Objectives Explain what is effective instruction Describe explicit instructio n Identify characteristics of specially designed instruction Implement the Universal Design for ID: 505321
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Slide1
Effective Instruction for Students with DisabilitiesSlide2
Objectives
Explain what is
effective instruction
.
Describe
explicit
instructio
n
.
Identify characteristics of
specially designed
instruction.
Implement the
Universal
Design for
Learning.
Identify the elements of
effective classroom practices. Slide3
Purpose
Provide an overview of effective instructional practices that teachers can use in inclusive settings to help students with disabilities access the general education curriculum, meet individualized education plan (IEP goals, and improve their overall academic achievement on standardized assessments. Slide4
Case Study
Mikey is a typical 6
th
grader who is well-liked by his peers. He has no behavioral problems and comes from a supportive family. Mikey has documented specific learning disability that affects mainly his reading. While most students in his class are able to easily identify grade-level vocabulary words, Mikey struggles with basic sight words. As a result, his reading fluency and comprehension skills are significantly below average. Mikey’s teacher recognizes that he likes reading and will often ask her for help. She really wants to help Mikey improve his reading so he wouldn’t fall further behind his peers.
QUESTIONS
:
How can Mikey’s teacher help him to improve his reading?
What factors must she take into consideration while formulating a plan to help Mikey?Slide5
Case Study Review & Discussion Slide6
Case Study: Key Findings
Do we all agree that Mikey needs the following?
Effective instruction
Individualized and specially designed instruction
Explicit instruction Slide7
What is Effective Instruction?
The identification
and implementation of evidence-based practices that promote high rates of
achievement for all students. Slide8
Why effective instruction?Slide9
Effective instruction includes…..Slide10
At The Heart Of Effective Instruction Is Explicit Instruction Slide11
Explicit instruction AKA
I
do, we do, you do
Demonstration-prompt-practice
Antecedent
prompt and
testSlide12
Explicit Instruction Defined
“
A systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students”
(Rosenshine,1987 p. 34
)
A
systematic and direct approach to instruction whereby students are provided with instructional scaffolding and supports through the use of prompts, modeling, concise explanations, feedback and opportunities to practice a task they are expected to master
(
Archer &
Hughes,
2011
).Slide13
Key features of Explicit Instruction Slide14
Systematic
Instruction is focused on critical content
Instruction is clear, concise and highly organized
Skills
, strategies, and concepts are
presented in a logical sequence Teacher-Directed
Instructional routines are utilizedSlide15
Teacher-Directed…..
Instruction is teacher-led/ teacher centered
Active engagement of students in learning
Teacher models instruction and uses demonstrations
Use task analysis to teach complex tasks Slide16
Instructional Support
Scaffold instruction
Provide immediate, affirmative and corrective Feedback
Use guided practice
Provide opportunities of Independent Practice
Use cues to prompt students
Provide adequate examples and non-examples
Monitor students’ progress Slide17
Explicit I
nstruction in Practice
Referring back to the case study, here is an example of how the teacher could help Mikey to learn new vocabulary words
Step 1:
Introduce the vocabulary word
Step 2:
Model the pronunciation of the vocabulary word
Step 3:
Help student to make connections with the new word by asking pertinent questions (e.g. what comes to your mind when you hear …..?)
Step 4:
Provide a simplified or student-friendly explanation for the word
Step 5
: Use Illustrations, examples and non-examples Slide18
Examples: Using Explicit Instruction to teach vocabulary
Use five steps previously described to teach a student the following science vocabulary wordsSlide19
Take
Aways
Explicit Instruction is………………
Introducing
lessons by leveraging and measuring the background knowledge of students
Helpings students to make connections to previous knowledge
Establishing the purpose for a lesson
Introducing
key/essential vocabulary Slide20
Take
Aways
Explicit instruction
is NOT …….
