Issue of September 10, 2017
     
NEWS
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OPINION
 

69th Courier Anniversary Issue
 
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Learning from Explicit Teaching
 
Lev Vgotsky in his Social Development Theory said that “Everything is learned twice.” It means that children learn best when someone teaches or shows them how, such as learning how to use the web, social networking sites, smartphone applications, and others. Although there is what we call self-learning or learning through exploration, I would agree that there are instances that support or assistance is necessary. This is the same with learners. There are things to be learned inside the school with the guidance of teachers, hence, the concept of Explicit Teaching or Explicit Instruction. I first heard of Explicit Teaching during the training for elementary teachers. I found it very interesting because it can also be used in the secondary level. This is very timely since most schools are finished or are still to have their card giving. One concern is the conduct of early intervention activities for learners at risk. This, I think is where Explicit Teaching can be applied.

Explicit Teaching, as defined by educators, is an instructional strategy used to meet the needs of learners and engage them in unambiguous and clearly articulated teaching, that is, meaningful, direct and success-oriented.

Explicit Teaching comes in consequently with Vgotsky’s Zone of Proximal Development or ZPD, meaning there are certain skills that learners cannot learn on their own and that they have to acquire the help of somebody, such as a mentor, who is older or more knowledgeable, experienced or expert to learn these competencies.

Components of Explicit Teaching include modeling (I Do), guided or directed practice (We Do) and independent practice (You Do). For example in paper folding exercise, the teacher beforehand explains and clarifies the task to be done and for pupils or students to watch carefully or listen; then they all actively participate in the activity, to be followed by each of them practicing the skill on their own by working quietly.

I shared this information to my colleagues in junior high school during their monthly professional development. I encouraged them that Explicit Teaching can be really helpful, especially in subject areas where reading is a concern, like English. I believe that the application of this approach can accompany the conduct of an intervention through remedial reading or reading remediation.

Indeed, there is learning from Explicit Teaching.
 

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