“Teaching Strategy is

like a roller coaster. It

has its ups and
downs.
But it’s your choice to
either scream or
enjoy the ride.”
1

EXPLICIT TEACHING
FRAMEWORK
DR. PORTIA P. PADILLA
Professor, University of the Philippines
Dep-Ed consultant of the K to 12 Basic Education Program

from the files of Nemah Hermosa, Dina Ocampo, Portia

Padilla, and various sources
2

Objectives
After this session, you will be able to:
•Identify the different components or steps in
explicit teaching
•Express appreciation for activities that help
develop grammar and oral language
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Priming Activity: (5-8 minutes)
Direction:
1. Work in 4 groups/by Division.
Brainstorm among yourselves on
some words that come into your
mind when you hear the phrase
“Explicit Instruction.”
2. Write these words in meta strips
then post it/paste in the KWL
Chart.
3. Post your group output.
4

1.What do you know about explicit teaching?

2.What do you want to learn/know about explicit teaching?
3. What have you learned about explicit teaching?
Write your answers in the KWL chart below

K W L
What you know What do you want to What have you learned
know/learn

Analysis and Discussion:

Presentation of Output (10 minutes)
5

Please note down the activities that the teacher

had for each part of the lesson.

PARTS ACTIVITIES OBSERVED

1. Introduction
2. Modeling
3. Guided Practice
4. Group Practice
5. Independent Practice
6
LECTURE-DEMO
IN

EXPLICIT TEACHING
VIDEO
TAHASANG PAGTUTURO SA GRAMATIKA
5

Please note down the activities that the teacher

had for each part of the lesson

PARTS ACTIVITIES OBSERVED

1. Introduction
2. Modeling
3. Guided Practice
4. Group Practice
5. Independent Practice
 7

QUESTIONS:
1. How did the teacher introduce the lesson?
2. How did the teacher model the target skills for his
students?
3. What was the first activity which allowed his students to
practice the skill?
4. How did he provide guidance and feedback?
5. Did the drawing and writing activity enable the teacher
to assess her students’ learning?
8

VIDEO
PRESENTATION PORTIA P. PADILLA
Professor, University of the Philippines
Dep-Ed consultant of the K to 12 Basic Education Program
9

In her lecture, she will present to us :

1. What is explicit instruction?

2. Why do we teach explicitly?
3. How do we teach explicit instruction?

Please take note of the important

considerations for each component of the
lesson

VIDEO
PRESENTATION
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POST VIDEO DISCUSSION:

1. Do you agree or disagree with the statement.

“Explicit Instruction is best for teaching
beginning reader only” Why or Why not?
2. What is scaffolding? and Why is it important
in Explicit Teaching?
3. Based on what you have watched and heard,
How do you plan to modify your instruction or
Teaching Practice when you go back to your
classroom?
11

Input/ Presentation of slides

What do you know about…

EXPLICIT INSTRUCTION?
12

EXPLICIT INSTRUCTION

•explicit teaching
13

Explicit Instruction
teaching focused on producing specific
learning outcomes through a sequence of
supports provided to students, until they can
do things independently and successfully
done by consciously directing student
attention toward the focus and the
purpose of the lesson, and how it
begins, progresses, and concludes.
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Rationale for Explicit Instruction in

Literacy Development

•Excellent reading teachers influence

students’ learning.

–These teachers do explicit instruction.

15

What does 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 practice work. `
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What Excellent Reading

Teachers Do
•Provide ways for 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.
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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.
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In explicit instruction, you provide explicit

instructional talk that enables students to
know what is actually going on
in the lesson.
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You don’t make the students guess what

the lesson is, why, and how they should
learn it.

You let them in on the BIG SECRET.

20

Guide Questions
•Do I plan tasks 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?

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•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 or strategy?
22

•Do I provide sufficient opportunity for

practice?

•Do I give them the chance to apply what

they have learned outside class?
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Steps in Explicit Instruction

1.Introduction (sometimes,
“Presentation”)

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
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–Remember yesterday when we read/

talked about...Today we will learn...
–Today we are going to study…This is
connected to…It is important to learn this
because…
–By the time we have finished, you will be
good/better at…Then you will be able to…
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2. Teaching/Modeling
•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.

26

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.
27

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.
28

3. Guided Practice
•Provide students with multiple
opportunities for the practice of the newly
learned skill or strategy until independence is
attained.
•Use variety, but give adequate support

(yourself or with the aid of each other).

•By groups, pairs, or individually
•Games, dramatic play, and other interesting
activities
29

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

this part could have an application-like
feature.
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5. Application / Evaluation

•Make the students use the new skill or

strategy in new tasks, in and outside your
class.
31

Important Reminder!!!
• The core of explicit instruction is
the teaching/modeling of a skill
or strategy by the teacher.
32

• Teachers’ responsibility for the

learning gradually decreases
as students become better and
more independent in the use
of the new skill or strategy.
33

• Each of the steps may have to be

repeated until students have a
thorough understanding of the
new skill or strategy.
34

6. Now, go over the lesson plan to find out if

your notes are right.
7. What are your thoughts? questions?
comments?
35

WORKSHOP/APPLICATION (60 MINUTES)

Working in Groups of 4, Have each Group write

A Lesson Plan showing how The Explicit
Teaching Framework can be Applied in a
Grammar or Oral Language Lesson.
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Lesson Plan Template
Grade Level______ No. of Students in class______
Subject: ___________ Students L1 _______________

I. Objective/s
II. Selection/ Materials:
III. Procedure:
A. Introduction
B. Teaching /Modeling
C. Guided Practice
D. Group Practice
E. Independent Practice

SAMPLE LESSON PLAN

“Success doesn’t necessarily come
from breakthrough innovation, But
from flawless execution. A Great
strategy alone won’t win a game or a
battle; The win comes from basic
blocking and tackling”.

Naveen Jean
GOD
BLESS