Insects: Supplemental Guide | Preface xvInstruction Format and Grouping
Use multiple instruction formats (e.g., small-group instruction, individual
work, collaborative learning, and hands-on instruction). Be sure to group
students in logical and flexible ways that support learning.
Instructional Strategies
The following evidence-based strategies can assist students with
disabilities in learning content (Scruggs et al. 2010):
- Mnemonic strategies are patterns of letters and sounds related to
ideas that enhance retention and recall of information. They can be
used as a tool to encode information. - Spatial organizers assist student understanding and recall of
information using charts, diagrams, graphs, and/or other graphic
organizers. - Peer mediation, such as peer tutoring and cooperative learning
groups, can assist in assignment completion and enhance
collaboration within the classroom. - Hands-on learning offers students opportunities to gain
understanding of material by completing experiments and activities
that reinforce content. - Explicit instruction utilizes clear and direct teaching using small
steps, guided and independent practice, and explicit feedback. - Visual strategies (e.g., picture/written schedules, storymaps, task
analyses, etc.) represent content in a concrete manner to increase
focus, communication, and expression (Rao and Gagie 2006).
References
- Biemiller, Andrew. 2010. Words Worth Teaching. Columbus: SRA/
McGrawHill. - Franzone, Ellen L. 2009. “Overview of Task Analysis.” Madison, WI:
National Professional Development Center on Autism Spectrum
Disorders, Waisman Center, University of Wisconsin. - Hall, Tracey, Anne Meyer and Nicole Strangman. 2003.
“Differentiated Instruction and Implications for UDL Implementation.”
National Center on Accessing the General Curriculum.