Enhancing Teaching Effectiveness through the Skill of Explaining
Micro Teaching
SKILL OF EXPLAINING
Skill of Explaining
During the teaching-learning process of some
concepts, principles and phenomena, mere
description of theme does not make them
understandable to the pupils.
The teacher has to give proper explanation and
reasons to bring clarity and proper understanding of
what is being taught.
Components of Skill
Reference to Pupils’ Previous Knowledge;
Introducing New Concept;
Relating the new knowledge to previous
knowledge;
Using explaining links
Concluding statement;
Comprehensive knowledge (Questions to test
pupils' understanding).
Don’ts
Irrelevant statement,
Lacking in continuity,
Vague words and phrases.
Reference to Pupils’ Previous
Knowledge
Recalling the pupil’s knowledge which they already
know related to the topic using stories, pictures,
incidences, asking questions, etc.
Introducing New Concept
The purpose of this statement is to create
readiness among the pupils to pay attention to
the point being explained. It is the introductory
statement to begin explanation.
Relating the new knowledge to
previous knowledge
New knowledge
is constructed on the
basis of what is already understood
and believed. The idea that people's
ability to learn something
new
follows
from what they already know is
not
new.
For example,
A just born baby of a kangaroo is as
small as the size of a bean.
A blue whale is as big as, if ten
elephants stand one behind the other.
The length of an elephant is 3 metres,
whereas the length of a blue whale is
29.5 metres.
Using Connecting Links
These are words and phrases which are mostly conjunctions and
prepositions and are generally used by the teachers which are
essential
to link the different thought or statements and
to make his explanation
effective . These are :
the result of
the cause of
such that
the consequence of
the function of
hereafter
due to
so that
as a result of
this is how
therefore
before
in order to
hence
after
since
but
thus
because
the purpose of
next
Concluding Statement
This is the statement made at the end of the
explanation. It includes the summary of all the
main results of the explanation.
Comprehensive knowledge
(Questions to Test Pupils' Understanding)
These are short questions put to the pupils to test
their understanding of the concept after the
explanation. The main purpose is simply to judge
whether the pupils have understood or not.
Don’ts
Irrelevant Statements
These are statements sometimes made by the teacher
during explanation which have nothing to do with the
present concept. These statements do not contribute
to understanding rather create confusion in the minds
of the students.
Lacking in Continuity
It happens when the sentences remain incomplete or are
reformulated in the middle of the statement and there are
other causes also like :
a statement is not logically related to the previous
statement.
when a topic of previously taught content is referred without
showing the relationship to what is being explained.
when there is no sequence of space or place.
Use of inappropriate vocabulary
use of inappropriate vocabulary of
technical terms which are quite unknown
to pupils
use of vague words and phrases
Some of these words and phrases are :
some
much
seems
many
something
somewhat
things
probably
the rest
a little
perhaps
almost
might
may
types of
few
in fact
actually
In addition to these words there are words and phrases like “you
see”, “Okey”, “correct” etc. which are parts of teachers' mannerism.
Thank
you
Skill of explaining plays a crucial role in the teaching-learning process by providing clear and concise explanations to students. It involves referencing previous knowledge, introducing new concepts, relating new knowledge to what students already know, using connecting links effectively, and avoiding irrelevant statements. Enhancing this skill leads to improved comprehension and understanding among students.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
E N D
Presentation Transcript
Micro Teaching SKILL OF EXPLAINING
Skill of Explaining During the teaching-learning process of some concepts, principles and phenomena, mere description of theme does not make them understandable to the pupils. The teacher has to give proper explanation and reasons to bring clarity and proper understanding of what is being taught.
Components of Skill Reference to Pupils Previous Knowledge; Introducing New Concept; Relating the new knowledge to previous knowledge; Using explaining links Concluding statement; Comprehensive knowledge (Questions to test pupils' understanding).
Donts Irrelevant statement, Lacking in continuity, Vague words and phrases.
Reference to Pupils Previous Knowledge Recalling the pupil s knowledge which they already know related to the topic using stories, pictures, incidences, asking questions, etc.
Introducing New Concept The purpose of this statement is to create readiness among the pupils to pay attention to the point being explained. It is the introductory statement to begin explanation.
Relating the new knowledge to previous knowledge New knowledge is constructed on the basis of what is already understood and believed. The idea that people's ability to learn something new follows from what they already know is not new. For example, A just born baby of a kangaroo is as small as the size of a bean. A blue whale is as big as, if ten elephants stand one behind the other. The length of an elephant is 3 metres, whereas the length of a blue whale is 29.5 metres.
Using Connecting Links These are words and phrases which are mostly conjunctions and prepositions and are generally used by the teachers which are essential to link the different thought or statements and to make his explanation effective . These are : the result of the cause of the consequence of the function of due to so that this is how therefore in order to hence since but because the purpose of such that hereafter as a result of before after thus next
Concluding Statement This is the statement made at the end of the explanation. It includes the summary of all the main results of the explanation.
Comprehensive knowledge (Questions to Test Pupils' Understanding) These are short questions put to the pupils to test their understanding of the concept after the explanation. The main purpose is simply to judge whether the pupils have understood or not.
Irrelevant Statements These are statements sometimes made by the teacher during explanation which have nothing to do with the present concept. These statements do not contribute to understanding rather create confusion in the minds of the students.
Lacking in Continuity It happens when the sentences remain incomplete or are reformulated in the middle of the statement and there are other causes also like : a statement is not logically related to the previous statement. when a topic of previously taught content is referred without showing the relationship to what is being explained. when there is no sequence of space or place.
Use of inappropriate vocabulary use of inappropriate vocabulary of technical terms which are quite unknown to pupils
use of vague words and phrases Some of these words and phrases are : some many things a little might few In addition to these words there are words and phrases like you see , Okey , correct etc. which are parts of teachers' mannerism. much something probably perhaps may in fact seems somewhat the rest almost types of actually
Thank you
