The Skill of Explaining

Prepared by : Nema AlhabibSuzlim Abdullah

Prepared for : Dr. Mohamad Johdi Salleh

The Skill of ExplainingThe Skill of Explaining~Important ~Important

Characteristics~Characteristics~

Explicit explanations

Formal/Hierarchic

Informal/Problem-centered

Lecturing/Explaining

Presenting Lectures and Explanations

Establish rapport with students

Prepare lectures

Control the length of lectures and explanations

Motivate students to pay attention

Establish structure and sequence

Provide appropriate graphic organizers

Avoid vagueness

Combine instructional materials and strategies

Encourage students to take notes

Summarize content

How does rain fall from the sky?

Surah al-hajj ayah 63

Surah al- Mukminun ayah 18

Example

Water comes from warm

air that rises from the ground.

Water droplets are

formed when

moisture evaporates

from the earth

The cool water

droplets gather

together and form clouds.

When the clouds get heavy the

droplets are forced

together and they

get bigger and heavier and fall to

the ground.

Could include…

A summaryA comment about its useA recommendation

Looking for Lesson ClarityLooking for Lesson Clarity

The contentThe content

The Introduction The Introduction

High Level of Clarity (Effective Teacher)

Poor Clarity ( Ineffective Teacher)

1- Informs learners of the lesson objective.

1-Fails to relate lesson content to how and at what level of complexity the content will be used.

2-Provides learners with an advance organizer.

2- Starts presenting content without first introducing the subject in a broader context.

3- Checks for task-relevant prior learning at beginning of the lesson.

3- Moves to new content without checking for the facts, concepts, or skills needed to acquire the new learning.

4- Gives directives slowly and distinctly.

4- Presents too much clerical, managerial, or technical information too quickly.

5-Knows learners’ performance levels and teaches at or slightly above their current level of understanding.

5- Fails to know that instruction is under or over students’ levels.

6-Uses examples, illustrations, and demonstrations to explain and clarify.

6- Restricts presentation to routine verbal reproduction of text or workbook.

7- Provides review or summary at end of lesson.

7- Ends lesson abruptly without repackaging key points.

The 7 behaviors for achievingThe 7 behaviors for achieving lesson clarity lesson clarity

The 7 behaviors for achievingThe 7 behaviors for achieving lesson clarity lesson clarity

The 7 behaviors for achievingThe 7 behaviors for achieving lesson clarity lesson clarity

The 7 behaviors for achievingThe 7 behaviors for achieving lesson clarity lesson clarity

The 7 behaviors for achievingThe 7 behaviors for achieving lesson clarity lesson clarity

The 7 behaviors for achievingThe 7 behaviors for achieving lesson clarity lesson clarity

The 7 behaviors for achievingThe 7 behaviors for achieving lesson clarity lesson clarity