Working together: How explicit instruction can fit within a Universal Design for Learning framework
Many instructional practices are recommended to support students with disabilities (SWDs), but they are often taught in isolation. In their article “Approaching Explicit Instruction Within a Universal Design for Learning Framework,” Foxworth et al. (2022) share how explicit instruction and universal design for learning (UDL) can work together. UDL is a framework that accounts for learner variability by providing multiple means of student engagement, representations of content/skills, and ways to demonstrate knowledge (Foxworth et al., 2022). Explicit instruction is a method of teaching where lessons focus on “scaffolded structure, with heavy teacher modeling and support to start and purposeful fading as students demonstrate proficiency” (Foxworth et al., 2022, p. 269). A typical explicit instruction lesson (i.e., introduction, body, closing) can be strengthened by applying a UDL framework.
An explicit instruction lesson introduction includes gaining attention, stating the goal, verifying prerequisite skills, and establishing relevance (Foxworth et al., 2022). When gaining attention, a UDL approach to the lesson might involve visual timers and auditory cues (Foxworth et al., 2022). Stating the goal through a UDL framework could look like providing a visual and the option to translate the goal into a student’s native language. Checking prerequisite skills may look like giving students the option to respond chorally and/or through writing. Establishing relevance might entail encouraging students to generate their own ideas or personal connections with the new knowledge/skill they are about to learn (Foxworth et al., 2022).
As the lesson moves from the introduction to the body (i.e., the new skill), it involves modeling, prompting, and checking understanding (Foxworth et al., 2022). When modeling, a UDL approach may look like providing options to enlarge visuals, examples and non-examples, text-to-speech, and translation options and supplying visual and written definitions (Foxworth et al., 2022). When prompting students, teachers may provide paper or computer-based checklists for self-regulation and accessibility features for students who need them. To check understanding, students could be provided the choice to free type, use drag and drop responses, or demonstrate understanding verbally (Foxworth et al., 2022).
After the introduction and body of the lesson, the closing of an explicit instruction lesson is generally divided into a review of what was learned, a preview of what is to come, and independent work (Foxworth et al., 2022). Through a UDL lens, the review may look like reiterating the key ideas through multiple modalities (e.g., audio or visuals). Previewing the next lesson’s content could be providing a variety of accessibility features, similar to modeling or prompting. Lastly, when students engage in independent work, the application of UDL could include providing a choice in how to demonstrate mastery (e.g., drawing, writing, taking photos, or recording answers; Foxworth et al., 2022).
Now that we have learned how explicit instruction and a Universal Design for Learning framework can work together, visit the link to VCU T/TAC library online to see the variety of resources available for checkout. For further exploration, check out the following links:
Resources
Link to CAST UDL Guidelines
Link to High Leverage Practice 16 Explicit Instruction
Reference:
For more information, contact Crystal Bell ([email protected]), Program Specialist, T/TAC at VCU.
Categories Inclusive Practices, Math, Reading