DI, UDL, EI and SDI:
What does it all mean?
Today’s Focus
Practical Procedures, Tools & Resources :
Teachers will:
Understand the principles of differentiated instruction,
universal design for learning and explicit instruction
Design lessons using the principles of differentiated
instruction, universal design for learning and explicit
instruction
Structure lessons to actively engage students and to provide
multiple opportunities for participation
Design instruction taking into account the need for
procedures and routines
Understand the need for providing a variety of both teaching
and learning strategies
Find and Utilize resources on the web.
What is Differentiated Instruction?
DI=Differentiated Instruction
• A teacher’s response to learner needs
• The recognition of students’ varying
background knowledge and preferences
• Instruction that appeals to students’
differences
Differentiated Instruction
IS NOT:
“Individualized Instruction” from
the „70‟s
Chaos in action
Another way of homogeneous
grouping.
“Tailoring” the course with the
same suit of clothes.
But
IT IS:
What good teachers do.
Grounded in BEST
PRACTICES Research –
How Students Learn
Aware of learning styles
Visual Learner
Auditory Learner
Tactile-Kinesthetic Learner
Multiple Intelligences
– Howard Gardner
Authentic Assessment
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What do you do? How do you do it?
Effective
Differentiated
Instruction is
not achieved by
simply plugging a
recipe of
strategies into
your classroom.
Rather it is firmly
based in a way of
thinking about
Teaching and
Learning.
6
“…it‟s just shaking up the
classroom so it‟s a better fit
for more kids”
– Carol Ann Tomlinson
7
Know your kids:
What are their
readiness levels?
What are their
interests?
What are their
learning styles?
What talents do
they come with?
…and then use this information to help the
kids.
9
Know your teaching style and learn to
vary.
•
Stand and deliver (However, remember
teach and apply. Use the 10:2 rule )
•
Cooperative
– Jigsaw
– 4 Mat
– Tic-Tac-Toe Menu
10
Focus on the 3 Essential Questions
Make the learning “transparent”
• What do they need to know?
• What do they need to
understand?
• What do they need to be able
to do?
11
Ongoing Assessment: The Key to a
Differentiated Classroom
• Preassessment – (finding out or
benchmarking)
• Formative Assessment – (keeping track and
checking-up, progress monitoring)
• Summative Assessment – (making sure, final
assessment)
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Why Preassess?
• Helps determine differences before planning.
• Helps teacher design activities that are respectful
and challenging
• Allows teachers to meet students where they are
• Identifies starting point for instruction
• Identifies learning gaps
• Makes efficient use of instructional time
13
Why use formative assessment and
progress monitoring?
• Used to make instructional
adjustments
• Alerts the teacher about student
misconceptions “early warning
signal”
• Provides regular feedback
14
Summative (final) assessment
• Should reflect formative assessments
that precede it
• Should match material taught
• May be tied to a final decision, grade
or report
• Should align with
instructional/curricular outcomes
15
Examples of Assessments
Ongoing Assessment
Preassessment
Formative
Summative
Pre-test
KWL
Observation
Quiz
Journal Entry
Exit Card
Unit Test
Performance Task
Demonstration
Portfolio Review
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EXIT CARDS
• The teacher hands out index cards to students at the
end of an instructional sequence or class period. The
teacher asks the students to respond to a
predetermined prompt on their index cards and then
turn them in as they leave the classroom or
transition to another subject.
• The teacher reviews the student responses and
separates the cards into instructional groups based
on preset criteria.
17
Exit Card Groupings
Readiness Groups
Group 1
Group 2
Group 3
Students who are
struggling with the
concept or skill
Students with some
understanding of
concept or skill
Students who understand the concept or
skill
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Examples of Exit Cards
Let’s take a look at some examples-----
19
EXIT CARDS
Today you began to learn about decimal
fractions
• List three things you learned
• Write at least one question you have about
this topic
20
EXIT CARDS
We have been learning about the Greenhouse
Effect. Explain or depict your understanding
of this important environmental issue.
What questions do you have about this topic?
21
EXIT CARDS
We have begun a study of author’s craft.
List and identify three examples of figurative
language used in the novel Morning Girl by
Michael Dorris
22
Exit Cards?
Jigsaw
Another way of presenting
information……
Students in groups
develop an expertise in
one area. Each group
goes back to the whole
group to teach their
“expertise” to the
others.
