The Skill of Explaining

Prepared by : Nema Alhabib

Suzlim Abdullah

Prepared for : Dr. Mohamad Johdi Salleh

The Skill of Explaining
~Important
Characteristics~
Explicit explanations
 Lecturing/Explaining

Formal/ Informal/
Hierarchi Problem-centered
c
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
Example

 How does rain

fall from the
sky?

 Surah al-hajj
ayah 63
 Surah al-
Mukminun ayah
18
 When the
The cool clouds get
water droplets heavy the
gather droplets are
Water
together and forced
droplets are
form clouds. together and
formed when
they get bigger
moisture
Water comes and heavier
evaporates
from warm air and fall to the
from the earth
that rises from ground.
the ground.
Could include…

A summary
A comment about its use
A recommendation
Looking for Lesson Clarity
The content
The Introduction
 High Level of Clarity (Effective
Teacher)
1- Informs learners of the lesson objective.
2-Provides learners with an advance organizer.
3- Checks for task-relevant prior learning at
beginning of the lesson.
4- Gives directives slowly and distinctly.
5-Knows learners’ performance levels and
teaches at or slightly above their current level
of understanding.
6-Uses examples, illustrations, and
demonstrations to explain and clarify.
7- Provides review or summary at end of
lesson.
Poor Clarity ( Ineffective
Teacher)
1-Fails to relate lesson content to how and at
what level of complexity the content will be
used.
2- Starts presenting content without first
introducing the subject in a broader context.
3- Moves to new content without checking for
the facts, concepts, or skills needed to acquire
the new learning.
4- Presents too much clerical, managerial, or
technical information too quickly.
5- Fails to know that instruction is under or
over students’ levels.
6- Restricts presentation to routine
verbal reproduction of text or workbook.
7- Ends lesson abruptly without
repackaging key points.
The 7 behaviors for achieving
lesson clarity
The 7 behaviors for achieving
lesson clarity
The 7 behaviors for achieving
lesson clarity
The 7 behaviors for achieving
lesson clarity
The 7 behaviors for achieving
lesson clarity
The 7 behaviors for achieving
lesson clarity
The 7 behaviors for achieving
lesson clarity