EXPLICIT-INSTRUCTION-NTOT-Grade-5.ppt

EXPLICIT INSTRUCTION
National Training of Trainers for
K to 12 Grade 5 Curriculum
January 10 – 16, 2016
Teachers’ Camp, Baguio City

9/8/2022
OBJECTIVES:
1. Recognize the importance of explicit
instruction in the teaching and learning
process.
2. Identify the different component of the
explicit teaching framework.
3. Appreciate the activities that will develop a
concept on vocabulary, oral language,
language structure, and reading
comprehension via explicit instruction.

1. There shall be six small
groups.
2. Individually, think about
your best experiences in
learning something.

Focus on the following
questions:
Think about something you
learned to do.
Why did you want to learn it?
How did you learn it?
How did you know you
learned it?

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 own
group.
6. Choose at least 3 best and
common answers then write
them on the manila paper.

9/8/2022
What I Learned to
Do
Why I wanted to
Learn It
How I Learned It
How I Came to
Know I Learned It

7. Share it with the bigger
group.

Explicit Instruction is a structured,
systematic, and effective
methodology for teaching
academic skills.
What is Explicit Instruction?

It is called explicit because it is
unambiguous and direct approach
to teaching that includes both
instructional and delivery
procedures.

It is characterized by a
series of supports or
scaffolds – clear
statements, clear
explanations.

The teacher constantly monitors
understanding to make sure
students are deriving meaning
from instruction.

Students are cognitively engaged
throughout the learning
encounter. They have
opportunities throughout the
lesson to self-monitor and direct
their own learning and
participation.

ELEMENTSOF EXPLICIT
INSTRUCTION

Focus instruction on critical content.
Sequence skills logically.
Break down complex skills and
strategies into smaller instructional
units.
Design organized and focused lessons.
Begin lesson with a clear statement of
the lesson’s goals and your
expectations.
ELEMENTS OF EXPLICIT INSTRUCTION

Review prior skills and knowledge
before beginning instruction.
Provide step-by-step demonstrations.
Use clear and concise language.
Provide an adequate range of
examples and non-examples.
Provide guided and supported practice.

Require frequent responses.
Monitor student performance closely.
Provide immediate affirmative and
corrective feedback.
Deliver the lesson at a brisk pace.
Help students organize knowledge.
Provide distributed and cumulative
practice.

PRINCIPLESOF EFFECTIVE
INSTRUCTION

Optimize engaged time/time on task.
Promote high levels of success.
Increase content coverage.
Have students spend more time in
instructional groups.
Scaffold instruction.
Address different forms of knowledge.
PRINCIPLES OF EFFECTIVE
INSTRUCTION

Engaged Time/Time on Task
It is the amount of time students are
actively engaged in a learning task
The combination of quantity and quality
of instruction is the key to students
success.
INSTRUCTION

High Levels of Success
In order for high rates of success to
occur during instruction, several
design and delivery factors must be
considered.
(teaching materials, clear presentations,
dynamic modeling of skills and
strategies,supported practice, active
participation,careful monitoring of student
responses, immediate corrective feedback )
INSTRUCTION

Content Coverage/ Opportunity to Learn
Content coverage refers to the amount of
content actually presented (vs. time
allocated) to students.
“The more you teach, the more
they learn.”
INSTRUCTION

Scaffolding Instruction
Scaffolding is an effective approach
for ensuring success and building
confidence for students while they
learn, because it provides the needed
support that helps bridge the gap
between current abilities and the
instructional goal. (Rosenshine, 1997)
INSTRUCTION

The amount of initial support needed
and the rate at which the support is
withdrawn will vary, depending on
students’ needs.
INSTRUCTION

As guidance is reduced,
students are required to
perform with increasing
independence until they
are able to perform the
skill on their own.
INSTRUCTION

Vygotskian concept
 Everything is learned
twice: first socially
(that is, with the
help of other human
beings), then
privately
(internalized).

