On Explicit Instruction in Teaching Science Content - 1a

NATIONAL TRAINING OF TRAINERS
(NTOT)
FOR GRADE SIX TEACHERS
UNDER THE K TO 12 CURRICULUM
DEPARTMENT OF EDUCATION
TEACHING SCIENCE CONTENT
THROUGH
EXPLICIT INSTRUCTION
PRIMING
Group yourselves into 6.
Subgroup into old and new participants.
PRIMING
For the group of old ones, write on meta
cards your responses to these two questions:
In using Explicit Instruction in Teaching

Science Content:
I am very good in ___(yellow metacard)___

I have difficulty in _____blue metacard___
PRIMING
For the group of new ones, complete the
phrases below:
My idea of explicit instruction is

_________(pink metacard )____________
I want to clear if _____green metacard
________________________________
OBJECTIVES:
1.Describe explicit instruction as an strategy in
teaching science content.
2. Identify the elements and principles of explicit
instruction
3. Describe the structure of explicit teaching and compare
this strategy with other strategies in teaching Science
as to advantages or disadvantages if theres any.
4. Design an instructional plan in Science using explicit
instruction
ACTIVITY : HELIUM STICK
Materials:
long thin stick
Task:
1.Group yourselves by 10.
2. In your group, form 2 lines facing each
other.
3. Have each person position the index
finger of your right hand chest high.
4. Place the helium stick on top of the
outstretched fingers .
5. Lower the stick to the ground.
ACTIVITY
Conditions:
In lowering the stick, be sure everyones

fingers are touching the stick.
If anyones finger loses contact with the helium

stick, you must start again.
ANALYSIS
What is explicit instruction really?

Is it teacher talk, talk, talk?
Is it one size fits all?
Is it teach to the middle?
Does it depend on a script?
LETS DEFINE EXPLICIT INSTRUCTION
Explicit instruction is a multi- step

approach that includes orientation,
presentation, highly structured
practice, guided practice and
independent practice.
It is active teaching that is direct,

systematic and sequential.
What is DIRECT INSTRUCTION?
It is instruction in which the

teacher clearly, overtly, and
thoroughly communicates to the
learners how to do something.
Working with young students, the

teacher may use a model, lead,
and test approach.
What does it mean to be SYSTEMATIC?
Systematic instruction is
comprehensive in that it contains
appropriate activities from all
essential components of
instruction.
It is aligned across grade levels.
Each grade level builds necessary
skills and competencies for the
next.
Is it teacher TALK, TALK, TALK?
No . . . . .
that would sound like me me me
Instead. . It should sound like

me, me, me
me, you me
now you
Is it SEQUENTIAL?
It follows a sequence of instruction:
Teach pre- skills first.
Teach high utility skills before less useful
ones.
Introduce easy skill before difficult ones.
Separate strategies and skills likely to be
confused.
Introduce new information at a realistic
state.
Provide adequate practice and review.
Is it One Size Fits All?
No . . . .
the amount and duration of
modeling and levels of practice need
to be differentiated according to the
learners needs.
Is it Teaching to the Middle?
No . . . .
whole group instruction is
exposure to all children. It is
sufficient for some , but many need
reinforcement, and judicious review.
is characterized by a series of clear
statements about the purpose and rationale
for learning the new skill, clear explanations,
and demonstrations of instructional target
and supported practice with feedback until
independent mastery has been achieved.
EXPLICIT INSTRUCTION is NOT
Replacing the Inquiry method, there is a time
and a place for inquiry, when students have
learned the skill or to engage the learner in a
topic
Ditto or activity based instruction
Independent work
Lecture Based- teacher stand and deliver
Only for whole group, explicit instruction
must be used in the teacher directed group as
well
Explicit Instruction is:
The way to strategically deep teach the State
Standards, strategies and skills students need
in their learning
A gradual release of responsibility for students
Modeled
Guided
Independent
UNDERSTANDING CHECK:
1. Explicit instruction is
learner centered.
2.Explicit instruction is
lecture based
method.
3.Pacing is very
important in explicit
instruction.
4.Explicit instruction is
only for the small
group
Is the inner shape a real circle?
ELEMENTS OF EXPLICIT
INSTRUCTION
ELEMENTS OF EXPLICIT INSTRUCTION : CONTENT
1. Instruction focuses on critical content
Skills, strategies, vocabulary terms, concepts,
rules, and facts that will empower students in the
future are taught
2. Skills, strategies, and concepts are sequenced
logically
Easier skills before harder skills.
High frequency skills before low frequency skills.
ELEMENTS OF EXPLICIT INSTRUCTION : CONTENT
Prerequisites first.
Similar skills separated
3. Complex skills and strategies are broken

down into smaller (easy to obtain)
instructional units
EXPLICIT INSTRUCTION: DESIGN OF
INSTRUCTION
Lessons
1. Are organized and focused
2. Begin with a statement of goals
3. Provide review of prior skills and knowledge
4.Provide step-by-step demonstrations
5. Use clear and concise language
6. Provide a range of examples and non-
examples
7. Provide guided and supported practice
EXPLICIT INSTRUCTION: DESIGN OF
INSTRUCTION
Teachers:
1. Require frequent responses
2. Monitor student performance closely
3. Provide immediate affirmation and corrective
feedback
4. Deliver instruction at a brisk pace.
5. Help students organize knowledge.
1. Instruction focuses on _____________
content
2. Skills, strategies, and concepts are
sequenced __________.
3. Are __________ and focused.
4. Begin with a statement of
________________.
5. Use __________ and ____________
language.
SESSION BREAK:
Find a third word that is connected or associated
with both of these two words.
EX.
LOCK - PIANO
KEY
SESSION BREAK:
TREE - CAR
TRUNK
SESSION BREAK:
SHIP - CARD
DECK
SESSION BREAK:
SCHOOL - EYE
PUPIL
SESSION BREAK:
PILLOW - COURT
CASE
SESSION BREAK:
RIVER - MONEY
BANK
PRINCIPLES OF EXPLICIT
INSTRUCTION
Foundation Principle # 1
Optimize academic learning time.
Some ways to optimize instructional time
1. Increase allocated time
2. Bell to Bell teaching
3. Start lessons on time
4. Teach in groups as much as possible
5. Be prepared
6. Avoid disgressions
7. Maintain a perky pace
8. Decrease transition time
9. Use instructional routine foundation.
Promote high level of success.
Provide scaffolding that enhances success.
Increasing student success through scaffolding
1. Teach material that is not too difficult

