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Page 4: Explicit, Systematic Instruction

Explicit, systematic instruction, sometimes simply referred to as explicit instruction, involves teaching a specific concept or procedure in a highly structured and carefully sequenced manner. Research has indicated that teaching mathematics in this manner is highly effective and can significantly improve a student's ability to perform mathematical operations (e.g., adding, multiplying, finding the square root) as well as to solve word problems. This strategy has been shown to be effective across all grade levels and for diverse groups of students, including students with disabilities and ELLs. The key components of explicit, systematic instruction are highlighted in the table below.

Explicit Components

During this highly structured instruction, the teacher:

Clearly identifies the skills or concepts to be learned, which might include highlighting important details

Connects the new content to previous learning

Gives precise instructions

Models concepts or procedures in a step-by-step manner and includes "think alouds"- the teacher verbalizing his or her thought process while demonstrating the concept or procedure

Provides opportunities to practice, using the following scaffolded instruction sequence:
scaffolded instruction
Instructional technique in which teachers offer support for students learning new skills by systematically building on their experiences and knowledge.

Guided practice - Students and the teacher work problems together, with the students gradually solving more of the problem.

Independent practice - Students work independently or in small groups to solve problems.

Encourages the student to verbalize the strategy he is using to solve the problem and his reasons for doing so

Offers specific feedback about correct and incorrect actions, followed by time to correct errors; includes reteaching and clarifying instructions

Checks for and promotes maintenance

maintenance
In behavior assessment, term used to describe the extent to which a student's behavior is self-sustaining over time.

Systematic Components

During this carefully planned and sequenced instruction, the teacher:

Presents lessons that build on one another, moving from simple skills and concepts to more complex ones or from high-frequency skills to low-frequency skills

Breaks complex skills into smaller, more manageable chunks, a method also known as task analysis. Click here to view a sample task analysis.

Prioritizes and sequences tasks from easy to more difficult

Scaffolds instruction by providing temporary supports (e.g., manipulatives, written prompts or cues)

Sample Task Analysis Task: adding two two-digit numbers

Step 1:
Add the numbers in the one's column.

Step 2:
If the sum is less than 10, write the number under the one's column. If the sum is 10 or greater, write the one's digit under the one's column and write the ten's digit on top of the ten's column.

Step 3:
Add the numbers in the ten's column. If applicable, be sure to include the number you carried.

Step 4:
Write the sum of the numbers under the ten's column.

Research Shows

An influential meta-analysis of mathematics interventions indicated that explicit instruction led to large improvements in student mathematics skills.
(Gersten, et al., 2009)

The inclusion of explicit instruction in core mathematics instruction for kindergarten students improved their achievement.
(Doabler, et al., 2015)

How does this practice align?

High-Leverage Practices (HLP)

HLP12: Systematically design instruction toward a specific learning goal.

HLP16: Use explicit instruction.

Although all students benefit from explicit, systematic instruction, students with mathematical disabilities and difficulties often require it if they are to learn foundational grade-level skills and concepts.
Orientation to the Lesson Initial Instruction Teacher-Guided Practice Independent Practice Maintenance
The videos below illustrate explicit, systematic instruction being implemented during mathematics instruction, first at the elementary level and then at the high school level.

Elementary School Example (time: 3:07)
View Transcript
Transcript: Explicit, Systematic Instruction: Elementary

Narrator: In this video, the teacher uses explicit, systematic instruction. During the first step of explicit, systematic instruction, the teacher readies the students for the lesson.

Teacher: All right, boys and girls, today during math class we are going to be adding one-digit numbers by drawing pictures. Now, in the past, we used ten frames to help us out. Show me a thumbs up if you remember ten frames to help you out. I see lots of thumbs up out there. Lots of you remember.

We've also used counters before to help us out. Show me a thumbs up if you remember using counters. I see lots more thumbs up, too. Lots of you remember.

Well, today, we're going to be adding by drawing pictures, and we're going to do this because you aren't always going to have counters in your pockets or ten frames in your backpacks to help you. So today I'm going to teach you how you can draw a picture that's going to help you add two numbers together.

Narrator: During the next step, the teacher leads the students through several problems, modeling the procedures.

Teacher: We're going to start with this problem here: 2+4. To start, I'm going to draw dots to show my first number, two. One. Two. Dominique, how many dots did I draw?

Dominique: Two.

Teacher: That's right. I drew two dots. Next, I need to draw four dots. Mateo, how many dots do I need to draw next?

Mateo: Four.

Teacher: That's right. I need to draw four dots. I'm going to come over here and draw four dots. Now, I want to make sure that my picture matches the problem, so I'm going to count and make sure I have one, two, and then here I have one, two...

You know, those dots are kind of messy. If I'm going to be drawing a picture, I need my dots to be nice and neat. So I'm going to draw my dots down below...two, three, four. Now I've drawn four dots.

My last step is to count all the dots to see how many dots I have all together. I have one, two, three, four, five, six dots. Carlos, how many dots do I have?

Carlos: Six.