Zone of Proximal Development
 Learning takes place when there is
some knowledge, understanding or
skill, just beyond the grasp of the
learner, which the learner is “prepared”
to learn but cannot do so by herself.
 The learner needs an older or more
knowledgeable or skilled person to
assist her in understanding/doing, the
new concept/skill.
 The more knowledgeable person helps
the learner in the process of acquiring
the knowledge until the learner is able
to understand or perform by herself.
 The time period in which the two are
working together is what Vygotsky
means by “zone of proximal
development.”

6 COMPONENTSOF EXPLICIT
INSTRUCTION

The Six Components of ExplicitTeaching
• The anticipatory stage
• The teacher states the
standards
• The teacher specifically
connects the lesson to :
interest, background
knowledge, big idea,
past lesson
Setting the
Stage

Example
The teacher will say:
- Look at me. Great! Let’s begin our lesson.
 At the end of today’s lesson, you will be able
to identify what are nouns and be able to
categorize them.
 When we finish our lesson, you will be able to
categorize nouns and give examples.

Active Engagement Strategies
( Setting the Stage)
Carousel
• Students respond with
written brainstorming
notes to topics or
prompts on charts
posted around the
room

9/8/2022
I love to eat________.
Yesterday, I went to __________.
My bestfriend's name is __________.

( Setting the Stage)
Think
Pad
• In teams, students quickly
generate ideas on think
pad slips announcing them
to teammates and placing
them in the center of the
table. After brainstorming,
ideas can be sorted with
graphic organizers like
mind-maps or Venn
diagrams.

9/8/2022
Name as many objects that you
can find in the picture.

Graffiti
• This is great for brainstorming.
Write problems, sentences, ideas
to brainstorm on pieces of large
chart paper around the room.
Students move from chart to
chart in a small group. Each group
works on a different question and
ultimately post the charts and
have students react to the
statements and predict…

9/8/2022
EXAMPLE
Goal: Draw your idea of an ideal
classroom.
Group Tasks:
Round 1: Each group draws two objects that
should be found in an ideal classroom.
(Post on a designated corner. )
Round 2: Look at the drawing of another
group's drawing. Draw 2 more objects.
..etc.

Question only
• Students ask
questions about an
upcoming topic of
study

• Learners need explicit
details about the lesson
• The teacher re-explains
what the task is, why it is
important, and adds to
how it is done
• Divide the task into a few
steps that are logically
ordered
Explainingto
students whatto
do

Examples
Today we are going to learn about nouns.
This is important to know because….
We can use this skill when…
We will know we have learned this when…

Example
 The teacher can introduce the topic of nouns by
asking the students the following questions:
Do you know what a noun is?
Do you know what a person is?
Do you know what a place is?
Do you know what a thing is?

52
(Explaining t0 students what to do)
Choral
Response
• Teacher says, “What did I just say?” _____ When the class all says it together, it
keeps kids engaged and thinking. Hold your hand up to provide a cue as to when
to respond together. Drop your hand when ready for class to respond.
• Non-verbal choral responses work also – “touch the word…put your finger
under…”
• Thumbs up/down
• HeadsTogether – students in groups or 3 or 4, students set time limit for
conversation around a question/topic, students discuss answer and teacher
randomly selects one to share answer of group
Random
Call o
Students
• Use playing cards
• Use popsicle sticks to call on students
• Use 3 X 5 cards
Written
Response
• Writing a quick response to a question frame or discussion
item before sharing with a neighbor or partner increases
thinking, accountability, focus, it provides the teacher with
concrete feedback, and connects written language to oral
language

• Modeling offers learners
the opportunity to watch
the process unfold
before their eyes.
• The teacher engages in
whatever is involved in
the learning task
EXACTLY as the students
will be expected to
perform it.
Modeling for
Students

Modeling
 Modeling is the process
through which one person
demonstrates certain skills
and behaviors for other
persons.
 In many cases, neither the
person who models nor the
persons who observe the
modeling are aware of the
learning process.
 However, once understood,
the process can be employed
consciously by teachers and
others involved in the
education of children (e.g.,
the Story Track).

Ways to keep children actively engaged
 Asking students to underline a portion of text on
board or overhead
 Use the mini white boards
 Repeat to a partner
 Ask students to read the completed response
aloud with you to make sure it sounds good and
makes sense.
 Ask for possible revisions.