2. Carefully sequence instruction
3. Break down complex skills into small steps
4. Increase the amount of instruction within
groups
5. Teach pre skills before target skill
6. Provide dynamic models of target skill
7. Provide clear presentations
8. Provide guided practice
9. Provide additional scaffolding to support
performance (e.g., hints, prompts,
checklists)
10. Provide worked problems (completed
problems)
11. Systematically reduce the level of scaffolding
12. Provide immediate affirmative and
corrective feedback
13. Ensure level of accuracy before independent
practice DEPARTMENT OF EDUCATION
Optimize the amount of content covered
WELL.
Some ways to optimize content covered
1. Select critical content for instruction
2. Teach skills, strategies, and concepts that
generalize to other items
3. Use instructional procedures that are
effective and efficient
4. Increase the amount of instruction through
grouping of students
5. Organize content to promote learning (e.g.,
graphic organizers)
6. Teach the Stuff and Cut the Fluff
1. ________ academic learning time.
2. Promote high level of ___________
3. Provide immediate affirmation and
corrective _____________
4. Increase the amount of instruction
through ___________ the learners.
5. Ensure level of __________ before
independent practice.
In which direction is this bus heading?
Towards the LEFT or RIGHT?
STRUCTURE OF EXPLICIT INSTRUCTION
Opening of the Explicit Lesson
Gain students attention
Preview
Review
Body of the Explicit Lesson

Modelling (I do it.)
Prompted or guided practice (We do it.)
Unprompted practice (You do it.)
Closing of the Explicit Lesson

Review
Preview
Assign independent work
STRUCTURE OF EXPLICIT INSTRUCTION
I DO: Explain, model, think-aloud
WE DO: Student engagement

Practice
Immediate corrective feedback
small, flexible group instruction
They Do: Students Collaborate to gain a

deeper understanding of the
concepts- Student Accountable Talk
YOU DO: Independent application
Explicit Instruction: The I DO
( Teacher talking 3 5 min. )
Set the purpose

Why do we need to learn this.
This is crucial for older students.
Do not ask questions during the I do
This is the time to show your brain
thinking through the process.
The teacher models the expectation
through a step by step think-aloud.
Explicit Instruction: The WE DO
This portion of the lesson occurs once the teacher

has modeled and believes students are ready to
practice the presented skill.
Students are fully engaged in this portion of the
lesson. The student is participating in guiding
practice.
Students may be working in small, flexible groups
or pairs.
The teacher is continuously monitoring student
attainment of skill through formative assessments
Explicit Instruction: The THEY DO
( Students Talking )
This is the time for students to practice

cooperatively together to practice the new
knowledge through student accountable talk and
active student learning.
Explicit Instruction: The YOU DO
( Students Working )
Independent Practice
During this portion of the lesson, students must
now work independently at showing their
attainment of the skill.
The teacher must ensure that every student is able
to meet with success.
This is the time to be the coach and cheerleader.
Circulate to make sure students are successful.
Instructional Plan using Explicit Instruction
I. Objectives:
II. Subject Matter:
A. Concept:
B. Materials:
C. References:
D. Process Skills:
E. Values Integration
III. Learning Task:
1. Introduction /Direct explanation
2. Modeling
3. Guided Practice
4. Independent Practice
5. Application
IV. Evaluation
V. Assignment
SESSION BREAK
Quick say aloud what color you see in every word, NOT
the word you read. Go from left to right, from top to
down. Ready. Set. Go!
Modelling No. 1
Teaching a Lesson in Science 6
through
Explicit Instruction
Content: Separating Mixtures
Content Standards: The learners demonstrate
understanding of different techniques to
separate mixtures.
Performance standards: The learners should be
able to separate desired materials from
common and local products.
Learning Competency: Enumerate techniques in
separating mixtures such as decantation,
evaporation, filtering, sieving and using
magnet. ( S6MT- Id f -2 )
Objectives:
1. Identify techniques to separate mixtures
of solids.
2. Demonstrate way of separating mixture
of solids.
3. Appreciate the importance of knowing
ways of separating mixtures in daily lives.
INTRODUCTION
Review
Activating Prior Knowlwdge
Presenting the purpose of the lesson

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NATIONAL TRAINING OF TRAINERS

Group yourselves into 6.

Subgroup into old and new participants.

In using Explicit Instruction in Teaching

I am very good in ___(yellow metacard)___

My idea of explicit instruction is

In lowering the stick, be sure everyones

If anyones finger loses contact with the helium

What is explicit instruction really?

Explicit instruction is a multi- step

It is active teaching that is direct,

It is instruction in which the

Working with young students, the

Instead. . It should sound like

3. Complex skills and strategies are broken

1. Teach material that is not too difficult

Towards the LEFT or RIGHT?

Body of the Explicit Lesson

Closing of the Explicit Lesson

WE DO: Student engagement

They Do: Students Collaborate to gain a

Set the purpose

This portion of the lesson occurs once the teacher

This is the time for students to practice

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I am very good in _(yellow metacard)_