Explanation/Illustration

/Giving examples
Micro Teaching skills
by
Benedict & Nuha
Explanation
• Skill of explaining.
- Explaining is an activity which shows the relationship among various
concepts, ideas, events or phenomenon.
- A set of interrelated statement elaborating a concept being taught or
learned.
- An act of bringing about an understanding in some one about a
concept, a principle or a phenomenon.
- Two main aspects, a) selection of appropriate statement interrelating
b) using the selected statement.
Categories of explanation.
• Contain 3 parts. a) interpretive explanation, b) descriptive
explanation, c) reason giving explanation.
a) Interpretive explanation
- To make meaning of the terms, statements, situations, concepts, etc.
WHAT?
b) Descriptive explanation
- Description of object, phenomena, structures, processes.
HOW?
• c) Reason giving explanation
-principle and generalisation and causes.
WHY?
 Components of explaining skills.
• Contain two aspects, a) desirable behaviours, b) undesirable
behaviours.
● Desireble behaviours

● Introductory statements ● Use of explaining links ● Interesting to the students

• To draw an maintain students
attention
• Give clue for the explanation
• Gives overall picture of
explanation
● Concluding statement
• Towards the end to summarise
• Present consolidate picture
• To draw logical inference
● Testing students understanding
• Asking appropriate question
• Few simple questions
• Certain linking words and phrases •
• Bring continuity in statement
• Generally use conjunction or
prepositions Eg. As a results of,
because, hence, therefore
● Use of visual techniques
• “One picture is worth 10k words”
• Blackboard, charts, model,
,pictures, etc
By giving example from daily live
• Use simple sentences
• Different media of communication
● Defining technical words
• Properly defined
• If not explanation become difficult
● Undesirable behaviour
● Irrelevant statement
• When not related to the concept
• Create confusion and distraction
● Lack of continuity
• Break in sequence of ideas or ibformation
• When statement is not logically related to
previous statement
• There is no sequence of place and time
• Statement are irrelevant
● Lack of fluency
• When teacher does not speak clearly
• Use incomplete and half sentences
● Vague words and phrases
• Do not give explicit idea about concept
• Hinders students undertstading
• For exp, may, actually, you know, some what.