MODULE 2 - SKILL OF EXPLANATION
SKILL OF EXPLANATION
Prologue
Microteaching technique rests upon the analytical approach to teaching. Analytical
approach assumes that the complex task of teaching can be analysed into limited, but well
defined components called ‘teaching skills’. Each of these teaching skills can be taught,
practiced, evaluated, predicted, controlled and understood. This module is discussed in
detail in the concept of teaching skill. Particularly this module deals about the skill of
explaining and its components.
Objectives
On successful completion of the module, you will be able to:
State the components of skill of explaining;
appreciate the meaning of skill of explaining;
Acquires the knowledge of skill of explaining;
Realize the microteaching process and its significance.
State the meaning of explaining;
SKILL OF EXPLANATION
A teacher is said to be explaining when he is describing ‘how’, ‘why’ and sometimes
‘what’ of a concept, phenomenon, event, action or condition. It can be described as an
activity to bring about an understanding in the learning about a concept, principle. Etc.
while explaining the teacher gives.
Causes for some phenomena, event or action
Reason for some phenomena, event or action
Steps involved in arriving at a result or
Various events that have resulted in phenomena
Explaining bridges the gap in understanding the new knowledge by relating it to the past
experience. Thus explaining depends upon the type of the past experience, the type of the
new knowledge and the type of the relationship between them. Explanations can be made
more effective by using simple and clear language for clarity, examples and illustration
materials for better understanding and appropriate link words for relating the concepts.
Components and Description of Skill of Explanation
[Link]. Components Description of Behaviour
1 Beginning Gaining attention / arousing interest
statement Today we are going to derive / discuss /describe
2 Clarity State concepts clearly
Define new terms and concepts; use simple language,
maintain logical sequence.
Use suitable examples and illustration
Voice modulation to emphasis
Develop the explanation from:
Known to unknown. Examples to rule.
3 Fluency Use simple language / easy flow of ideas / use appropriate
vocabulary
4 Use of link words
Use linking words and phrases. Example : therefore,
similarly, that is, since, that is why, because, in order to,
hence … etc.
5 Planned Provide summaries to refocus attention
repetition Deliberately repeat some important concepts or points.
6 Stimulating Check the understanding by questioning.
questions Stimulate and channelise the students thinking by thought
provoking questions like how, why type.
7 Concluding Consolidate the ideas by summarizing.
statement Conclude the explanation by statements like ‘Thus we
have proved / so far we discuss’ etc.
Assignment
Write an episode for skill of explaining in teaching of mathematics.
Make a PowerPoint presentation for skill of explaining and its components.
FAQ
What are the components involved in skill of explaining?
Describe the components of skill of explaining.
What is the meaning of microteaching?
What do you mean by planned repetition?
What do you mean by stimulus questions?
Which type of question is called as a stimulus question?
Quiz
Micro teaching as a scaled down teaching encounter in
a) Class infrastructure b) teaching behaviour
c) Class size and class time d) reinforcement
The second step of micro teaching cycle is
a) Replan b) Teaching
c) Feedback d) Planning
In the below, which is not related to skill of explaining?
a) Beginning statement b) Clarity
c) Fluency d) positive verbal
In the below, which is not related to skill of explaining?
a) Stimulating Questions b) Planned Repetition
c) Teacher Gesture d) Use of link words
Glossary
Repetition = duplication
Stimulating = inspiring
Concluding = final
Beginning = start
Clarity = clearness
Explanation = clarification
Epilogue
In microteaching the complex task of teaching is looked upon as a set of
simpler skills comprising specific classroom behaviour. This helps the teacher trainees in
better understanding of the meaning and concept of the term ‘teaching’. This module has
attempted to throw some light on the skill of explaining and its components. Explaining skill
bridges the gap in understanding the new knowledge by relating it to the past experience.
Thus explaining depends upon the type of the past experience, the type of the new
knowledge and the type of the relationship between them.
