DI, UDL, EI and SDI

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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 <strong>and</strong> use it consistently. Repeat this process throughout the lesson whenever students are expected to make a response that momentarily takes there attention away.
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DI, UDL, EI and SDI: What does it a
Page 3 and 4:
What is Differentiated Instruction?
Page 5 and 6:
Differentiated Instruction IS NOT:
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“…it‟s just shaking up the cl
Page 10 and 11: Know your teaching style and learn
Page 12 and 13: Ongoing Assessment: The Key to a Di
Page 14 and 15: Why use formative assessment and pr
Page 16 and 17: Examples of Assessments Ongoing Ass
Page 18 and 19: Exit Card Groupings Readiness Group
Page 20 and 21: EXIT CARDS Today you began to learn
Page 22 and 23: EXIT CARDS We have begun a study of
Page 24 and 25: Jigsaw Another way of presenting in
Page 26 and 27: Learning Profile YES NO I study bes
Page 28 and 29: Middle to High Prep Lessons • Tic
Page 30 and 31: What is UDL?
Page 32 and 33: UDL and the Learning Brain One must
Page 34 and 35: UDL and the Learning Brain • The
Page 36 and 37: UDL Philosophy…
Page 38 and 39: What is Explicit Instruction?
Page 40 and 41: What is Explicit Instruction? “It
Page 42 and 43: A Peek at Scaffolding
Page 44 and 45: Simpler Scaffolding
Page 46 and 47: But, What About Specially Designed
Page 48 and 49: But Do I Have To? Yes!!!! Specially
Page 50 and 51: What is Special Education: NYS Regu
Page 52 and 53: What is Specially Designed Instruct
Page 54 and 55: Common Core and Application to Stud
Page 56 and 57: What does all this mean? • To dev
Page 58 and 59: Explicit Instruction: Designing Les
Page 62 and 63: Gaining the Students’ Attention
Page 64 and 65: Discuss the Relevance of the Target
Page 66 and 67: Review Critical Prerequisite Skills
Page 68 and 69: A review is Straightforward and Inv
Page 70 and 71: In Summary… “The opening of a l
Page 72 and 73: Modeling (I do it.) Modeling is a v
Page 74 and 75: Think-Aloud
Page 76 and 77: Anita Archer Modeling!
Page 78 and 79: Provide Several Models The number o
Page 80 and 81: Prompted or Guided Practice High le
Page 82 and 83: Verbal Prompts • Highest level-te
Page 84 and 85: Unprompted Practice (You do it.)
Page 86 and 87: Activity • Archer Video on Active
Page 88 and 89: Closing of the Explicit Lesson The
Page 90 and 91: Active Teaching and Explicit Instru
Page 92 and 93: Explicit Instruction of Vocabulary:
Page 98 and 99: More Characteristics of Active Acti
Page 100 and 101: Active Teaching Ways to actively en
Page 102 and 103: Active Teaching (This is moving in
Page 104 and 105: Guided Practice Also called We Do (
Page 106 and 107: Guided Practice Samples
Page 108 and 109: Guided Practice In strategy/skill i
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Error Correction in Explicit Instru
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MONITOR AND PROVIDE FEEDBACK Correc
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Homework (You Do) - The same princi
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Homework is “You Do”!
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Best laid plans… Questions?
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DI, UDL, EI and SDI

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