Explicit Instruction and Next Generation Science Standards Aligned Classrooms: A Fit or a Split?

Therrien, William J.; Benson, Sarah K.; Hughes, C.; Morris, Jared R.

doi:10.1111/ldrp.12137

Cited by 19 publications

(24 citation statements)

References 30 publications

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“…The IDEAS self-management strategy and other UDL materials featured explicit instruction then gradual removal of supports, consistent with the scaffolding Criswell (2012) identified as beneficial for secondary students and supportive of increasing cognitive load in chemistry and other science courses (Therrien, Benson, Hughes, & Morris, 2017). The procedural facilitator (i.e., the patterned boxes) used in this research was similar to visual diagrams, which Carlson et al (2003) stated could mediate students’ cognitive load.…”

Section: Discussionsupporting

confidence: 56%

Universal Design for Learning Chemistry Instruction for Students With and Without Learning Disabilities

King‐Sears

Johnson

2020

Remedial and Special Education

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Students with and without learning disabilities in high school chemistry classes, either co-taught or self-contained, received instruction on calculating molar conversions using universal design for learning (UDL) or business-as-usual techniques. For Study 1, posttest scores of students with and without learning disabilities (LD) in co-taught classes who received the UDL treatment are compared with peers’ scores in the comparison group. For Study 2, posttest scores from students with LD who received UDL treatment in a self-contained special education class are reported. Students in the UDL treatment scored significantly higher on posttests than comparison group peers in Study 1. Mean scores for students with LD in Study 2 were similar to UDL students in Study 1. Social validity feedback on the UDL instruction was positive. Implications for UDL chemistry instruction and future research are described.

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Section: Discussionsupporting

confidence: 56%

Universal Design for Learning Chemistry Instruction for Students With and Without Learning Disabilities

King‐Sears

Johnson

2020

Remedial and Special Education

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“…Explicit instruction (EI) is an instructional method supported by over 50 years of empirical research across content areas, grade levels, and ability levels (Riccomini et al, 2017; Therrien et al, 2017). In its simplest form, the explicit instruction lesson structure includes modeling (“I do”), guided practice (“we do”), and independent practice (“you do”).…”

Section: How To Use Edpuzzle To Enact Explicit Instructionmentioning

confidence: 99%

A Piece of the (Ed)Puzzle: Using the Edpuzzle Interactive Video Platform to Facilitate Explicit Instruction

Cesare

Kaczorowski

Hashey

2021

J Spec Educ Technol

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Whether to embrace “flipped” pedagogy or to problem solve during a pandemic, many teachers utilize video to deliver instruction to students. Watching a video can be a passive activity without a person or a tool to facilitate active engagement. As a result, many teachers find the need to look for tools, methods, and platforms to engage learners, add elements of interactivity, and incorporate effective instructional practices into their video lessons. In this manuscript, we describe how a specific technology, Edpuzzle, can help facilitate video lessons that include explicit instruction elements such as eliciting frequent responses, offering supported practice, providing immediate affirmative and corrective feedback, and monitoring student performance. When paired with well-designed videos, teachers can use this tool to deliver effective instruction in an asynchronous environment.

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“…We constructed lessons based on research on adolescent learning (Kamil et al, 2008), effective instruction for students with LD (Jitendra et al, 2004;Swanson & Deshler, 2003), and effective intervention for students who are ELL (Carlo et al, 2004;Hall et al, 2017), which includes active and interactive learning, cumulative introduction and maintenance, and ongoing formative assessment. Instructional design included essential components of explicit instruction as outlined by Hughes, Morris, Therrien, and Benson (2017). Specifically, instruction built understanding cumulatively across a series of lessons for each word set, teachers modeled usage of words across contexts and in writing, supports and prompts were faded as students gained skill with each word set, and students received ample opportunities for oral and written practice with feedback.…”

Section: Key Lesson Componentsmentioning

confidence: 99%

Systematic CHAAOS: Teaching Vocabulary in English/Language Arts Special Education Classes in Middle School

et al. 2020

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In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than the students in business-as-usual (BAU) control classes. In the current study, we report the second year results, as the sixth grade students entered seventh grade. Students ( n = 42) in treatment classes again learned 48 new vocabulary words significantly better than similar students in BAU ( n = 21) special education classes. In seventh grade, students also outperformed BAU students on maintenance of these age-appropriate words ( p < .001) and on a standardized measure of vocabulary ( p = .04).

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Explicit Instruction and Next Generation Science Standards Aligned Classrooms: A Fit or a Split?

Cited by 19 publications

References 30 publications

Universal Design for Learning Chemistry Instruction for Students With and Without Learning Disabilities

Universal Design for Learning Chemistry Instruction for Students With and Without Learning Disabilities

A Piece of the (Ed)Puzzle: Using the Edpuzzle Interactive Video Platform to Facilitate Explicit Instruction

Systematic CHAAOS: Teaching Vocabulary in English/Language Arts Special Education Classes in Middle School

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