Ways to keep children actively engaged
 Teacher makes good strategies conspicuous for
kids
 Ask lots of questions – use Bloom’sTaxonomy
 Delve and probe into questions – trying to elicit
deeper responses from kids
 Appropriate instructional pacing
 Adequate processing time (ThinkTime)
 Constant check for understanding

Examples of Modeling
Physically performing the task while verbally
guided oneself
Describe each individual step and its
importance
Make predictions
Verbalize confusing points
Demonstrate “fix up strategies”

Example of “Fix up” Strategies
 When I get stuck I can . . .
re-read
read aloud
find out what unknown words mean
create a picture in my mind
ask questions

Example of “Fix up” Strategies
When I get stuck I can . . .
Make connections (text to self, text to text, text to
world)
Look at pictures, illustrations, charts and graphs
Look at pictures, illustrations, charts and graphs
Ask for help.

( Modeling for students)
Paraphras
ing
• So you are saying that…
•In other words, you think….
• What I hear you saying is…
Kinds of
Comparison
Used in
Feedback
• Examples of good kinds of comparisons –
• The purpose is to compare student work with criteria, or
with his/her past performance, or, sometimes with the work
of others
Offering a
Suggestion
• Maybe we could…
• What if we…
• Here’s something we might try.

64
• Provide scaffolding as a
temporary
support/guidance in the
form of steps, tasks,
materials, and personal
support
• Provide examples/non-
examples, and graphic
organizers, study guides,
starter stems
Guided Practice

• Check for
understanding
through ongoing
assessment and
constant feedback
• Students summarize
in their own words,
turn to a neighbor and
tell them….
Guided Practice

Other examples
 Silly Sentences
 The person brought the thing to the place.
 The farmer brought the floor to the airport.

Sentence Frames
Compare and Contrast
1. __________ and _____________ are ___________.
2. Both _____ and _______ have _____________.
3. ___and ___ are both similar because they both _____.
4. There are several major differences between ____
and ____. The most notable is ____________.

Picture this
 The teacher shows an interesting visual and makes a statement about
the visual. Students repeat the teacher’s example
 The teacher solicits different statements from a few students,
checking for accuracy and fluency .
 Students pair s or small groups create a new variation of the
statement using other visuals that are representative of a similar topic.
Sample questions:
What is going on in the picture? or
What do you see in the picture?
What makes you say that?
Does everyone agree?
What do you feel ?
The discussion goes on until students have shared all they can about the
picture. The teacher summarizes what the students said.
"So, after looking at this picture we think that_______. We can tell this
because of_______.

( Guided Practice)
Learning Buddies or
Partners
• Students can self-select another student with
whom to process or think-pair-share. It is to
provide time for a focus question or discussion.
Four Corners
• The teacher posts questions, quotations, photos,
etc., in each of the corners of the room. The
teachers assigns each student to a corner or
students choose. Once in the corner, the students
discuss the focus of the lesson in relation to the
question, quote, etc.
• At this time, students may report out or move to
another corner and repeat the process.
• After students have moved, as a writing response,
they should be encouraged to reflect on changes in
opinion or new learning.

70
( Guided Practice)
Direct Reading and
Thinking Activity
• DR-TA guides students through
actively reading the text coaching
them to make and support
predictions before reading, examine
their predictions, conclusion.
Students are taught how to use
prediction and monitoring to revise,
extend, and elaborate initial hunches
based on textual information.
Students actively compare, contrast,
evaluate.

71
( Guided Practice)
ReQuest
•Reciprocal questioningwas
designedto teach students to ask
and answer questionsas they
read

72
( Guided Practice)
Numbered
Heads
• Students number off in teams, one
through four.
• Teacher asks a question
• Students discuss possible answers to the
question, for a set amount of time. Group
works to agree on best answer with all
kids ready to represent team.
• Teacher calls a number 1-4 and all
students with that number raise their
hand, ready to respond.
• Teacher randomly calls on students with
the specified number to answer on behalf
of their team.
• Teacher continues asking questions until
the brainstorming or review session is
finished.

73
( Guided Practice)
Partner
Reading
• Divide students into groups
of two. Partner A reads a
paragraph and Partner B
summarizes it.
• The roles switch back and
forth with each paragraph
until the assigned reading
is completed.

