EXPLICIT TEACHING

• In Vygotsky’s “Zone of Proximal

Development” (ZPD), Vygotsky
stressed the need for scaffolding
in teaching. As teachers we need
to provide explicit instruction to
aid in literacy development.
• In this session, we will watch a
demo-teaching video of Teacher
Evelyn Mamanginas she
explicitly teaches her 3rd grade
students the proper use of
pronouns in Filipino.
• While you watch, please note
down the activities that the
teacher had for each part of her
lesson:
 Parts Activities Observed

a. Introduction

b. Modelling

c. Guided Practice

d. Group Practice

e. Independent Practice
•Demonstration
Teaching Video:
Questions

How did the teacher

introduce the lesson?
How did she model
the target skills for
her students?
Sample Questions

What was the first

activity which
allowed her students
to practice the skill?
How did she provide
guidance and feedback
Did the drawing and
writing activity enable
the teacher to assess
her students’ learning?
Explicit Instruction
 Explicit Instruction

• Teaching focused on
producing specific learning
outcomes through a
sequence of supports
provided to students
 • You don’t make the students
guess
what the lesson is, why, and how
they should learn it.
Rationale for Explicit Instruction in
Literacy Development.
 Young learners need it.
-They have to be ably supported by the
teacher in their search for meaning as
they learn, especially when they are
learning to read in a language not their
own.
-They need more direct instruction in
skills and strategies.
Rationale for Explicit Instruction in
Literacy Development.
• Excellent reading teachers influence
students’ learning.
-These teachers do explicit instruction.
-They conciously direct student attention
toward the focus and the purpose of the
lesson, and how it begins, progresses and
concludes.
What Excellent Reading
Teachers Do
• Tell students what will be learned.
• Provide information about the nature of
the skill or strategy to be learned.
• Demonstrate or model the desired skill
or strategy.
• Actively monitor and give feedback to
students during the practice work.
What Excellent Reading
Teachers Do
• Provide ways to students to assess
their own performance so they learn
to self monitor.
• Provide meaningful practice using a
skill or strategy until a student can
use it independently.
Guide Questions
• Do I plan task and activities for clear
and well-defined learning objectives?
• How do I introduce the objectives to
the students?
• Is the new learning made explicit to
them?
Guide Questions
• Do I share the specific nature of the
task, the reason for learning it, and
its value to their overall learning?
• Do I make them aware of what they
are expected to do?
• Do I explicitly demonstrate and
model the new skill and strategy?
Guide Questions

• Do I provide sufficient
opportunity for practice?
• Do I give them the chance to
apply what they have learned
outside class?
Steps in Explicit Instruction
1. Introduction
Directly tell the students
 What they are expected to learn
 How it connects to what they already
know
 How it relates to their previous lesson
 What the purpose is
2. Teaching/Modelling
 Explain to the students how they
are going to learn the skill
 Show or demonstrate how the
process goes

 Note: Adopt a positive approach in teaching.

Explaining the Task to Students
• 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 students 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
your students to do it.
• Follow the steps you have previously
explained. Think aloud as you do each.
3. Guided Practice
• Provide students with multiple
opportunities for the practice of the
newly learned skill or strategy until
independence is attained.
• Use variety
 By group, pairs, or individually
Games, dramatic play, and other
interesting activities.
4. Independent Practice
• Give the students more
responsibility to try out the new skill
or strategy on their own.

• Some lessons may stop here because these part could have an
application-like feature.
5. Application
• Make the students use the new skill
or strategy in new tasks, in and
outside your class.
Important Reminder
The core of explicit instruction is
the teaching/modelling of a skill or
strategy by the teacher
Important Reminder

• Teacher responsibility for the

learning gradually decreases as
students become better and
more independent in the use of
the new skill strategy.