Session 5

Explicit Teaching in Arts

 OBJECTIVES
1. Know the importance of explicit teaching to develop
active participants holistically
2. Identify the six components of explicit teaching

3. Choose/design activities appropriate to the nature

of learners
Explicit Teaching
 I am confident
in__________________________

I am not confident
in__________________________
Video of Explicit Teaching
Post Video Discussion
1. How did the teacher
introduce the lesson?
2. How did she model the
target skills for her pupils?
3. What was the first
activity which allowed her
pupils to practice the skills?
How did she provide
guidance and
feedback?
What activity enable/s
the teacher to assess
her pupils’ learning?
Explicit
Teaching
 What Explicit Instruction is What Explicit Instruction is not

Explicit Instruction is skill based, but Explicit Instruction is not skill and
students are active participants in the drill.
learning process.

Explicit Instruction is holistic. For Explicit Instruction is not just used

example, teachers can use Explicit to teach isolated facts and
Instruction to teach everything that is procedures.
included in “literacy” (i.e., decoding,
comprehension, spelling, and the
writing process)
 What Explicit Instruction is What Explicit Instruction is not

Explicit Instruction integrates smaller Explicit Instruction does not teach

learning units into meaningful wholes basic skills in isolation from
meaningful contexts.

Explicit Instruction is developmentally Explicit Instruction is not “one

appropriate. Instruction is tailored size fits all”.
specifically to students’ learning and
attentional needs
 What Explicit Instruction is What Explicit Instruction is not

The teacher constantly monitors Explicit Instruction is not rote

understanding to make sure students
are deriving meaning from instruction.

Explicit Instruction is used in diverse Explicit Instruction is not basic

contexts and curricular areas. skills only
 What Explicit Instruction is What Explicit Instruction is not

Students like it because they are Explicit Instruction is not boring

learning! and alienating

Students are cognitively engaged Explicit Instruction is not all

throughout the learning encounter. teacher directed
They have opportunities throughout
the lesson to self-monitor and direct
their own learning and participation.
Explicit
Teaching
Six Components of
Explicit Teaching
 1. Setting the Stage
for Learning
2.Clear explanation of
what to do
Six
3. Modelling the
Components process
of
4. Guided Practice
Explicit
5. Independent
Teaching Practice
6.Assessment/
Closure
Setting the Stage for Learning
a. Done at the beginning of a lesson
b. Focuses on pupils’ attention and interest on
learning about to take place
c. Can be a focusing statement, a standard
signal or a question that elicits curiosity
d. Brief and effective
e. Intensity will vary with characteristics of
the instructional group
Clear explanation of what to do
a. Introduce activities by setting the
learning objectives
b. Phrased in terms of what pupils’ will be able to do
in completion of the lesson
c. Provides a focus that results in more effective, goal-
directed learning and teaching
d. Learners know what to expect
Modelling the process
a. The detailed process of making thinking
public or “thinking aloud”
b. Learners see the answer to a problem is a logical
conclusion following a sequence of reasoning

c. Two kinds of think aloud:

-self-questioning- perform task while
asking self-guiding questions
-self-directive- perform task while giving
self-directive prompts
d. Organize thinking before, during and after
performing a task
Guided Practice
a. Immediately follows presentation and
modelling of initial concept
b. Promotes and solidifies learning achieved
during earlier part of the lesson
c. Directly linked to learning objective

d. Active participation
e. Promotes learners’ self-direction
Independent Practice
a. Self-directed: Learners work
independently with little teacher direction

b. Allows the teachers to quickly identify

learners who are having difficulty so that
further guided practice can be provided
c. Should be provided in enough different
contexts that skills, strategies, and concepts
that can be generalized
Assessment/Closure
a. Check that learners have information they need
to work on their own and achieve the instructional
objective
b. Facilitates storage and retrieval of new
information
c. Provides quick teacher data: Is more practice
needed? Do I need to reteach? Can I go on?
Explicit
Teaching
Do you agree or disagree
with the statement:

“Explicit teaching is best for

teaching art lesson? Why or
why not?
Based on what you have
watched and heard, how do
you plan to modify your
instruction or teaching
practices when you go back
to your classrooms?
Working in groups, write a
lesson showing how the
explicit teaching framework
can be applied in art lesson
using the given template?
 Lesson Plan in Art
 

I Objective/s
II Materials
III Teaching/Modelling
IV Guided Practice
V Independent Practice
Evaluation
Presentation of
Outputs
Arts Team