Instructional Approaches

Understood.
org
Youtube: What is Universal
Universal Learning Learning Design?
Design
6 CONCEPTS: 3 PRINCIPALS:
Big Ideas •Students learn more with less 1. Multiple means of representation during the
•Teach a process or approach for introduction/instruction for learning.
learning 2. Multiple means of engagement during the
•Make personal connections for the learning.
students 3. Multiple means of action and expression for
Activating •Students need to be reminded of prior demonstration of the learning.
Prior learning
Knowledge •Teachers need to access prior
knowledge (KWL) and determine skill LEARNING STYLES
levels
•Teacher needs to work
around/eliminate roadblocks Verbal Lecture, story telling, word
•Focus on important skills needed /Linguistic games, choral reading, journal
Strategic •Purposefully blending old learning writing, debates, discussions
Integration with new Logical / Puzzles, analogies, problem
of Learning •Use authentic/real-world learning
Goals •Use project-based learning
Mathematical solving, experiments, outlines,
•Make culture an integral part of timelines, brain teasers, number
learning process. games
•Use anchored instruction (narrative or Bodily / Hands-on, dance, drama, sports,
case study) Kinesthetic relaxation exercises,
•Use technology to address student visualization, field trips
interests Visual / Graphic organizers, artwork,
Use •Clear, concise, explicit steps used to Spatial diagrams, pictures, mind-
Conspicuou present and learn content mapping, metaphors
s Strategies •ALL students benefit from direct Musical / Rhythmic learning, poetry, songs
instruction of interventions and Rhythm
strategies
that teach, background music
Apply •Personal guidance, assistance, support Naturalist Field trips, working outside,
Mediated •From a teacher, peer, materials, or task ecological awareness, caring for
Scaffolding •To bridge the gap between current plants & animals, exploring
level of performance to intended level nature
of performance Interpersonal/P Cooperative Learning Groups,
•Decreases over time eople Oriented partner learning, simulations,
•Direct Instruction (extrovert) community gatherings,
Provide •Planned practice conferences
Judicious •Distributed over time Intrapersonal / Individualized instruction,
Review •Cumulative with information Reflective internet research, choice,
integrated into other content (introvert)
•Varied to increase application learning
journaling
Reading Rockets
Differentiated Instruction:
Differentiated Its not as hard as you think
Instruction
DIFFERENTIATED INSTRUCTION WHERE:
IS:
Where you teach (the space and the culture)
• Student Centered
• Proactive • Population - Culture of your school/class;
• Provides multiple approaches to content, individual’s physical limitations; academic
process, and product or behavioral need
• Rooted in assessment • Classroom Space - you own room,
• Blends whole-class, small group, and inclusion class, shared classroom, on the
individual instruction rug, small group, one-on-one, on-going
project you can leave out or put away each
time?
WHO: • Consider Other Options - outdoors,
collaborate with colleague to cross content
Who you teach (we must know our students): areas, library, in-school field trips
• Consider strengths and accomplishments.
• Consider areas of deficit. WHAT:
• How is their self-esteem, motivation, and/or
The What? = The Curriculum
learned helplessness?
• Do they have social skill deficits that need
• Content: what students will learn
to be considered?
• Process: activities through which students
• What are their individual interests?
will make sense of key ideas using essential
• Consider personalities.
skills
• Product: how students demonstrate and
HOW: extend what they understand and can do
• Learning Environment: the classroom
How you teach (delivery of your content to conditions that set the tone and expectations
students) of learning.
• Address student traits.

• Readiness: skills and understanding of a
topic or concept
• Interest: passion or curiosity
• Learning Profile: preferred manner of
learning or just best practices.
Explicitinstruction.org
HLP 16: Explicit Instruction

Direct/Explicit
Instruction
WHAT IS DIRECT INSTRUCTION: COMPONENTS OF DIRECT
INSTRUCTION:
• Direct instruction is the use of
straightforward, explicit teaching A) Program Design:
techniques, usually to teach a specific 1. Content Analysis
skill. 2. Clear Communication
• It is a teacher-directed method, with a 3. Instructional Formats
plethora of student OTR, through the 4. Sequencing Skills
process of error-less learning... or 5. Track Organization
immediate corrective feedback.
• Language is simplified and repetitive. B) Instructional Organization/Who
• Occurs before students have Benefits?
opportunity to fail. 1. Instructional Grouping
2. Instructional Time
WHO BENEFITS FROM DIRECT 3. Scripted Presentation
INSTRUCTION: 4. Progress Monitoring
Students who are: C) Student-Teacher Interactions

1. Low Achieving 1. Active Student Participation
2. Students with Different Learning 2. Group Unison Responses
Approaches 3. Signals
3. English Language Learners 4. Pacing
4. From Diverse Backgrounds 5. Teaching to Mastery
5. Different Ages (pre-school thru 6. Correction Procedures
adulthood) 7. Motivation
CHECK FOR UNDERSTANDING: TEACHING METHOD:
Teach First 1. I do
Ask Questions 2. We do
Pause 3. You do
Pick a Non-Volunteer
Listen to the Response
Effective Feedback

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Understood.

• Address student traits.

HLP 16: Explicit Instruction

Students who are: C) Student-Teacher Interactions

CHECK FOR UNDERSTANDING: TEACHING METHOD:

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