24
The Importance of Knowing Your
Students
•
•
•
•
Student Learning Profile
Interest Inventory
Multiple Intelligence Checklists
Observations of your students
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Learning Profile
YES
NO
I study best when it is quiet.
I am able to ignore the noise of other people talking while I am working.
I like to work at a table or desk.
I like to work on the floor.
I work hard for myself.
I work hard for my parents.
I will work on an assignment until it is completed no matter what.
Sometimes I get frustrated with my work and do not finish it.
When my teacher gives an assignment, I like to have exact steps on how to
complete it.
When my teacher gives an assignment, I like to create my own steps on how
to complete it.
I like to work by myself.
I like to work in pairs or in groups.
I like to have an unlimited amount of time to work on an assignment.
I like to have a certain amount of time to work on an assignment.
I like to learn by moving and doing.
I like to learn by sitting at my desk.
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Low-Prep Differentiation
•
•
•
•
•
•
Choices of books
Homework options
Use of reading buddies
Varied journal prompts
Work alone/together
Think-Pair-Share by
readiness, interest, learning
profile
• 4 Matt
• Jigsaw
• Multiple levels of questions
(Bloom’s Taxonomy)
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Middle to High Prep Lessons
• Tic-Tac-Toe Menu
• Tiered Activity
• Lectures coupled with graphic
organizers
• Compacting
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C
R
E
A
T
E
O
N
E
P
I
C
K
O
N
E
Write a story
that explains
how we add
fractions in
more than one
way.
Write a poem
that explains
how to add
fractions in
more than one
way.
Write a letter to a
5th grader
explaining how to
add fractions in
more than one
way.
Use the
computer to
show how we
add various
fractions.
Create a poster
to show how
we add various
fractions.
Create a book or
puppet show to
show how we add
various fractions.
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What is UDL?
Origins of Universal Design for Learning
(UDL)
Definition:
UDL is an educational
approach to teaching,
learning, and assessment,
drawing on new brain
research and new media
technologies to respond
to individual learner
differences.
http://www.cast.org CAST© 2003
UDL and the Learning Brain
One must recognize information, ideas, and
concepts
One must be able to apply strategies to process
the information
One must be engaged
Vygotsky
http://www.cast.org CAST© 2003
UDL and the Learning Brain
Task is too difficult for learner
ZONE OF PROXIMAL DEVELOPMENT: Learning
occurs when there is an appropriate level of
challenge and support to learn the task.
Task is too easy for learner
http://www.cast.org CAST© 2003
UDL and the Learning Brain
• The father is providing the
right amount of support for
the youngster until he is
ready to take off and ride
alone. Engagement and
motivation are high;
challenge is appropriate,
and support is just right. All
three prerequisites are in
place for learning to occur.
http://www.cast.org CAST© 2003
Supports and UDL
UDL Philosophy…
What is good instruction for all
students?
• Differentiating instruction
• Using the principles of universal design for
learning
• Scaffolding instruction (Scaffolding is one of
the key components of explicit instruction.)
What is Explicit
Instruction?
What is Explicit Instruction?
According to Anita Archer, “In the quest to
maximize students’ academic growth, one
of the best tools available to educators is
explicit instruction, a structured,
systematic, and effective methodology for
teaching academic skills.
What is Explicit Instruction?
“It is called explicit because it is an
unambiguous and direct approach
to teaching that includes both
instructional design and delivery
procedures.”
What is Explicit Instruction?
“Explicit instruction is characterized
by a series of supports or
scaffolds, whereby students are
guided through the learning process with clear
statements about the purpose and rationale for
learning the new skill, clear explanations and
demonstrations of the instructional target, and
supported practice with feedback until independent
mastery has been achieved.”
A Peek at Scaffolding
Involved Scaffolding
Simpler Scaffolding
Some Easy Steps…
But, What About
Specially Designed
Instruction?
DI + UDL + EI =SDI!!!
In other words…
Using elements of explicit instruction and
differentiated instruction is an excellent way to
provide specially designed instruction.
But Do I Have To?
Yes!!!!
Specially Designed
Instruction is a
regulatory
requirement!
SDI=Specially Designed Instruction
• Specially-designed instruction means
adapting, as appropriate to the needs of an
eligible student under Part 200, 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 educational standards
that apply to all students.
