ACTIVITY

Activity: Explicit Instruction: In or Out
The following are the sentence strips to be placed in envelopes (1 per group).

What Explicit Instruction is What Explicit Instruction is NOT

Explicit Instruction is skill based, but students are active participants Explicit Instruction is NOT skill and drill.
in the learning process.
Explicit Instruction is holistic. For example, teachers can use Explicit Explicit Instruction is NOT just used to teach isolated
Instruction to teach everything that is included in “literacy” (i.e., facts and procedures.
decoding, comprehension, spelling, and the writing process)
Explicit Instruction integrates smaller learning units into meaningful Explicit Instruction does not teach basic skills in
wholes isolation from meaningful contexts.
Explicit Instruction is developmentally appropriate. Instruction is Explicit Instruction is NOT “one size fits all”.
tailored specifically to students’ learning and attentional needs
The teacher constantly monitors understanding to make sure Explicit Instruction is NOT rote.
students are deriving meaning from instruction.
Explicit Instruction is used in diverse contexts and curricular areas. Explicit Instruction is NOT basic skills only.
Students like it because they are learning! Explicit Instruction is NOT boring and alienating.

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Students are cognitively engaged throughout the learning Explicit Instruction is NOT all teacher directed
encounter. They have opportunities throughout the lesson to self-
monitor and direct their own learning and participation.

ACTIVITY SHEETS
Activity 1 (for printed and cut into strips; increase font size for printing)

Explicit Instruction is skill based, but students are active participants in the learning process.
Explicit Instruction is holistic.
Explicit Instruction integrates smaller learning units into meaningful wholes
Explicit Instruction is developmentally appropriate.
The teacher constantly monitors understanding to make sure students are deriving meaning from instruction.
Explicit Instruction is used in diverse contexts and curricular areas.
Students like it because they are learning!
Students are cognitively engaged throughout the learning encounter.
Explicit Instruction is skill and drill.
Explicit Instruction is just used to teach isolated facts and procedures.
Explicit Instruction does not teach basic skills in isolation from meaningful contexts.
Explicit Instruction is “one size fits all”.
Explicit Instruction is rote.
Explicit Instruction is basic skills only.
Explicit Instruction is boring and alienating.
Explicit Instruction is all teacher directed

Prepared by:

Victoria D. Mangaser, Ph.D.

Education Program Supervisor I
SDO-Zamboanga City
Region IX

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