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Instructional Approaches

The document discusses different instructional approaches for students with learning challenges, including direct/explicit instruction, multisensory instruction, and cooperative learning. It provides details on direct instruction, noting it is systematic and research-supported but some have concerns it is not student-centered. Multisensory instruction engages two or more senses simultaneously through activities like using manipulatives to learn math. Cooperative learning involves students working together in small groups on structured activities.

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35 views28 pages

Instructional Approaches

The document discusses different instructional approaches for students with learning challenges, including direct/explicit instruction, multisensory instruction, and cooperative learning. It provides details on direct instruction, noting it is systematic and research-supported but some have concerns it is not student-centered. Multisensory instruction engages two or more senses simultaneously through activities like using manipulatives to learn math. Cooperative learning involves students working together in small groups on structured activities.

Uploaded by

Daisieann Lindsay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Special Education Methods and

Resources
Instructional Approaches: Direct Instruction, Multisensory
Instruction and Cooperative Learning

Alison Munroe –Tai April 2020


Types of Instructional Approaches

 Direct/Explicit Instruction
 Multisensory Instruction
 Cooperative Learning
Types of Instructional
Approaches and Strategies
 Direct Instruction(Explicit
Instruction)

 Explicit instruction also known as Direct


instruction, is instruction that is systematic and
structured.

 Research supports the use of explicit instruction


when working with students with learning
challenges.
 Explicit instruction involves providing clear
descriptions of the learning task,
demonstrations of the task, followed by
supported practice and timely feedback.
Initial practice is supported by high levels of
teacher support but as students begin to
succeed, support is systematically
withdrawn and students move toward
independent performance and mastery.

 Reference
 Archer, A. L. and Hughes, C. A. (2011)Explicit Instruction: Effective and Efficient Teaching. New
York: The Guilford Press
Some concerns about Direct Instruction
 In special education, explicit or direct instruction
is believed to be the most appropriate
methodology to use with students who have
learning challenges or are disadvantaged learners.
HOWEVER…
 Constructivists have expressed some concerns
about Explicit Instruction. These include:
 Guided versus unguided instruction
 Student-centered versus teacher-centered
teaching
 Drill and practice versus Drill and Kill
 Guided versus Unguided Instruction

 Constructivists believe that students must


construct their own knowledge. That teachers
should only facilitate learning, not direct it.
 This is based on the assumption that students

have prior knowledge on which to build, as well


as the skills to make connections between old
and new knowledge.
 Explicit instruction recognizes that some

students do not have a large store of knowledge


to draw on due to processing problems, and
problems with short and long term memories.
 Guided versus Unguided Instruction

 Students with learning difficulties, may come


to faulty conclusions, and experience
confusion and frustration in trying to discover
new information, if guidance is not provided.
 Students with learning challenges learn more

effectively when information is presented in a


structured way and when they receive
guidance, feedback and multiple
opportunities to practice the skill; leading to
success.
 Student-Centered versus Teacher-Centered
 There is a false belief that explicit instruction is
not “student-centered”
 Explicit instruction is focused on students as it is
based on addressing students needs and
recognizes diversity in learners.
 Explicit instruction understand that some learners
struggle when guidance and support are not
provided.
 Explicit elements of instruction is indeed student-
centered (Archer & Hughs 2011, p. 19) as it
incorporated what is known about how students
learn new information, and about the skills they
need to be successful.
 Drill and Practice versus Drill and Kill

 Providing numerous practice opportunities for students as


they learn a new skill is a key element of explicit instruction.
 Explicit instruction uses drills and practice to commit facts,
rules, concepts and strategies to memory.
 Some educators [like Alfie Kohn, 1998] believe that
practicing a skill dulls the mind, and does not lead to high-
order thinking or creativity. The term “drill and kill” has
been used to describe judicious practice.
 However, practice allows students to learn basic skills and
facts and allows them to be able to solve more complex
problems.
 When a student can read fluently [the result of practice] it
enhances their comprehension. Research shows a positive
relationship between practice and success. So the adage
should be “ drill and skill”
WHAT IS MULTISENSORY
INSTRUCTION.
 Multisensory
instruction is any
learning activity that
used two or more
senses simultaneously
to present information.
 Most subjects can be

taught using a
multisensory approach
although not all the
senses may be used for
every lesson.
Multisensory Instruction….
 It is NOT using each
sense in a linear
manner.

 It is NOT first SEE then


HEAR then DO (touch).

 It IS the child using


the senses
simultaneously.
Examples
 Alphabet letters are learned by feeling and
naming three-dimensional forms.
 Paragraph structure is modelled with

Tinker Toys
 Speech sounds are segmented by feeling

and seeing the position of the mouth, lips,


and tongue
 Math concepts are learned by representing

concepts using manipulatives.


Learning math concepts using
manipulatives
Multisensory Instruction and the Brain
 We learn through language,
and the brain is
programmed for language.
 Different parts of the brain

control different aspects of


language.
 Learning occurs when these

different parts are


connected. The more
connections, the stronger
the paths that are created
and the more likely learning
will be cemented in the
brain and be available over
the long term.
 Multisensory instruction allows information to
be…

1. Repeatable – many repetitions leads to stronger


connections among the various circuits in the
brain.
2.Retrievable - The more frequent the neural
circuits link/connect and fire together, the
stronger the pathway for learning that piece of
information.
3. Memorable- The more these pathways are
strengthened the greater the chance they will fire
in unison on a subsequent occasion. This results in
long-term retention.
 Archer, A. L. and Hughes, C. A. (2011) Explicit Instruction: Effective and Efficient
Teaching. New York: The Guilford Press
 Birsh, J. R. (2002) Multisensory Teaching of Basic Language Skills . Baltimore: Brookes
 Kagan, Spencer, (2009) Kagan Cooperative Learning. San Clemente, California
 Stowe, C. M. (2000) How to Reach & Teach Children & Teens with Dyslexia. San

Francisco, CA: Jossey-Bass


 Explicit Multisensory Instruction in Mathematics. Available from:

https://youtu.be/bZzAwiEXxnQ Accessed 13-3-2018

 Marilyn Zecher, Multisensory Math Genius. Available from;


https://youtu.be/YDFM6TvMdX0 Accessed 13-3-2018 accessed 14-3-2018
Multisensory Math: Fractions. Available from:
https://www.youtube.com/watch?v=_1Yte1I7Qa8 accessed 15-3-2018
 Multisensory Instruction by Kimberly Harrison. Accessed 15-3-2018. Available from:
https://www.youtube.com/watch?v=dtBZCtAsKQs

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