What is Special Education: NYS Regulation Part
200.1 (ww)
Special education means specially designed
individualized or group instruction or special
services or programs, as defined in
subdivision 2 of section 4401 of the
Education Law, and special transportation,
provided at no cost to the parent, to meet the
unique needs of students with disabilities.
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Special Education?
What is Specially Designed Instruction NYS
Regulation: Section 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. (***Common Core Standards)
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Common Core and Special Education
The Common Core State Standards articulate rigorous
grade-level expectations in the areas of mathematics and
English language arts.. These standards identify the
knowledge and skills students need in order to be
successful in college and careers
Students with disabilities ―students eligible under the
Individuals with Disabilities Education Act (IDEA) (Office
of Special Education Programs, 2006) ―must be
challenged to excel within the general curriculum and be
prepared for success in their post-school lives, including
college and/or careers.
Engage NY: Common Core and the Application to Students with Disabilities
Common Core and Application to
Students with Disabilities
The continued development of understanding about
research-based instructional practices and a focus on
their effective implementation will help improve
access to mathematics and English language arts
(ELA) standards for all students, including those with
disabilities.
Therefore, how these high standards are taught and
assessed is of the utmost importance in reaching this
diverse group of students.”
Engage NY: Common Core and the Application to Students with Disabilities
What does IDEA say about SDI?
• Specially Designed Instruction (SDI) for
children with disabilities is a requirement
under the Individuals with Disabilities
Education Act (IDEA), the federal law
governing special education programs. SDI
refers to the teaching strategies and methods
used by teachers to instruct students with
disabilities.
What does all this mean?
• To develop appropriate specially designed
instruction for each disabled student,
educators and parents work together to
analyze student work, evaluation information,
and any other available data to determine the
student's strengths and weaknesses. Based on
that student's unique learning needs,
strategies are developed. Teachers continue to
measure students' progress and make changes
in instruction as needed.
Simply put…
• What’s “special” about
special education?
• Specifically, how is
specially designed
instruction different
than good, effective
instruction for all
students?
Explicit Instruction:
Designing Lessons
Skills and Strategies
Explicit Instruction Lesson Design
• OPENING
• BODY
• CLOSING
Opening of the Explicit Lesson
A good opening:
• Gains the students’ attention
• States the goal of the lesson
• Discusses the relevance of the target skill
• Reviews the critical prerequisite skills
Gaining the Students’ Attention
If a lesson starts when students are not paying
attention, they may miss critical information.
Whatever way you choose to gain attention, select
a procedure and use it consistently.
Repeat this process throughout the lesson
whenever students are expected to make a
response that momentarily takes there attention
away.
Gaining the Students’ Attention
State the Goal of the Lesson
Provide your students with information about the
goal of the lesson.
• Can be brief: “Today we are going to learn how
to write the lower case manuscript letter r.”
• Can be a little longer and bring in related skills
recently learned: “We have been working on
writing complete sentences. Today we are going
to learn how to write a paragraph. A paragraph is
a group of related sentences.”
Discuss the Relevance
of the Target Skill
We’ve all heard this! “Why do we have to learn
this?”
Discussing the relevance of the skill increases
the students’ motivation for learning the skill
and the probability they will use that skill once it
is mastered.
Be sure to identify the where and when of the
skill, as well!
Why do we have to learn this?
Review Critical Prerequisite Skills
Knowing whether students have the prerequisite
skills is critical to the instructional process.
• Identify the prerequisite skills
• Verify the students know the prerequisite
skills
What is a review?
A review is not:
1. Reteaching
2. Asking the students if they remember how to
perform a skill
3. Asking one or two students to come to the
board to solve a problem
A review is
Straightforward and Involves Everyone!
“ Before we work on how to add problems that
require regrouping, let’s review how to add two
and three digit problems that don’t require
regrouping. Complete these problems. When
you are done, put your pencils down and we will
check them.”
Prerequisite Skills?
In Summary…
“The opening of a lesson provides students with
a clear and focused idea of what is to be
learned, how it will be learned, and why it is
important. In addition, the opening is used to
verify that students are ready to learn the new
content.”
Body of the Explicit Lesson
The lesson body generally includes three
processes:
• Modeling or demonstrating the skill (I do it.)
