EXPLICIT-TEACHING-GRADE-1-FINAL.ppt presentation

Explicit Teaching

1. EXPLICIT TEACHING RONALD M. MASIDDO MANUEL R. MOLDERO, SR. ELEMENTARY SCHOOL Presenter

2. EXPLICIT TEACHING At the end of the session, the participants should be able to: A. Define explicit teaching; B. R ecognize the importance of explicit teaching in beginning reading instruction; C. Describe the underlying principles of Explicit Teaching; D. I dentify the different components of the E xplicit Teaching; and E. Present mini-demonstration lessons using explicit teaching methodologies with IKSP integration Department of Education

3. Activity 1

4. Directions: Form groups of 5. Assign a team leader in your group. Each group is provided with an envelope containing sentence strips. Read each sentence. Decide if the sentences say something about Explicit Teaching or Not by put them in their appropriate places. In for what explicit instruction is while Out for What Explicit Instruction is not. ACTIVITY 1

5. ACTIVITY 1 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.

6. ACTIVITY 1 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.

7. ACTIVITY 1 Explicit Instruction teaches basic skills in isolation from meaningful contexts. Explicit Instruction is “one size fits all”. Explicit Instruction is rote. Explicit Instruction is for basic skills only. Explicit Instruction is boring and alienating. Explicit Instruction is all teacher directed

8. . ACTIVITY 1 PARK YOUR ANSWERS

9. Analysis What is common about Explicit Teaching to all groups? Not Explicit Teaching? What helps you determine if the statement is IN or OUT about explicit teaching?

10. . Explicit Teaching: The What’s, Why’s, How’s Explicit teaching

11. EXPLICIT TEACHING 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

12. EXPLICIT TEACHING Everything is learned twice: first socially (that is, with the help of other human beings), then privately (internalized). Department of Education

13. EXPLICIT TEACHING Department of Education Beyond reach at present

14. 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.

15. Modeling Guided or directed practice 3. Independent practice COMPONENTS EXPLICIT TEACHING 3 Gauthier, Bissonnette and Richard (2013) Department of Education

16. EXPLICIT TEACHING Teacher Behaviors Initiates Models Explains Thinks aloud Shows how to do it Learner Behaviors Listens Observes Creates an example based on teacher model MODELING

17. EXPLICIT INSTRUCTION Learner Behaviors Listens Interacts Questions Collaborates Responds Tries out Participates Guided Practice Teacher Behaviors Demonstrates Leads Responds Suggests Explains Acknowledges Answers Questions

18. EXPLICIT INSTRUCTION Teacher Behaviors Scaffolds Validates Teaches as needed Evaluates Observes Encourages Clarifies Confirms Coaches Independent Practice Learner Behaviors Applies learning Takes charge Practices Solves problem Approximates Self-corrects

19. EXPLICIT INSTRUCTION Department of Education

20. STRUCTURE OF AN EXPLICIT LESSON " Opening it up" " Teaching i t" "Closing it up"

21. STRUCTURE OF AN EXPLICIT LESSON Opening of the Explicit Lesson Gain students’ attention Preview Review "Opening it up" Body of the Explicit Lesson Modelling (I do it.) Prompted or guided practice (We do it.) Unprompted practice (You do it.) "Teaching it" Body of the Explicit Lesson Review Preview Assign independent work "Closing it up" Throughout lesson: Involve students Monitor performance Provide feedback Ref Page 40

22. Opening it up Department of Education Gain pupil s’ attention State the goal of the lesson Relevance of the lesson Review of Prerequisite skills

23. Teaching it Department of Education Modeling (I Do) Guided Practice (We Do) Independent Practice (You Do) Throughout lesson: Involve students Monitor performance Provide feedback

24. Clos ing it Department of Education Review of the material - Highlight what was covered Brief preview of next lesson Assign additional seatwork or homework to continue practice

25. Department of Education 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)

26. Department of Education Lesson Plan I. Objective(s) A. Read a poem with rhyming words ; B. Answer questions related to the poem

27. Department of Education Lesson Plan Subject Matter/ Selection/Materials A. Topic: Rhyming Words B. References: MT1OL-Ib-i-1.1 C. Context: Parosa D. Background information: “Parosa” is an Ibanag cultural presentation. It is performed during “Fiesta”. The children praise and thank God for all the blessings received by the community through singing and dancing. E. Materials: charts, pictures of objects that rhyme F. Values: Appreciate and thank God for all the blessings

28. Department of Education Sample Lesson Plan With Reading and IKSP Integration III. Procedure a. Introduction/Preparation (Opening up) Anni nga selebrasyon i manono mu nu masingammu i retratu ? Anni ira i mepagiraw nu Fiesta nu?

29. Department of Education Lesson Plan I. III. Procedure b. Teaching/Modeling (Teaching it) Teacher reads the poem. Remind the pupils of the standard in listening. Parosa Nu duttal aggaw na fiyesta Tottolay na Annafunan mapprepara Ta bayle , banderitas anna parosa Pabbalobalo da ta Yafu nga mekatalo Ta bendisyon anna grasya nga enna pinarulo .

