1 of 46

Warm-up: CBM activity; Dyslexia activity

BREAK

Let’s discuss: Quick Chat

Lecture: Revisiting DI/EI/SI

2 of 46

3 of 46

Warm-Up Activity: Supporting Dyslexia

4 of 46

5 of 46

6 of 46

Accessing Background Knowledge

7 of 46

8 of 46

9 of 46

10 of 46

11 of 46

Explicit instruction is characterized by conspicuous sequences of instruction (Dixon, Carnine, & Kame’enui, 1992). For example: I Do – We Do- You Do instructional format.

I Do: teacher modeling so students can see, hear, and understand the task

We Do: ample opportunities for students to practice with both group and teacher support

You Do: students demonstrate the task or skill on their own

According to Torgeson (2005), nothing is left to chance; all skills are taught directly.

Explicit instruction does not overload students’ working memories with too much information or too many new skills at once. Explicit instruction gives students the time they need to elaborate, review, and summarize, or otherwise cognitively process new material to move it from short-term memory to long-term memory.

Systematic instruction is organized and sequential. The skills that are needed to become fluent reader cannot be taught sporadically or planned on the spur of the moment.

Multisensory instruction combines three learning senses – auditory, visual, and kinesthetic while teaching students.

These three terms refer to the essential components to the principles that guide instruction for struggling readers.

12 of 46

13 of 46

The determinant of the “weight” of a cognitive load is the number of elements that need to be remembered. If the capacity of the working memory is exceeded during instruction, some, if not all, of the essential information you have presented to students will either be confused or forgotten.

Examples of “reducing the “cognitive load”:

- Introduce only one letter at a time when first teaching letter-sound relationships

- Write only one critical concept on the board or overhead at a time.

- Carefully design handouts so all of the information the student needs to understand or to complete an assignment is on the page.

- Pass out only one piece of paper at a time.

- Give only one direction at a time, chunk directions or processes into smaller sections, or provide visual cues that go with each step.

- Give upper-grade students a summary of what they will be reading in a new story or content unit.

14 of 46

15 of 46

16 of 46

17 of 46

NIFDI: What is Direct Instruction?

18 of 46

19 of 46

20 of 46

21 of 46

22 of 46

23 of 46

24 of 46

NIFDI: What are DI programs?	https://youtu.be/3-LGGnT_KYY

25 of 46

26 of 46

27 of 46

28 of 46

29 of 46

30 of 46

31 of 46

NIFDI: What research supports DI?	https://youtu.be/6SFxvPxE8sQ

32 of 46

33 of 46

34 of 46

35 of 46

36 of 46

37 of 46

38 of 46

39 of 46

40 of 46

41 of 46

42 of 46

43 of 46

44 of 46

45 of 46

46 of 46