HLTH 3033.001-Oral Presentation Lesson Plan
HLTH 3033.001-Oral Presentation Lesson Plan
HLTH 3033.001-Oral Presentation Lesson Plan
SOCCSKSARGENI IRREGION
SOCCSKSARGEN EGION-WIDE RAININGDEPARTMENT
-WIDETTRAINING ONPPEDAGOGICAL
ON OF EDUCATION
EDAGOGICALRRETOOLING
ETOOLING MATHEMATICS
INM
IN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
…
Objectives
Terminal:
At the end of the session, participants
should be able to:
Specific
1. identify and describe the different
components of the Explicit Teaching
framework;
2. explain why we need to employ
explicit teaching .
Discussion of concepts
Application of learning: Identify and describe
components of the Explicit Instruction
Framework
Closing Activities
SOCCSKSARGEN I REGION-WIDE TRAINING ON PEDAGOGICAL RETOOLING IN MATHEMATICS, LANGUAGES AND SCIENCE (PRIMALS)
Priming Activity
Explicit
Instruc
tion
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SOCCSKSARGEN -WIDETTRAINING
EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
Analysis and Discussion
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EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
ABSTRACTION-PART 1
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EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
What makes reading difficult to learn?
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EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
How do we help struggling students develop
word recognition skill?
Exposure to books or print alone is not
enough to ensure a child learns to read.
Explicit instruction is necessary to help a
children learn how to read. For example,
learning to match sounds of language to
the letters of alphabet requires direct
instruction and not just exposure.
(T.Jing @PRIMALS file)
SOCCSKSARGENI IRREGION
SOCCSKSARGEN -WIDETTRAINING
EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
Abstraction
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SOCCSKSARGEN -WIDETTRAINING
EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
Template
Parts of the Lesson Activities
Observed
Introduction
Modeling
Group/Guided
Practice
Independent
Practice
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SOCCSKSARGEN -WIDETTRAINING
EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
Video 1: demo-teaching
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EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
Post Video Discussion
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SOCCSKSARGEN -WIDETTRAINING
EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
Abstraction
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SOCCSKSARGEN -WIDETTRAINING
EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
Post Video Discussion
SOCCSKSARGENI IRREGION
SOCCSKSARGEN -WIDETTRAINING
EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
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
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EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
Explicit Instruction
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SOCCSKSARGEN -WIDETTRAINING
EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
What Excellent Reading Teachers Do
Tell students what will be learned.
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SOCCSKSARGEN -WIDETTRAINING
EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
What Excellent Reading Teachers Do
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EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
Rationale for Explicit Instruction
in Literacy Development
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EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
Rationale for Explicit Instruction
in Literacy Development
SOCCSKSARGENI IRREGION
SOCCSKSARGEN -WIDETTRAINING
EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
Rationale for Explicit Instruction
in Literacy Development
SOCCSKSARGENI IRREGION
SOCCSKSARGEN -WIDETTRAINING
EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
Guide Questions
in preparing Explicit Lesson
Do I share the specific nature of the task,
the reason for learning it, and its value to
their overall learning?
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EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
Guide Questions
in preparing Explicit Lesson
• Do I provide sufficient opportunity
for
practice?
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SOCCSKSARGEN -WIDETTRAINING
EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
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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SOCCSKSARGEN -WIDETTRAINING
EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
1. Introduction (sometimes,
“Presentation”)
– 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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SOCCSKSARGEN -WIDETTRAINING
EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
2. Teaching/Modeling
• Explain
to the students how they
are going to learn the skill
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INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
2.Teaching/Modeling
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EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
2.Teaching/Modeling
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.
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EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
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
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SOCCSKSARGEN -WIDETTRAINING
EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
4. Independent Practice
• Give the students more
responsibility to try out the new skill or
strategy on their own.
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SOCCSKSARGEN -WIDETTRAINING
EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
5. Application
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SOCCSKSARGEN -WIDETTRAINING
EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
Important Reminder!!!
SOCCSKSARGENI IRREGION
SOCCSKSARGEN -WIDETTRAINING
EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
Important Reminder!!!
SOCCSKSARGENI IRREGION
SOCCSKSARGEN -WIDETTRAINING
EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
Important Reminder!!!
SOCCSKSARGENI IRREGION
SOCCSKSARGEN -WIDETTRAINING
EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
Workshop
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SOCCSKSARGEN -WIDETTRAINING
EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)
SOCCSKSARGENI IRREGION
SOCCSKSARGEN -WIDETTRAINING
EGION-WIDE ONPPEDAGOGICAL
RAININGON EDAGOGICALRRETOOLING MATHEMATICS
INM
ETOOLINGIN ATHEMATICS, LANGUAGES AND SCIENCE
ANGUAGES AND CIENCE (PRIMALS)