30. Department of Education Lesson Plan I. III. Procedure c. Guided Practice (Teaching it) The teacher and the learners read the poem together Parosa Nu duttal aggaw na fiyesta Tottolay na Annafunan mapprepar Tu bayle , banderitas anna parosa Pabbalobalo da ta Yafu nga mekatalo Ta bendisyon anna grasya nga enna pinarulo .

31. Department of Education Lesson Plan I. III. Procedure d. Independent Practice (Teaching it) The teacher asks a learner to read the poem Parosa Nu duttal aggaw na fiyesta Tottolay na Annafunan mapprepar Tu bayle , banderitas anna parosa Pabbalobalo da ta Yafu nga mekatalo Ta bendisyon anna grasya nga enna pinarulo .

32. Department of Education Lesson Plan IV. Evaluation (Closing it up) What occasion is being celebrated? ( Anni i iselebra na tottolay ?) Where is “ Fiyesta ” being celebrated? ( Sitaw nga lugar i maffiyesta ?) How do the people prepare for the “ fiyesta ”? ( Anni i kwanna tottolay ta papprepara ta fiyesta da?)

33. Department of Education Lesson Plan IV. Evaluation (Closing it up) Why are they preparing “Parosa”?( Ngatta ta mapprepara ira tu “Parosa”?) What other things we can do to thank God for all the blessings? ( Kunnasi nu paga ipasingan i pabbalobalo ta Yafu anna pangikakuwa ta patron?) Have you experienced joining “Parosa”? ( Napureban nu na kari i mesali ta “Parosa”?) PE INTEGRATION: What body parts are being used when you perform parosa ?

34. Department of Education Lesson Plan I V. Assignment/ Agreement (Closing it up) ART INTEGRATION : Watch a Parosa Presentation and draw in the box common facial expressions of the children while performing the parosa .

35. Department of Education Sample Lesson Plan With Language Integration III. Procedure a. Introduction/Preparation (Opening up) Listen as I read the poem. This time, let’s read the poem together. Now, who wants to read the poem? Parosa Nu duttal aggaw na fiyesta Tottolay na Annafunan mapprepara Tu bayle , banderitas anna parosa Pabbalobalo da ta Yafu nga mekatalo Ta bendisyon anna grasya nga enna pinarulo .

36. Department of Education Lesson Plan I. III. Procedure b. Teaching/Modeling (Teaching it) Listen as I read the following? fiyesta -parosa mekatalo-pinarulo You notice that the sound of the last syllables of the word fiyesta and parosa are the same? Same is true with mekatalo and pinarulo . We call these words as Rhyming Words

37. Department of Education Lesson Plan I. III. Procedure c. Guided Practice (Teaching it) Let’s read the following: Sapatu pala malappo davvun savun lasi wagi kabayu mata masingngo What pair of words that rhymed?

38. Department of Education Lesson Plan I. III. Procedure d. Independent Practice (Teaching it) Draw a line to connect words that rhyme? 1. malammin inafi 2. kafe balay 3. ammo asin 4. tagetay balatung 5. kamasi manango apape

39. Department of Education Lesson Plan IV. Evaluation (Closing it up) Encircle the words that rhyme. ( Lipokkan i uvovug nga makkaguni ) 1.payung lapis igung 2.Yafu futu grasya 3.mata bote pala 4.kamasi lasi manango 5.apape bako kafe

40. Department of Education Lesson Plan I V. Assignment/ Agreement (Closing it up) Ikwaddradu i uvovug nga makkaguni ta unoni . Vulan , vulan Manavu ka ta dalan Etta ka dammakkan Gayamattaka ta dapan

41. APPLICATION Prepare an example of a Lesson using Explicit Teaching . Present a 10-minute demonstration of the lesson.

42. . For ACTIVITY 2 C heck your answers

43. EXPLICIT TEACHING Explicit Instruction IS…. Explicit is NOT…. Explicit Instruction is skill based, but students are active participants in the learning process. Explicit Instruction is NOT skill and drill. Explicit Instruction is holistic. For example, teachers can use Explicit Instruction to teach everything that is included in “literacy” (i.e., decoding, comprehension, spelling, and the writing process) Explicit Instruction is NOT just used to teach isolated facts and procedures. Explicit Instruction integrates smaller learning units into meaningful wholes. Explicit Instruction does NOT teach basic skills in isolation from meaningful contexts. Explicit Instruction is developmentally appropriate. Instruction is tailored specifically to students’ learning and attentional needs Explicit Instruction is NOT “one size fits all”. The teacher constantly monitors understanding to make sure students are deriving meaning from instruction. Explicit Instruction is NOT rote. 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. Students are cognitively engaged throughout the learning encounter. They have opportunities throughout the lesson to self-monitor and direct their own learning and participation. Explicit Instruction is NOT all teacher directed

44. . How well you teach = How well they learn Department of Education

45. . Department of Education " If you want to see it….. teach it !

46. Muchisimas gracias ….. EXPLICIT INSTRUCTION