• Providing prompted or guided practice (We do
it.)
• Providing unprompted practice (You do it)
Modeling (I do it.)
Modeling is a very powerful tool!
Two components:
• Demonstrating the skill
• Describing what is being done
Describing component=Think-aloud
Why Think-Aloud?
Thinking aloud gives students access to:
• Self-questions
• Self-instructions
• Decisions
That occur as a problem is solved or a task is
completed.
Think-Aloud
Modeling
A good model:
• Is clear, consistent and concise
• Includes several demonstrations, depending
on the complexity of the skill being taught
• Involves students
Anita Archer Modeling!
Clear, Consistent, Concise
The think-aloud helps the students internalize
and remember the steps and the decisions
involving the new skill. Therefore, it should only
include the critical aspects of the problem
solving/task completing process.
The more concise, the more likely the students
will remember the steps and processes.
Provide Several Models
The number of models needed depends on:
• The complexity of the target skill
• The students’ ease in learning new skills
• Their background knowledge in the academic
area
• The amount of time the model requires
Modeling should not be overdone!
Involve Students in the Model
After the first modeling, ask students questions in
which the answers rely on the first model.
These questions serve three functions:
• Keeping students involved and active in the
lesson
• Having students rehearse the critical content
• Verifying understanding
Because many students have difficulty listening
passively for extended periods, keeping them
involved is imperative!
Prompted or Guided Practice
High levels of success are associated with
increased rates of learning. Students often need
teacher-provided supports as they begin to
practice new or difficult skills in order to be
successful. These supports, or scaffolds, are
gradually withdrawn as students demonstrate
success.
Guided Practice
Guided practice usually provided through the
use of prompts.
• Physical prompts-used for teaching motor
tasks
• Verbal prompts-used in explicitly teaching
academic skills
• Visual prompts-such as posters that lists steps
Verbal Prompts
• Highest level-telling the students what to do
step by step
• Next level-asking the students what needs to
be done, rather than telling them
• Last level-Reminding the students to carry out
the critical behaviors
The decision on how quickly to fade the prompts
is based on accuracy of student responses.
Verbal Prompts?
Unprompted Practice (You do it.)
• The purpose of the unprompted practice in an
explicit lesson is to determine whether the
students can perform the skill without any
physical, verbal or visual prompts.
• Provide students with several problems similar to
the ones presented during the modeling and
guided practice and have them do these on their
own.
It is a good idea to do just one at a time, then check
and provide feedback!
Three Components
• May be each identified once in an entire
lesson
• May be that each component is repeated a
number of times in a single lesson
OR
• The three components may occur over many
days
Activity
• Archer Video on Active Participation and Guided
Practice:
http://www.scoe.org/pub/htdocs/archervideos.html
With your partner, decide
What are some specific techniques Archer used?
What are the benefits?
What are the drawbacks?
Be prepared to share!
Lesson Planning!
Closing of the Explicit Lesson
The closing is brief!
• A short review of what was learned
• A short preview of what will be learned next
• Assigning independent work, if appropriate
Let’s Go More Deeply into Active
Teaching!
Active Teaching and Explicit Instruction
One element of active teaching:
Teacher explicitly teaches required vocabulary.
But what does that look like?
Explicit Vocabulary Instruction
Explicit Instruction of
Vocabulary: Example
adapted from: Archer, A.L., & Hughes, C.A. (2011). Explicit Instruction: Effective and Efficient Teaching. New York:
Guildford Press, p. 260.
Introduce the word:
“This word is immigration. What word?
Immigration.
Provide a student-friendly definition:
Immigration is people coming into a country with
the intent to work and live there.
Fill in the blank:
People coming into a country with the intent to
live and work there is _______________.
Explicit Instruction of
Vocabulary: Example
adapted from: Archer, A.L., & Hughes, C.A. (2011). Explicit Instruction: Effective and Efficient Teaching. New York:
Guildford Press, p. 260.
Illustrate with examples and non examples:
If someone from Brazil came to the United States with the idea
he or she would find work and make a new permanent
home, this would be an act of immigration.
If someone from Argentina came to the United States for two
weeks to visit his or her cousins, this would not be
immigration, because the person did not plan to live or work
in the United States.
If a person moved from New York to California, this would not
be immigration because the person did not move from one
country to another.