74
• Students practice the
SAME kinds of problems as
during the guided practice
time.
• During this time, teacher
should be moving about
the room, watching,
guiding, and moving
students along.
• Be sure students are able
to accurately complete
task independently.
Independent
Practice

Examples
 Skill-based : worksheets, flash cards, games,
drills
 Application: journal entry, essay diorama,
dramatization

Other examples
 Differentiated instruction
• Have students write down words they find that fit
the desired patterns in journals or on charts.
• Ask student to form small groups and read the
words they find aloud.
• Have students check to see what new words they
can add to their journals or charts.
• Ask students to find words that they can group
together in categories.
• Record the words on chart paper for a whole-class
display.

Word Hunt
Howtousea wordhunt?
 Introducethebookor topictoberead andprovidestudentswithwritten
material(i.e.,newspapers,magazines,dictionaries,books,and/ornews
articlesontheInternet).
 Modelwordhuntingbyusinga portionoftextcopiedontochart paper,
overheadtransparencies,or afamiliarbook
 Ask thestudentstoread andreread a texttofindwordsthatfita particular
pattern.

Reader’sTheater
How to use reader's theater?
 Choose a story that can be divided into parts, or
characters.
 Assign reading parts to each child.
 Ask students to read their scripts orally for practice.
 Have students read assigned parts to the audience.

( Independent Practice)
List-Group-
Label
•Studentsbrainstorm as many words as
they can on a given subject and then
organize thewords into meaningful
groups with labels.

80
Inside-
outside Circle
• For Inside/Outside Circles, the class is divided in half. Half
the class becomes the inside circle, and the other half the
outside circle for two large concentric circles. Students in
the inside circle face the students in the outside circle. The
teacher announces a topic, asks a question, or students ask
each other questions on sheets or flashcards. After partners
from the inside and outside circle have shared or answered
each other’s questions, one circle is rotated so students face
new partners for a new question or topic.

81
Anticipation
Reaction Guide
• A strategy to use before and after reading a
selection.
• Student marks whether they agree or disagree
with statements about the selection before
and then after they read. Discussion is rich and
deep about the topic.

82
• Theassessmentportion canbe informal- using Fist-
to-Five, 12 Word Summary, BrainBark,Exit Cards,
Idea Wave, Thumbs Up, Thumbs Down, etc.
• Theassessmentportion canbe formal– a method
to measure studentunderstandingor proficiency of
thelearningobjective intest or quiz format or essay
writing, project, report, etc.
• It is atime to collect studentlearningevidence of
standards/objectives.
Closure/
Assessment

Examples
 Signaled Response
 Individual Private Response (Think-Pair-
Share)
 Quick PencilActivity ( Exit Cards/ Response
Cards)
 Statement from students of what they
learned in the lesson

( Closure/ Assessment)
Q and A
Match
•Provides an interactive opportunity for kids toshow
their learning.
•Students each receivea cardwith information and find a
match with a peer.So, half the kids receive questions
and half receiveanswers. After all the students have
found their match, move them into a largecircle,facing
one another. Each pair then shares their question and
answer.

86
Restate the
Standard or
Objective
• Askor dothe followingas closureor assessmentatend ofalesson:
• Whocantell mewhatwe learnedtoday?
• Choralorpartnerrestateofwhatwelearned today
• Journalquickwrite:studentswrite reflection,keylearning ofthe
day
• Dismissal/lineup: studentsmust stateone keylearning asthey
leave theclass
• 3.2.1– 3– ThingsI learnedtoday,2 –comment,1 – QuestionI
still have

87
Word
Journals
• Students revisit information, analyze it,
summarize it in a single word and provide an
explanationfor the selection of the word.

88
Found
Poems
•After reading or studying a topic, students
identify words and phrases they believe
capture the key ideas in the content and
arrange them to form a poem.

89
Retellings
• New accounts or adaptations
of a text that allow students
to consider information and
then summarize, orally, what
they understand about this
information.

90
Visual Displays
of Information
• Requires students to represent knowledge in a
nonlinguistic fashion, typically using images or
movement to do so. Four types are
mentioned; graphicorganizers, inspiration,
foldables, dioramas.

