Skill of Explaining
Objectives
At the end of the session, the student teachers will be able to
1. Acquire knowledge on skill of explaining
2. Understand the components of skill of explaining
3. Apply the acquired knowledge while practicing the skill.
Hi friends, today I am going to talk about a very important micro teaching skill that is
the skill of Explaining. When we explain a concept clearly it will give deeper
understanding of concepts to the students. Giving more examples or relating the
concepts with real life examples will create interest among students and it will stimulate
the students, come up with their own examples related to the concepts. When the
teacher is good at explaining skill, she should make teaching learning effective.
Skill of explaining includes two major components. The first one is the
structural component. The teacher begins the class by clearly stating the objective or
purpose of the lesson ,as Today we are going to study about the topic
Friction…..Beginning statement
Key concepts or important points should be clearly stated, for example while
teaching the concept ionic bond, the teacher repeats “complete transfer of electrons from
the valence shell of an atom to the other”, here the teacher made planned repetition.
The examples given by the teacher should be simple and clear. Teacher gives
a real life example ‘’Burning of a wooden log is changed into ash, which is entirely a
new product with new characteristics, this type of changes are said to be chemical
changes”.
Teacher gives a brief summary of the lesson at the end of the lesson. So here
teacher structure the explaining skill with beginning statement, key concepts,
examples and summary.
Next we move on to the second component that is presentation component.
The voice level, pitch and tone collectively known as style, teacher emphasis variation
by using these styles, it gives relative importance to the content. Even teacher uses her
body language while conveying the message by nodding head, for correct answers,
smiling at students etc.
Clarity as a sub skill contains many factors, the teacher states the purpose of
explanation, defines new terms and concepts uses suitable language, slowing the word
flow when ideas are difficult or complex provide occasional summaries to refocus
attention.
The teacher uses appropriate words to aid better understanding, for example,
using pointers like “Heat transfer takes place in three ways”, using link words like
“From this it follows”, using priorities like “We shall now come to the most important
point”. Here in this skill of explaining we have learnt about the components, next we
move on to a demo lesson, let us watch.
Quiz Questions
1. The main objective of the skill of explaining is
• To make pupil ready
• To arouse motivation
• To gain attention of pupil
• To give clear understanding
2. Which among the following is a structural component
• Giving pointer
• Clarity in concepts
• Voice modulation
• Beginning statement
3. Language fluency is the essential element of the following micro teaching skill
• Skill of questioning
• Skill of set induction
• Skill of explaining
• Skill of writing instructional objectives
4. Which one of the following convey the relative importance of the content
• Comprise style
• Clarity in concept
• Pointer
• Links
5. To describe the process of magnetic separation, which one of the following skill is
most suitable
• Skill of demonstration
• Skill of explaining
• Skill of questioning
• Skill of black board writing
6. There are four types of chemical bonds. Identify the component
• Planned repetition
• Summarising
• Using pointer
• Link statement
7. Giving more examples is the component of the skill of
• Questioning
• Set induction
• Black board writing
• Explaining
8. Summary includes
• Concluding statement
• Beginning statement
• Stating topic
• Giving examples
9. which one of the following is not a non verbal communication
• Nodding head
• Eye contact
• Smiling
• Accept pupils response as saying “correct”
10. clarity of concepts is a
• Structural component
• Writing component
• Learning component
• Presentation component
Reference ;
Teaching of physical science ----Dr. Radha Mohan
Lesson Plan
Specification Teaching Technique Students Activity Teaching Aids
Good morning students, glad that you Ionic Bond
could join me in the quest of discovering
fascinations in chemistry. Today we are
going to learn about formation of ionic
bond.
(Teacher shows a diagram)
Identify How many electrons are there in Sodium There are 11 electrons in the
atom? Sodium atom.
How many electrons are there in Chlorine There are 17 electrons in the
atom? Chlorine atom.
Recall Earlier we had studied G.N. Lewis’ octet To attain stability, the
theory of valence. It is otherwise called outermost shell of an atom
Rule of eight. Can you say that? should contain eight electrons.
Suggest Sodium has one valence electron, so how Sodium has to lose one electron
can Sodium attain stable octet to attain stable configuration.
configuration?
After sodium loses one valence electron it
becomes a cation.
Infer What is the charge of Sodium ion? -------
Suggest Yes, Very good. Chlorine has seven Chlorine has to gain one
valence electrons, so how can Chlorine electron to attain stable
attain stable octet configuration? configuration.
After Chlorine gains one electron it
becomes an anion.
Infer What is the charge of Chloride ion? ---------
After sodium loses one valence electron it
becomes a cation denoted by Na+. .
chlorine gains the electron and it becomes
an anion. Thus we say that an ionic or an
electrovalent bond is formed. There exists
an electrostatic force of attraction between
the cation and anion.
Can you explain how ionic bond is formed
in NaCl?
Complete transfer of electron
from the valence shell of an
atom to another atom leads to
the formation ions, Which
leads to the formation of ionic
bonds.
Add one more example – may be Cacl2 or something else and finally ask the students to conclude
Observation Schedule
Observation Schedule for the skill of Explaining
Name of the student teacher……………………………………………………..
Topic…………………………………..
Class……………………………………………
Name of the supervisor……………………………………………………………..
Date…………………………….Time duration……………..Teach/Reteach
Components Not at all Very much
Used many links 0 1 2 3 4 5 6
Used beginning statements 0 1 2 3 4 5 6
Used concluding statements 0 1 2 3 4 5 6
Put large number of questions to test pupil 0 1 2 3 4 5 6
understanding were followed by correct responses
Used irrelevant statements 0 1 2 3 4 5 6
Lacking continuity in explaining 0 1 2 3 4 5 6
Used inappropriate vocabulary 0 1 2 3 4 5 6
Lacked fluency in explaining 0 1 2 3 4 5 6
Used vague words and phrase 0 1 2 3 4 5 6