Explicit Instruction of
Vocabulary: Example
adapted from: Archer, A.L., & Hughes, C.A. (2011). Explicit Instruction: Effective and Efficient Teaching. New York:
Guildford Press, p. 77.
Check students’ understanding:
“Get out your red and green cards. I will ask a question. When I say, “Show
me,” hold up a red or green card.”
– If a family from China moved to England so the parents could find
work and the family could live there, would this be an act of
immigration. [Pause]. Show me. [Students should hold up Yes cards.]
Why is it yes? Student will explain.
– If a family from Australia goes to England to visit their grandparents for
a month, but does not plan to live there, would this be an act of
immigration? [Pause]. Show me. [Students should hold up No cards.]
Why is it no? Student will explain.
– If Angela moves from New York to Texas for a new job, would this be
an act of immigration? [Pause]. Show me. [Students should hold up
No cards.] Why is it no? Student will explain.
Explicit Instruction of
Vocabulary: Example
adapted from: Archer, A.L., & Hughes, C.A. (2011). Explicit Instruction: Effective and Efficient Teaching. New York:
Guildford Press, p. 77.
Check students’ understanding (#2):
Make a T chart on your paper. Now, label the columns ‘immigration’ and ‘not immigration’.
I will show you how to do this. I have some terms on this list: moving to a new house,
moving from Chile to US for a new job, moving from US to Japan for a new job, going to
Hawaii on vacation, moving from New Jersey to Vermont for a job, moving from New
York to Mexico to work. Okay, moving to a new house is NOT immigration because it
doesn’t say anything about moving to another country for a new job, so I will write that
under “not immigration.” Is that correct? Yes. Teacher will do one example, then give
the direction: With your partner, finish the T chart by writing in whether these show
immigration or are NOT immigration.
Immigration
|
|
l
l
Not Immigration
|
Explicit Instruction of
Vocabulary: Example
adapted from: Archer, A.L., & Hughes, C.A. (2011). Explicit Instruction: Effective and Efficient Teaching. New York:
Guildford Press, p. 77.
Ask questions that require deep processing of the word’s
meaning.
Why might immigrants come to a new country?
What hardships might immigrants face in a new country?
If you were an immigrant, what things would you bring with you?
Extend students’ understanding:
Introduce or have students generate synonyms for the new words
(with the use of reference materials).
• Allow students to work in partners.
Activity: Explicit Instruction of
Vocabulary
adapted from: Archer, A.L., & Hughes, C.A. (2011). Explicit Instruction: Effective and Efficient Teaching. New York:
Guildford Press, p. 77.
• Vocabulary Instruction 2nd grade-View Video
http://www.updc.org/assets/files/resources_by_topic
/effective_inst_int/archer/march-27-282009/videos/MPG_Vocabulary%20Instruction%20%20
_%202nd%20copy.mp4
Using the strategies from explicit instruction, with
your partner:
Ones: Teach the word disgusting
Twos: Teach the word relieved
More Characteristics of Active
Teaching
Active Teaching
• Teacher uses verbal explanation and visual prompts
to explain content or strategy.
• Teacher models the strategy in sequential steps.
• Teacher’s instruction ensures multiple
opportunities for participation by students with
disabilities, e.g., choral responding, thumbs-up,
white board response. (see next two slides)
• Teacher presents the content in chunks/segments.
Active Teaching
Ways to actively engage students:
Oral Responses:
Choral Responses
Partner Responses
Written Responses
Response cards & response slates
Action Responses
Touching/Pointing
Acting out/Responding with
gestures
Hand Signals
Active Teaching
Ways to actively engage students:
Effective Reading Procedures
Echo Reading
Choral Reading
Cloze Reading
Whisper Read
Partner Read
Activity
Archer Video on Reading alternatives
http://www.scoe.org/pub/htdocs/archervideos.html
With your partner:
Discuss how you could adapt this to your grade
level
Be prepared to share!
Active Teaching
(This is moving in to We Do-at this point just
repeating is necessary)
• Students with disabilities engage in structured activities
designed to allow to processing; e.g., I-time, think-pairshare, numbered heads, elbow partners, think-jot.
Active Teaching
(This is moving in to We Do-at this point just
repeating is necessary)
• Students with disabilities correctly answer questions
regarding content/strategy.