91
Team Chant
•Students work in small groups to make Team Chants
related to the content. First, students come up with the
words and phrases related to the content.
•Then they comeup with a rhythmic chant that highlights
the important words orphrases.
•Finally, they add rhythm to their chant, usually in the form
of stomping, clapping, or snapping. Movements may be
integrated also.

92
Mind
Mapping
•Students create a visualmap of their ideas.
Teacher give topic.
•Students write the word of draw picture of it in
center.
•Radiating from main idea are related ideas,
icons, arrows, symbols, and codes used to
represent main idea and interrelation of related
ideas.

93
As a way to summarize
What is explicit? Why?
The teacher knows precisely what she wants
students to learn (be able to do) at the end
of the lesson.
Unclear learning objectives result in
vague teaching and learning.
The teacher tells students what they will be
learning.
Students are given a sense of
predictability and control. They are
joined with the teacher in the
instructional encounter.
The teacher focuses her attention and
students’ attention on the task at hand.
Students know where to direct their
attention so that learning is maximized.

The teacher explains, models, gives
examples and non-examples, restates
when necessary, and helps students to
state and restate goals and strategies.
Knowledge that is usually covert is made
overt and explicit; students are “let in” on
the secret of how independent learners
learn.
The curriculum is arranged so that
students are taught prerequisite skills
ahead of time.
Students are set up for success!
The learning is meaningful and purposeful. Students are not taught useless facts and
concepts; what students are taught now
they use now and in the future; explicit
connections are made between prior and
current learning.

The instructional transaction
follows a structured framework.
The e.i. framework combines
elements that maximize
achievement for many students.
The teacher provides
corrective feedback.
Particularly in the acquisition
stage, the teacher corrects all
errors. Otherwise, students
will practice errors and have
difficulty learning more
complex skills later on.

9/8/2022
EXAMPLE
Setting the Stage:
Look at this picture class.
What do you see in the picture?
Do you know how these are called?
We call them nouns. Today, you will learn
about nouns.
At the end of today’s lesson, you will be able to
categorize nouns as people, places and
things.

9/8/2022
Explaining to the students what to do:
Today, we are going to learn about nouns.
You will also categorize them later as persons,
places, or things.
Knowing this is important because everything
that we see around is a noun.
Knowing their categories will help you
compose a sensible sentence.

9/8/2022
Teaching/ Modeling
Listen as I name these pictures.
policeman teacher nurse etc.
They are persons. What are they again, class?
They are___________.

9/8/2022
Teaching/ Modeling
market school church etc.
These are places. What are they again, class?
They are___________.

9/8/2022
Teaching/ Modeling
book pencil computer etc.
These are things. What are they again, class?
They are___________.

9/8/2022
Guided Practice
We are going to play “ Is it a person, place or
thing?” activity. I will put the picture in
correct box. GRADE 1

9/8/2022
Guided Practice
GRADE 2
We are going to have an activity called “ Silly
Sentences.”
-The teacher will first write a sentence with three
blanks (one for a person, one for a place, and
one for a thing) on the board. Some sample
sentences are:
The person brought the thing to the place.

9/8/2022
Guided Practice
GRADE 3
-We are going to have a activity called “ List-
Group-Label”
-We are going to list examples of nouns and
organize them
-We are going to label each group.

9/8/2022
Independent Practice
Categorize the following nouns as persons,
places, or things.

9/8/2022
Closure
Who can tell me what we learned today?

9/8/2022
ACTIVITY 2 - "Let's Work
Together"
* UsingVygotsky's ZPD, think of how you can
lead/guide a learner to develop his/her full potential.
* Answer a worksheet in your small group.
Lesson:
________________________________________
Where the students are/ What the students are able
to do now:
______________________________________________
________________________________

9/8/2022
ACTIVITY 2 - "Let's Work
Together"
Where you want to lead the students/What you
want the students to be able to do:
________________________________________
KeyActivities:
________________________________________
______________________________________
______________________________________
* Demonstrate how the activity/activities is/are
done.

9/8/2022
"I do, you watch;
I do you help;
You do together, I help;
You do independently, I watch."
"Show me, help me, let me."

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