Using
lecturing methods to deliver lessons
Assigning
worksheets
Having students engage in silent reading
Asking questions
Slide21
Specifically Designed Instruction (SDI)
SDI Should always include
explicit
instruction
for
students
with disabilitiesSlide22
Definition of SDI
Defined
by IDEA regulations
as
adaptations
to the content, methodology or delivery of
instruction.Slide23
Specially Designed Instruction (SDI) Slide24
SDI &
RtI
SDI is an integral part of comprehensive school-wide academic improvement plans Response to Intervention (
RtI
)
RTI a
multi-tiered system of supports (MTSS) for providing high quality instruction and intervention matched to student needs using learning rate over time and level of performance to inform instructional decisions.Slide25
SDI &
RtI
/MTSS Slide26
SDI & RTI/MTSS
SDI
Tier
1
Core Instruction
Tire
2 Supplemental Instruction
Tier 3
Intense Instruction
Addresses
the unique
based on disability
Ensures
access to the general education
curriculum
Governed
by
IDEA
and implemented in accordance with the individual educational plan (IEP) process
Instruction and support designed and differentiated for all students in all settings to ensure
mastery
More focused, targeted
instruction
supplemental support
Most intense
intervention
Individualized
Reduced
group
size
Most
explicit and
systematic
instruction
Most
frequent progress monitoring.
Slide27
Summary: What should we know about SDI?Slide28
Universal Design for Learning (UDL)
Challenge:
Watch the following video and complete the initial thoughts activity below.
Initial Thoughts:
Jot down your Initial Thoughts about the Challenge
:
How
can teachers at Sycamore Middle School meet the educational needs of all of their students
?
To meet the needs of the widest range of students, what should teachers consider when planning their instruction
?
(Source: The IRIS Center
,
Peabody
College Vanderbilt
University, 2015)
CLICK HERE FOR VIDEOSlide29
What is UDL?
“Consider
the needs of
the broadest possible range of users from the
beginning
”
(Architect
, Ron
Mace)
“A
framework to improve and optimize teaching and learning for
all people
based on scientific insights into how humans
learn”
(CAST, 2011)Slide30
Principles of UDL
Three Principles Including: Multiple means of:Slide31
Multiple Means of Representation
Language, Mathematical Expressions, & Symbols
Provide Options for:
Perception
ComprehensionSlide32
Multiple
Means of Action
&
Expression
Physical
A
ction
Provide Options for:
Executive Functions
Provide options for expression
& communicationSlide33
Multiple Means of Engagement
Recruiting Interest
Provide Options for:
Sustaining Effort & Persistence
S
elf-regulationSlide34
What does UDL Looks like in the classroom?
10-Minute Video Presentation
CLICK HERE FOR VIDEOSlide35
Summary of UDL
UDL is not a
ONE SIZE FIT ALL
approach to instruction- It offers
ALTERNATIVES FOR ALL STUDENTS
.
UDL is not adaptations made to instruction
DURING OR AT THE END OF A LESSON
- It is
INCORPORATED DURING THE PLANNING PHASE OF LESSONS
UDL does not promote
ACCESS FOR SOME STUDENTS
-It promotes
ACCESS FOR ALL STUDENTS
.
Slide36
Activity UDL: Case Study (Mikey)
Imagine that you are
Mikey’s reading teacher and you wish to improve his reading performance. Write one objective and formulae activities that address the three principles of UDL to teach that objective. Be sure to incorporate elements of explicit and specially designed instruction in your instructional plan.
Group Activity (4-6 persons per group)Slide37
UDL: Additional Resources
The
IRIS Center Peabody College Vanderbilt University:
http://iris.peabody.vanderbilt.edu/module/udl/#
content
CAST
:
http
://www.cast.org/our-work/about-udl.html#.
VXb2UM9Viko
National Center On Universal Design
For Learning:
http://www.udlcenter.org
/
Slide38
Effective Instruction
is one component of Effective Classroom Practices Slide39
Effective Classroom Practices
Classroom practices can be classified into these main categories:
General Instructional
Instructional
E
nvironment
Classroom Management
Content Specific Pedagogical
(Brownell et al., 2009)
Generic Instructional Practices Slide40
Effective Classroom Practices Slide41
QUESTIONSSlide42
Contact Information
Jonte A. Myers
Email:
Jmye0511@ufl.edu/
Jontemyers@gmail.com
Telephone: 786-262-9258Slide43
References
Brownell, M. T., Bishop, A. G.,
Gersten
, R.,
Klingner
, J. K., Penfield, R. D.,
Dimino
, J.,&
Sindelar
, P. T. (2009). The role of domain expertise in beginning special education teacher quality.
Exceptional Children, 75
(4), 391-411.
CAST
(2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
The
IRIS Center Peabody College Vanderbilt
University (2015)