Use Explicit Instruction

Hughes, C.; Riccomini, Paul J.; Morris, Jared R.

doi:10.4324/9781315176093-20

Cited by 13 publications

(11 citation statements)

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“…However, these studies did not evaluate the impact of learning through the implementation of UDL in their education preparation programs (EPP). Modeling is part of explicit instruction, an instructional high leverage practice (Hughes, Riccomini, & Morris, 2019), that is a prevalent concept taught in both general and special education teacher preparation programs. For instructors to "practice what they preach", the first author decided that simply talking about UDL and not modeling how it can be used would not be as effective as actually providing an example of what UDL could look like when implemented in a K-12 classroom setting.…”

Section: Framing the Studymentioning

confidence: 99%

Enhancing Student Learning in the Online Instructional Environment Through the Use of Universal Design for Learning

Boothe¹,

Lohmann²,

Owiny³

2020

Networks: An Online Journal for Teacher Research

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As college faculty who prepare future teachers, we strive to teach our students through instruction and modeling best practices in teaching. We constantly evaluate our teaching and make adjustments to include updated knowledge about effective instruction. The evaluation and adjustments made to our courses lend themselves to action research. We take what we learn from our research and make appropriate changes to better meet the diverse needs of students. This article provides an overview of a final project that used Universal Design for Learning (UDL) for assessing student knowledge. This research focused on the principle of Multiple Means of Action and Expression and the impact the UDL final project had on student learning as well as overall perceptions of the project. Results indicate that participants enjoyed the final project and that it impacted their learning. Students reported enjoying having choice in how they demonstrated their understanding of the content.

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Section: Framing the Studymentioning

confidence: 99%

Enhancing Student Learning in the Online Instructional Environment Through the Use of Universal Design for Learning

Boothe¹,

Lohmann²,

Owiny³

2020

Networks: An Online Journal for Teacher Research

View full text Add to dashboard Cite

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“…Given that she has several ELs who are native Spanish speakers, she translates the word into Spanish (i.e., extintos ) and says that this word looks and sounds very similar in Spanish and in English. The intention of repeating the word several times is to provide students the opportunity to hear themselves saying and writing the word to form a mental representation of the word (Archer & Hughes., 2011; Baker et al, 2020; Beck et al, 2002; Coyne et al, 2010; Perfetti & Hart, 2002). The teacher also provides an example of reptiles and mammals that have become extinct.…”

Section: How To Enhance Read‐aloud Lessons Through Vocabulary Activitiesmentioning

confidence: 99%

Quality Read‐alouds Matter: How you Teach is Just as Important as What you Teach

Baker,

Santoro

2023

The Reading Teacher

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In this manuscript we show how readalouds can significantly enrich student vocabulary and comprehension by demonstrating enhancements that will foster student learning and language development. We anchor our examples to empirical evidence demonstrating that the content of a readaloud (i.e., the what we teach) as well as the quality of the instruction (i.e., the how we teach content during a readaloud) are important and necessary to enhance student learning. We use authentic scenarios to illustrate the difference between a readaloud taught with basic instructional fidelity and a readaloud with basic instructional fidelity that was enhanced with features of instructional quality. Specific steps to action before, during, and after a readaloud using examples from a first grade readaloud science unit are provided.

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“…As an evidence-based practice for students with LD (C. A. Hughes et al, 2017Hughes et al, , 2019, explicit instruction centers on the teacher introducing a new skill, reviewing prerequisite concepts, modeling specific steps needed to determine a solution, and then directing students through guided and independent practice while offering corrective feedback (Archer & Hughes, 2011). To develop mathematics videos for students with LD, each of these stages of teaching should be featured.…”

Section: Explicitly Teach Skillsmentioning

confidence: 99%

Video Modeling in Mathematics: Supplemental Instruction to Support Student Learning

Satsangi

Sigmon

Bouck

2022

Intervention in School and Clinic

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Educators often seek innovative strategies to support academic instruction for struggling students. For students with or at-risk for a learning disability in mathematics, challenges learning critical skills often result in them falling behind their grade-level peers. One strategy that can provide targeted instruction on key concepts is video modeling. Teacher-made videos serve as a valuable resource for struggling students to access supplementary teaching beyond the classroom. This column highlights six steps for teachers to follow when developing video modeling to support instruction for students with a learning disability.

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Use Explicit Instruction

Cited by 13 publications

References 0 publications

Enhancing Student Learning in the Online Instructional Environment Through the Use of Universal Design for Learning

Enhancing Student Learning in the Online Instructional Environment Through the Use of Universal Design for Learning

Quality Read‐alouds Matter: How you Teach is Just as Important as What you Teach

Video Modeling in Mathematics: Supplemental Instruction to Support Student Learning

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