Teacher: That's right! I have six dots. So I know that 2+4=6. Now something I want you to remember: When you're adding, sometimes you may know the answer right away, and that's awesome. Other times, you may not know the answer right away, and that is one example of a time when you may want to draw a picture to help you add.

Narrator: After the teacher leads students through several problems, she then implements teacher-guided practice.

Teacher: Now, I'm going to have you do the next three problems with a partner. I'm going to walk around the class. I'm going to answer any questions or help you as needed.

Narrator: After the teacher has monitored the students during teacher-guided practice and provided corrective feedback, she asks students to complete problems independently. To ensure maintenance, the teacher plans for opportunities for ongoing practice and provides instruction for students who have not mastered the concept or procedure.

High School Example (time: 4:57)
View Transcript
Transcript: Explicit, Systematic Instruction: High School

Narrator: In this video, the teacher uses explicit, systematic instruction during a mathematics lesson. During the first step of explicit, systematic instruction, the teacher prepares the students for the lesson.

Teacher: Today during math class, we are going to use the tangent function to help us find the height of objects. And if you recall, this week we've been learning all about right triangles. Mateo, do you remember what angle makes right triangles so special.

Mateo: Ninety degrees.

Teacher: That's right. They always contain a 90-degree angle. And when we have a right triangle, we know we can figure out the other angles or the lengths of the sides of the triangle using special functions. And we learned the phrase Soh Cah Toa to help us remember what these ratios are. Raise your hand if you remember what the "S" stands for. Yes, Jermaine.

Jermaine: Sine.

Teacher: That's right. The "S" stands for "sine." The "C" stands for the "cosine." And, Susan, do you remember what the "T" stands for?

Susan: Tangent.

Teacher: That's right. The "tangent." This is what we're going to be focused on today.

Teacher: So using this knowledge and thinking about Soh Cah Toa to help us remember what those ratios are, we are going to solve a problem and figure out the height of a flagpole. Now, you wouldn't normally be able to climb a flagpole or have a tape measure in your pocket at all times to help you find the height of the flagpole, so you can use one of these functions to help you figure out what the height is without having to go climb it.

Narrator: During the next step, the teacher models several problems, asking questions throughout to check for understanding and to ensure student engagement.

Teacher: So, to start, I'm going to draw a picture to help me figure out what the problem's telling me. I have a flagpole, and I know that 11 feet from the base of the flagpole is Juan.

I'm going to look back at my problem, and I notice that it says "the angle of elevation from Juan's feet to the top of the flagpole-so here to here-is 70 degrees. So I'm going to label that on my diagram. And looking back at the problem, I've created a diagram showing me everything the problem is telling me. But I notice something else. I notice that this flagpole and the ground make a 90-degree angle, which means this is a right triangle, and we can use one of our ratios to help us figure out the height of the flagpole. And for this I know I want to figure out the side opposite to the 70-degree angle. So looking back up there, I notice that tangent is the ratio between the side opposite and the side adjacent to my target angle, so that's what I'm going to use. Sophie, remind me what the ratio for tangent is.

Sophie: Opposite over adjacent.

Teacher: That's right! The tangent is the ratio of the opposite side over the adjacent side. Great thinking, Sophie. Given this equation, I'm going to then fill in all the information I have from the problem. So what is my angle in this problem? Yes.

Student: Seventy degrees.

Teacher: Great! It is 70 degrees. So the tangent of 70 degrees equals the opposite. I don't know what the opposite side is, so I'm just going to leave in the word "opposite" over the adjacent side. I notice my side adjacent to the 70-degree angle is 11 feet, so I can write "11" right there. Now that my equation is written, all I have to do is solve...equals 30.25. So I know the length of the side opposite to my target angle is, which is also the height of the flagpole, is 30.25 feet.

Narrator: After the teacher leads the students through several more problems, she implements guided practice.

Teacher: Next, I'm going to have you work with a partner on the next two problems. Again, you're going to be solving for the tangent function, and I'm going to be walking around, answering questions or providing help as needed.

Narrator: After the teacher has monitored guided practice and provided corrective feedback to each pair of students, she asks the students to complete problems independently. To ensure maintenance, the teacher plans opportunities for ongoing practice and provides additional instruction for students who have not mastered the concept or procedure.

For Your Information

Explicit, systematic instruction is critical for teaching students effective strategies for solving mathematics problems, such as the ones presented in this module's subsequent pages.

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IRIS | Page 4: Explicit, Systematic Instruction

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Explicit, systematic instruction, sometimes simply referred to as explicit instruction, involves teaching a specific concept or procedure in a highly structured and carefully sequenced manner.

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Viewing the CRA Model Differently to Increase Math Fact Understanding

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Like teachers everywhere, my co-teachers and I have been working on trying to develop students' ability to find text evidence that supports a claim. The more we work with this, the more we recognize that there are some underlying reasoning and thinking skills that are missing.
​
Thinking at Every Desk by Derek Cabrera and Laura Colosi is an excellent, quick read that explains the four basic thinking skills that students need - Distinctions, Relationships, Systems and Patterns. The authors use the Yin Yang symbol to capture the interrelatedness of these four categories.

