Explicit Instruction and the Three Universal Design for Learning Principles instruction is systematic, direct, engaging, and success oriented—and has “Explicit been shown to promote achievement for all students” (Archer & Hughes, 2014). There are many compatible aspects of explicit instruction practices and the principles of universal design for learning. This section addresses the foundational principles of universal design for learning—engagement, action and expression, and representation—in order to address the ways in which explicit instruction is compatible with and complementary to UDL principles. Certain instructional techniques have been found to be very effective in supporting skills learning; as noted above, explicit instruction, like UDL, has a central focus on the learner and meeting the needs of all learners in an instructional episode. Affective Networks Differentiated instruction and UDL share a very important point of convergence: recognition of the importance of engaging learners in instructional tasks. The UDL guidelines call for motivating and sustaining learner engagement through flexible instruction, an objective that differentiated instruction supports very effectively. Explicit instruction includes learner engagement at its core in instructional delivery with the implication that to be engaged the design of instruction must be of interest and gain and maintain engagement throughout the learning episode. Explicit instruction focuses directly on student affect in the component delivery area. Teaching skills essential to effective explicit instruction include appropriate pacing and thinking time (the rate of instructional task delivery paired with appropriate time to process), student involvement (assuring all students have the opportunity to respond in an appropriate manner for that individual), and feedback at the group and individual level that is instructional and immediate. Strategic Networks The UDL principle provide multiple means of action and expression recommends that educators offer multiple, flexible options for physical action, expression, and communication and executive functions. Students have different strengths and weaknesses in these areas. Instructional design and delivery based on explicit
Explicit Instruction and the Three Universal Design for Learning Principles “Explicit instruction is systematic, direct, engaging, and success oriented—and has been shown to promote achievement for all students” (Archer & Hughes, 2014). There are many compatible aspects of explicit instruction practices and the principles of universal design for learning. This section addresses the foundational principles of universal design for learning—engagement, action and expression, and representation—in order to address the ways in which explicit instruction is compatible with and complementary to UDL principles. Certain instructional techniques have been found to be very effective in supporting skills learning; as noted above, explicit instruction, like UDL, has a central focus on the learner and meeting the needs of all learners in an instructional episode. Affective Networks Differentiated instruction and UDL share a very important point of convergence: recognition of the importance of engaging learners in instructional tasks. The UDL guidelines call for motivating and sustaining learner engagement through flexible instruction, an objective that differentiated instruction supports very effectively. Explicit instruction includes learner engagement at its core in instructional delivery with the implication that to be engaged the design of instruction must be of interest and gain and maintain engagement throughout the learning episode. Explicit instruction focuses directly on student affect in the component delivery area. Teaching skills essential to effective explicit instruction include appropriate pacing and thinking time (the rate of instructional task delivery paired with appropriate time to process), student involvement (assuring all students have the opportunity to respond in an appropriate manner for that individual), and feedback at the group and individual level that is instructional and immediate. Strategic Networks The UDL principle provide multiple means of action and expression recommends that educators offer multiple, flexible options for physical action, expression, and communication and executive functions. Students have different strengths and weaknesses in these areas. Instructional design and delivery based on explicit
ncac-explicit-instruction-2014-10.docx