Scribd
Upload
65 views

Lesson 15 Explicit Teaching

Explicit teaching is an evidence-based instructional practice that involves step-by-step examination of concepts and continual checking for understanding. It has benefits such as fast-tracked performance, increased flexibility, clear expectations, and systematic sequencing. When planning explicit lessons, teachers must select critical content, chunk skills into units, and assess prerequisites. Lessons should include modeling, guided practice with feedback, and independent practice with monitoring. The template includes sections for objectives, content, resources, procedures, evaluation, remarks, reflection, and additional activities.

Uploaded by

Julianne Bea Notarte
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
65 views

Lesson 15 Explicit Teaching

Explicit teaching is an evidence-based instructional practice that involves step-by-step examination of concepts and continual checking for understanding. It has benefits such as fast-tracked performance, increased flexibility, clear expectations, and systematic sequencing. When planning explicit lessons, teachers must select critical content, chunk skills into units, and assess prerequisites. Lessons should include modeling, guided practice with feedback, and independent practice with monitoring. The template includes sections for objectives, content, resources, procedures, evaluation, remarks, reflection, and additional activities.

Uploaded by

Julianne Bea Notarte
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 5

Lesson Planning in TLE/ EPP

Lesson 15 – Explicit Teaching


Consistent research in the field upholds that the quality of day-to-day
classroom instruction students receive has a significant impact on their
overall achievement. It is imperative that all students have access to high
quality, standards-aligned, grade-level instruction. Therefore, as teachers
implement the curriculum, they should strategically and intentionally utilize
evidence-based instructional practices that support students in reaching the
intended learning outcomes. Two interrelated evidence-based instructional
practices discussed in this section include explicit teaching and modelling
(TNTP, 2018; Hattie, et al., 2021).
Explicit teaching is a system of step-by-step instructional approaches
in which teachers examine the individual elements they are planning to
teach and continually check for student understanding. Two essential
instructional approaches within the explicit teaching system are direct
instruction and modelling.

Benefits of Explicit Teaching in Classroom


1. Fast-tracked performance
Explicit teaching is effective in fast-tracking student performance.
Explicit teaching aims to move beyond rote learning and to attempt to
sequence learning for students.
2. Increased flexibility
Explicit teaching can be done in real-time or with video content, an
excellent option for students to then revisit beyond the classroom. This
content can be created from scratch and tailored to your specific class or
an existing ClickView video resource.
3. Clear expectations
Explicit teaching is a useful teaching strategy for making sure all
students are clear about the criteria. Part of the process is setting the
scene for each lesson or session, recapping previously taught information
and stating aims and objectives moving forward.
4. Systematic and sequential
Explicit teaching is always systematic and sequential. By directly
supporting guided practice using a series of steps, it’s ideal for teaching
practical hands-on skills rather than more abstract concepts.

Preparing the Lesson


Explicit instruction requires careful planning. Some educators may be
surprised at how challenging it can be to develop unambiguous instruction

1
for even simple concepts (Stockard, Wood, Coughlin, & Rasplica Khoury,
2018).
First, educators must select the content to be taught using this
approach. Any skills or knowledge that are essential to students’ success in
the course or in the future are considered “critical content” that should be
taught using explicit instruction (Hughes et al., 2017). For example, the
basic mathematical operations, paragraph-writing structure, grammar rules,
collaboration and social skills, research skills, and technology use are all
foundational skills for success in the classroom and beyond.
Next, decide how to chunk complex skills or content into discrete
units of instruction, and in what order you will present them in your lesson.
Units should be presented in an order that is logical for the given content.
For example, sequencing units from simplest to most difficult may apply to
some concepts but not others. It is also recommended that similar concepts
be separated to prevent confusion (Watkins & Slocum, 2003, as cited in
Hughes et al., 2017).
Before your lesson, it is important to verify students’ background
knowledge. Some students, particularly those with LDs, may not have
consolidated the prerequisite skills and knowledge to be able to keep up
with the new material (Hughes et al, 2017). Using diagnostic assessment,
or assessment for learning, educators can assess students’ readiness and
respond accordingly, for example by teaching the prerequisite content to a
small group of students while others engage in independent work.

Delivering the Lesson


An essential component of explicit instruction is frequent opportunities for
student responses and engagement (Hughes et al., 2017). Consider how
you will elicit student responses throughout the lesson, whether students
will be engaging individually, in dyads, or in groups. Also consider how you
will offer accommodations and scaffolding for student responses. For
example, you may phrase your questions with multiple choice answer
options, or provide some students with sentence starters (Hughes et al.,
2017).

Stage 1: Modelling
During the modelling stage of the lesson, the educator performs a
“show & tell” of the skill being taught.
Show by modelling the skill that students will need to master,
following the chunking and sequencing that you determined in the planning
phase. Provide a wide variety of examples to help students understand the
various contexts in which the target skill can be applied. Provide a handful
of counter examples as well to help students understand the common
pitfalls or limits of the concept (Alphonse & Leblanc, 2014).

2
Tell by thinking aloud while you perform the task, explicitly stating the
what, why, how, when and where. Use vocabulary that is:
1. Clear: Use words appropriate to students’ developmental stage and
comprehension level.
2. Concise: Avoid unnecessarily wordy or tangential explanations, which
can be particularly difficult for students with LDs to follow.
3. Consistent: Repeat similar terminology throughout the lesson to improve
students’ familiarity with the key words.

Stage 2: Guided Practice


During the modelling stage of the lesson, students engage in
purposeful practice opportunities of the target skill. Throughout this stage,
provide appropriate levels of scaffolding through physical, visual, or verbal
prompts. What is considered appropriate levels of scaffolding will be
different for each student and will depend on the amount of time they have
been practicing. Adjust accordingly, gradually reducing scaffolding as
students become more proficient.
At this stage, students may work independently, in dyads, or in
groups, each of which offers different opportunities for scaffolding from the
teacher and from peers. Whatever the grouping, remember that practice is
most effective when followed by affirmative or corrective feedback (Hattie &
Yates, 2014), and so this must be considered in planning guided practice
opportunities.

Stage 3: Independent Practice


Finally, during independent practice, students practice the target skill
without the prompts that were available during the guided practice stage,
giving them the opportunity to consolidate their understanding and
ultimately achieve mastery of the skill.
Although students practice independently at this stage, educators
should still closely monitor students in order to assess their use of the skills
and progress toward mastery. Educators should be particularly attentive to
students with LDs, who may require additional time at the previous stages
(Alphonse & Leblanc, 2014).

3
Explicit Lesson Plan Template
I. OBJECTIVE
A. Content Standard
B. Performance Standard
C. Learning Competencies
KBI:
II. CONTENT

III. LEARNING RESOURCES


A. References
1. Teacher’s Guide/ MELCs
2. Learner’s Material
3. Textbook
4. Additional materials from LR
B. Other LR
III. PROCEDURES
A. Introduction Drill:
1. Review of the past lesson

2. Motivation

3. Presentation

4. Unlocking of Difficulties
B. Modelling

C. Guided Practice Group/ Peer/ IndividualActivity:

1. Generalization

D. Independent practice
CPL: _____

1. Value Infusion

4
IV. Evaluation

V. Remarks Who got 4 and 5? =__________ CPL:_______

VI. Reflection

VII. Additional Activities for


Application or Remediation

Prepared by:
IVY MARIE S. LIM, MAEd
Instructor

You might also like