DI, UDL, EI and SDI

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: 

But 

IT IS: 

“Individualized Instruction” from 

the „70‟s 

Chaos in action 

Another way of homogeneous 

grouping. 

“Tailoring” the course with the 

same suit of clothes. 

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 

5

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? 


interests? 


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) 

12

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 

16

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 

18

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 

25

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. 

26

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) 

27

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 

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. 

P 

I 

C 

K 

O 

N 

E 

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. 

29

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 

http://www.cast.org CAST© 2003 

Vygotsky


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 



• 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. 


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.


“It is called explicit because it is an 

unambiguous and direct approach 

to teaching that includes both 

instructional design and delivery 

procedures.”


“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. 

7

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) 

8

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 _______________.





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.





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.





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 | Not Immigration 

| 

l 

l |





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 



• Vocabulary Instruction 2 nd grade-View Video 

http://www.updc.org/assets/files/resources_by_topic 

/effective_inst_int/archer/march-27-28- 

2009/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 

Active Teaching 

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.

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


Ways to actively engage students: 

Effective Reading Procedures 

Echo Reading 

Choral Reading 

Cloze Reading 

Whisper Read 

Partner Read

Activity 

Archer Video on Reading alternatives 


With your partner: 

Discuss how you could adapt this to your grade 

level 

Be prepared to share!


(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.


(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)


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




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-1 st grade 


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 

Correct and 

quick 

response 

Correct but 

hesitant 

response 

Acknowledge 

and move on. 

Acknowledge 

and add brief 

„firm-up 

explanation‟. 

“Correct” 

“Yes, that‟s right.” 

[Then specifically 

name correct fact/ 

concept.] 

“You knew 3 x 5 = 

15. 

112 

“Correct. Since this 

is a telling sentence, 

we would end the 

sentence with a 

period.”

MONITOR AND PROVIDE FEEDBACK 

STUDENTS SHOULD ALWAYS PRACTICE CORRECT RESPONSE. 

Incorrect 

response 

when “fact” 

requested. 

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/.” 

“What sound?” /a/ 

“Good, you knew /a/” 

113 

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.) 

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…”

Best laid plans… 

Questions?

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

DI, UDL, EI and SDI

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