Skill of explaining
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The document discusses the skill of explaining and providing effective explanations. It outlines important characteristics of explanations such as being explicit, formal or informal, and problem-centered. It also discusses establishing rapport with students, preparing lectures, controlling length, motivating students, establishing structure, using graphic organizers, and summarizing content. Examples of explanations are provided from religious texts. The document also discusses characteristics of effective teaching, including relating lesson content to its complexity, providing an advance organizer, checking prior learning, presenting information at the appropriate pace and level, and reviewing key points.
Skill of explaining
- 1. The Skill of Explaining Prepared by : Nema Alhabib Suzlim Abdullah Prepared for : Dr. Mohamad Johdi Salleh
- 5. The Skill of Explaining ~Important Characteristics~
- 9. Formal/ Hierarchic Informal/ Problem-centered Lecturing/Explaining
- 10. 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
- 11. How does rain fall from the sky? Surah al-hajj ayah 63 Surah al- Mukminun ayah 18 Example
- 12. 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.
- 13. Could include… A summary A comment about its use A recommendation
- 14. Looking for Lesson Clarity
- 15. The content
- 16. The Introduction
- 17. Poor Clarity ( Ineffective Teacher) High Level of Clarity (Effective Teacher) 1-Fails to relate lesson content to how and at what level of complexity the content will be used. 1- Informs learners of the lesson objective. 2- Starts presenting content without first introducing the subject in a broader context. 2-Provides learners with an advance organizer. 3- Moves to new content without checking for the facts, concepts, or skills needed to acquire the new learning. 3- Checks for task-relevant prior learning at beginning of the lesson. 4- Presents too much clerical, managerial, or technical information too quickly. 4- Gives directives slowly and distinctly. 5- Fails to know that instruction is under or over students’ levels. 5-Knows learners’ performance levels and teaches at or slightly above their current level of understanding. 6- Restricts presentation to routine verbal reproduction of text or workbook. 6-Uses examples, illustrations, and demonstrations to explain and clarify. 7- Ends lesson abruptly without repackaging key points. 7- Provides review or summary at end of lesson.
- 18. The 7 behaviors for achieving lesson clarity
- 19. The 7 behaviors for achieving lesson clarity
- 20. The 7 behaviors for achieving lesson clarity
- 21. The 7 behaviors for achieving lesson clarity
- 22. The 7 behaviors for achieving lesson clarity
- 23. The 7 behaviors for achieving lesson clarity
- 24. The 7 behaviors for achieving lesson clarity