Explicit Teaching

EXPLICIT TEACHING:NOT JUST A STRATEGY

MARIE JOY PEREZ UY AB41FA2 STRATEGIES IN TEACHING ENGLISH LANGUAGE

OVERVIEW It is called Explicit because it is

unambiguous and direct approach to teaching (that is why it is often mistakenly tagged as Direct Instruction).


FEATURES Involves direct student attention

towards specific learning. Focused on producing specific

learning outcomes. Topics, concepts and contents are

broken down into small parts which involves explanation, demonstration and practice.


Useful for introducing topics and specific skills.

Provides guided instruction and strategic development in the basic understanding of the new skills which students can then build on through developmental practice, collaboration, repetition, and hands on activities.

PURPOSES / USES 1


Mastering a body of information or a skill.

PURPOSES / USES2


Set a purpose for learning (ie. ILO) Tell students what to do (discussion) Show them how to do it

(demonstration)

HOW IS IT ACCOMPLISHED?


Connection of prior knowledge to the new knowledge. Thus, the prior skills will be utilized.

Students learn through the teacher’s lecture and demonstration.

High levels of teacher-student interaction.

ADVANTAGES


Connection of prior knowledge to the new knowledge. Thus, students without prior knowledge will take more time in learning the new skill.

Inability of the teacher to demonstrate well of how to do things.

DISADVANTAGES


REFERENCES: FEATURES, PURPOSES / USES 1, HOW

IS IT ACCOMPLISHED:

CORE Literacy Development and Instructional Strategies for K-5th Grade Whole Group and Guided Instruction

Edited by Laura Beltchenko (2009-2010).


REFERENCES: OVERVIEW

Explicit Instruction: Effective and Efficient Teaching

Author: Anita L. Archer and Charles A. Hughes (2011).


REFERENCES: PURPOSES / USES 2

Explicit Teaching: Strategies for Meaningful Direct Teaching

Author: Goeke, Jennifer L.


Education

Explicit Teaching