• Students with disabilities are responding to high-order
questions; e.g., problem-solving, generalization,
evaluative, inferential, application.
• The teacher uses wait time to enable student with
disabilities to process responses to questions/directions.
• Teacher re-teaches if students’ responses are
inaccurate. (we are going to discuss this more in a
minute)
Guided Practice
Also called We Do (it’s where the learning occurs
in a lesson)
• Teacher leads student with disabilities through
step-by-step practice.
• Teacher initially uses high level of
prompting/cues with students with disabilities.
(e.g.,, Tell, Guide)
• Teacher gradually decreases level of
prompting/cuing to student with disabilities
based on accurate responding. (Ask, Remind,
Check)
Guided Practice Samples
Guided Practice Samples
Guided Practice Samples
Guided Practice
In strategy/skill instruction: Tell->Ask->Remind
(adapted from: Dr. Charles Hughes, SPLED 412)
• Tell: Tell students the step/what needs to be done, then
they do it [done with whole group or teacher circulates
to partners].
• Ask: Ask students for the step, then they do it. Correct
errors immediately [whole group or partners].
• Remind: “Use the strategy to… Remember to….” [whole
group or circulate; correct errors/give feedback.
Activity
Verbal Retell Video-1st grade
http://www.scoe.org/pub/htdocs/archervideos.html
During the video, pay attention to the following:
1.) What cues does Anita give when she Tells?
2.) What cues does Anita give when she Asks?
3.) What cues does Anita give when she Reminds?
Error Correction in Explicit Instruction
Error Correction: Recognizing
the 3 TYPES OF ERRORS
• Error Type
– Careless/Inattentive
• Correction
Procedure
– Repeat question,
student repeats
correct response
– Lack of factual
knowledge
– Say answer, student
makes correct
response
– Lack of procedural
knowledge
– Prompt through
step, student makes
correct response
MONITOR AND PROVIDE
FEEDBACK
Acknowledge
and move on.
“Correct”
“Yes, that‟s right.”
[Then specifically
name correct fact/
concept.]
“You knew 3 x 5 =
15.
Correct but
hesitant
response
Acknowledge
and add brief
„firm-up
explanation‟.
“Correct. Since this
is a telling sentence,
we would end the
sentence with a
period.”
112
Correct and
quick
response
MONITOR AND PROVIDE FEEDBACK
STUDENTS SHOULD ALWAYS PRACTICE CORRECT RESPONSE.
1. Model the correct
answer.(I do it.)
2. Check understanding.
(You do it.)
3. Check again.
(Student says /o/ for /a/.)
“This sound is /a/.”
Incorrect
response
when strategy
or rule used.
1. Guide student(s) to the
correct answer by asking
questions on the steps of
the strategy or rule. (We
do it.)
2. Check understanding.
(You do it.)
3. Check again.
(Students spell siting for
sitting.)
“What sound?” /a/
“Good, you knew /a/”
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Incorrect
response
when “fact”
requested.
Hint:“This ends with a
______
CF:
Repeat Hint..” and so we
double the final
consonant.”
“Show me.”
Homework (You Do)
– The same principles of corrective feedback still
apply.
– Teacher must circulate.
– While the ultimate goal is for students to respond
without prompts, students who still need
assistance get prompting from the teacher.
• You should NOT hear from the teacher:
–
–
–
–
How many times have we done this?
Why can’t you remember this?
You should know this by now.
Just think about it.
Homework (You Do)
• Teacher elicits alternatives from students with
disabilities when responses are incorrect.(this only
comes after modeling of how to think).
– Students need corrective feedback so they only hear the
correct answers.
– Fishing for responses leads to incorrect understandings
• When students with disabilities’ responses are
inaccurate, staff re-teaches the concept/strategy
individually or in small groups.
– “re-teaching” means continued prompting with corrective
feedback.
– If that doesn’t work, teacher needs to go back and do
some more We Do practices with student(s).
Homework is “You Do”!
Not “They Do It…”
Questions?
Best laid plans…
Resources
Material taken from
Explicit Instruction: Effective and Efficient
Teaching by Anita L. Archer and Charles A.
Hughes
Linking Specially Designed Instruction, Explicit
Instruction, & Walkthroughs, Dr. Dee
Berlinghoff, Mount Saint Mary College