Teaching Explicit Skills Description

Guiding Questions, Data Collection, and Visuals for: __________________

Guiding Questions

  • Ex. Do you have a visual of your morning routine schedule/expectations available to your students?

Teaching Explicit Skills

Consider your expectations for _____________ in your classroom, then detail each.

For some students you may only need to teach the primary skills, for other students you may need to teach the supporting skills. If they seem to be struggling with the primary skill, break it down further to identify possible supporting skills that they are missing. Continue with this process until you are meeting them at a skill they are able to do, then build the skill from that point.

Examples of Possible Expectations

Primary SkillsSupporting SkillsTeaching Point
Ex. The student will
follow the morning
Ex. Has the routine
been pre-taught?

Does the student
understand the

Is there a visual
schedule of the

Can the student
Pre-teach this skill if it
is a daily
expectation or done
often so students know

If it is not done
consistently or taught,
students cannot be
expected to be
successful in this skill.

If it the struggle is
motor planning, createa task analysis of this.

Provide a task list of
what they need to have.

If there is a physical
disability that is
limiting a students
ability, how could this
be supported? Check
with specialists on
their educational team.

Data Collection

This could be used for primary or/and supporting skills. You may need to teach all supporting skills first or some supporting skills and some primary, this should be guided by the student needs.

Example Data Collection

*If you mark “No” please indicate in the notes section how many prompts were given and if they were given by a teacher or a paraprofessional. The goal is to reduce the number prompts given and that they are mostly given by the general education teacher.

Ex. Did the Student
hang their coat
up independently?

Supporting Visuals

Visuals can be used to teach skills. They can be cut out, laminated, and put on a ring to use in place of auditory directions. For students that cannot read, pictures could be added to the visuals.  A schedule with the same text or pictures could be made for additional support.

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