Explicit Instruction

Report
WHAT’S SPECIAL ABOUT
SPECIAL EDUCATION
Janel Payette
Coordinator RSE TASC
OUR LEARNING TARGETS TODAY:
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Identify the difference between Universal Design
for Learning (UDL), Differentiated Instruction
(DI), and Specially Designed Instruction (SDI)
Identify elements of SDI that increase access to
instructional content and materials
Identify the elements of EI for students with
disabilities that increase academic success
Make connections to effective teacher practice
The Common Core is
the DESTINATION, not
the journey.
Stated another way: It’s the WHAT, not the HOW.
Specially Designed
Instruction
Explicit
Instruction
Scaffolding
Differentiated
Instruction
Universal Design for
Learning
CHECK FOR UNDERSTANDING
UDL, DI, SDI, SCAFFOLDING
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Several students have parts of their pre-writing
graphic organizer completed for them as an
extended model.
Sam has a voice to text program that he learns to
edit after dictation.
Students use one of three topics of varying
difficulty as a basis for their writing.
Every student may use the word processor and is
responsible for editing.
SPECIALLY DESIGNED INSTRUCTION
200.6(A)(1)
Students with disabilities shall be provided
special education in the least restrictive
environment, as defined in section 200.1(cc) of
this Part. To enable students with disabilities to
be educated with nondisabled students to the
maximum extent appropriate, specially
designed instruction and supplementary
services may be provided in the regular class,
including, as appropriate, providing related
services, resource room programs and special
class programs within the general education
classroom.
SPECIALLY DESIGNED INSTRUCTION
PART 200.1(VV)
Adapting, as appropriate to the needs of an
eligible student, the content, methodology, or
delivery of instruction to address the unique
needs that result from the student’s disability;
and to ensure access of the student to the general
curriculum, so that he or she can meet the
education standards that apply to all students.
OPERATIONALIZED DEFINITIONS
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Adapting: making changes matched to student
need or condition
Content: knowledge and skills that comprise
curriculum to be mastered
Methodology: actions by the teacher intended to
produce or facilitate learning which includes the
art and science of instruction
Delivery of Instruction: teaching that results in
access to, participation in, and progress in the
curriculum for students with disabilities
Developed Valerie Cole Southern Tier RSE TASC 2013
Assistive Technology
Adaptive Equipment
Accommodations
Strategy Instruction
Explicit
Instruction
Scaffolding
Specially Designed
Instruction
Differentiated
Instruction
Universal Design for
Learning
Modifications
WE PROVIDE SPECIALLY DESIGNED
INSTRUCTION THROUGH EXPLICIT INSTRUCTION
Explicit Instruction is:
 Structured, systematic

Effective researched-based methodology for teaching
classroom routines, behavior expectations, academic
content and skills and cognitive learning strategies. In
particular, for students with disabilities and novice
learners

Includes instructional design and delivery procedures (I do,
we do, you do)

Characterized by a series of scaffolds, explanations,
demonstrations, and supported practice with embedded
feedback.
ELEMENTS OF EXPLICIT INSTRUCTION
ARCHER & HUGHES (2011) EXPLICIT INSTRUCTION: EFFECTIVE & EFFICIENT
TEACHING
1. Focus instruction on critical content
2. Sequence skills logically
3. Break down complex skills & strategies into smaller units
4. Design organized & focused lessons
5. Begin lessons with a clear statement of the lesson’s goals &
your expectations
6. Review prior skills & knowledge before beginning the
lesson
7. Provide step-by-step demonstrations
8. Use clear & concise language
Green Handout
EXPLICIT INSTRUCTION (CONT’D)
9. Provide an adequate range of examples and non-examples
10. Provide guided and supported feedback
11. Require frequent response
12. Monitor student performance closely
13. Provide immediate affirmative & corrective feedback
14. Deliver the lesson at a brisk pace
15. Help students organize knowledge
16. Provide distributed & cumulative practice
INSTRUCTIONAL SCENARIOS
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Turn to an elbow partner
“I” time to read the scenarios
Utilize the 16 elements of explicit instruction
hand out to see how many elements you can
identify
Utilize the five provisions of SDI handout,
identify to identify instances that the teacher
provided SDI
Group share
White Handout Scenario
#2
INDICATORS THAT A LESSON IS PURPOSEFULLY
DESIGNED AND THAT INSTRUCTION IS
DELIVERED TO MEET THE NEEDS OF STUDENTS
WITH DISABILITIES
RSE TASC Walkthrough Tool
 Supportive Accessible Classroom Environment
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
Explicit Instruction
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Management
Positive Classroom Climate
Physical Organization
Explicit Instruction Teaching Functions
Explicit Instruction Elements
Specially Designed Instruction

Specially Designed Instruction: Direct Instruction of
Targeted Skills, Accommodations, Re-Teaching
Yellow Handout
CONTINUUM OF SERVICES
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Provision of SDI through EI in all settings
Hallmarks
PARAPROFESSIONALSWHAT IS THE ROLE OF THE
PARAPROFESSIONAL?
Purple Handout
REVIEW LEARNING TARGETS
•
•
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Identify the difference between Explicit
Instruction (EI), Universal Design for Learning
(UDL), Differentiated Instruction (DI), and
Specially Designed Instruction (SDI)
Identify elements of SDI that increase access to
instructional content and materials
Identify the elements of EI for students with
disabilities that increase academic success
Make connections to effective teacher practice
TICKET OUT THE DOOR
Please write on index cards
• 1 Aha
• 1 thought you are mulling over
• 1 question you still have

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