Today's lesson plan focused on Making Distinctions. I created Distinction Pockets for students so that they could practice sorting a variety of items, discussing their reasoning.
How to:

1. Buy heavy duty page protectors and cut off top third.

2. Draw a line down the center with a permanent marker. Mark one side "not."

3. If desired, print sticky labels of the YinYang symbol and stick this in the middle (see photo.)

4. Provide students with a variety of items to sort by making distinctions. As you can see from the full lesson plan, we began with pictures, then moved to words, then to text evidence strips. Each time, have students use a dry erase marker to write on the left side of the pocket whatever the distinction or characteristic is that they will sort by.

5. Circulate in the room to monitor what students are placing in each pocket. Because the pockets are see through, the learning is very visible.​

6. Students can store their pockets in a three-ring binder to use in future lessons.

You will see from the lesson plan, that we also added a challenge component. After explaining what the YinYang symbol represented, we gave a few students the challenge of developing an alternate symbol. In this photo, Ethan created some word art that represents the whole, with the parts as being distinct (I was so impressed with his thinking that I chose to ignore the fact that he left out a letter.)

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Developing Student Reasoning Skills to Choose Text Evidence

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Like teachers everywhere, my co-teachers and I have been working on trying to develop students' ability to find text evidence that supports a claim. The more we work with this, the more we...

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Pages 25-28

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Introduction

Reading is a complex process that requires students to not only read individual words, but also comprehend or determine meaning and understanding from what is being shared on the page. Teachers can support students' development of comprehension through the use of think-alouds. The think-aloud strategy prompts readers to verbally share their thoughts and reflect on their thinking as they read, solve math problems, or respond to content-based questions (Baumann et al., 1983; Davey, 1983). This process allows teachers and students to explain the strategies they are using to better understand the text. In this TIP, we discuss how to engage students with significant cognitive disabilities in think-alouds in the inclusive classroom.

Evidence

Thinking aloud is an effective way to support students' use of academic vocabulary and engage students in the learning process (Teacher Vision, 2014). The purpose of the think-aloud strategy is to provide students with a model for how skilled readers use different types of strategies to address challenges they may experience when reading (Reading Rockets, 2014). In the classroom, this strategy can be used across subject areas and in a variety of ways. For example, teachers may use the think-aloud strategy to teach students how to connect what they already know about a topic to a text before reading it. This strategy may also be used when students are solving multi-step math problems, evaluating the outcomes of a science experiment, considering the context of a historical event, or even self-monitoring their own understanding of a difficult text (Teacher Vision, 2014.).

When modeling a think-aloud, teachers are demonstrating comprehension strategies such as how to (a) access prior knowledge, (b) generate predictions, (c) create mental images, (d) develop inferences, (e) effectively problem solve, (f) overcome challenges associated with word recognition and comprehension, and (h) self-monitor comprehension (Teacher Vision, n.d.). Once students are familiar with the strategy, the teacher may then ask them to actively take part in the think-aloud process.

Steps to conducting a think-aloud:

1. Teacher begins by modeling the strategy and interacting with content (e.g., text, math problem, science experiment), specifically at points that may be difficult for students to understand.

2. Demonstrate how to verbalize thoughts using sentence starters related to your own understanding of the content and/or experiences during the reading process.

3. Provide students with structured opportunities to practice the strategy and provide specific feedback.

4. Once students have demonstrated proficiency, allow students to participate in reciprocal think-alouds, where students are paired together and take turns thinking aloud as they read from a difficult text or interact with other content.

Implementation

Figure 1 describes the process for a think-aloud. Think-alouds can happen at different points in the learning process. Sometimes teachers will plan a think-aloud to better understand what an individual student is thinking, while other times the activity may require students to work collaboratively with peers to help confirm and/or expand student understanding. Figure 2 provides examples of possible questions and sentence stems that may be asked or used during a think-aloud, whereas Figure 3 is an image of an anchor chart that includes think-aloud prompts for use within common reading strategies.
Figure 1. Think-aloud task analysis Figure 2. Example think-aloud questions and sentence stems Figure 3. Think-aloud reading anchor chart
Teachers can maximize their use of the think-aloud strategy by intentionally planning for these opportunities within their lesson plans. The think-aloud strategy can be most effective when teachers consider the following:

Have I communicated the purpose of the think-aloud strategy before asking students to verbalize their thinking? Have I communicated it in multiple ways so that my students understand?

Have I presented students with a set of questions or sentence starters that can be used to support students' thinking?

Have I provided support for students to communicate during the think-aloud?

What information or keywords am I looking for to confirm students' understanding? Have I provided scaffolds so that students are able to use the information or words?

What will my response be if students continue to experience difficulty or if their understanding is still unclear? How could I build scaffolds and supports into this activity for students to use to help them confirm their understanding? How can I build a consistent pathway using scaffolds and supports so that students can generalize this across different types of think-alouds?

By examining these questions prior to delivering the lesson, general and special education teachers can determine an efficient response based on student need and effectively determine how to make this strategy accessible to all students. To make sure all students are able to participate in the think-aloud strategy, general and special education teachers must determine individual student needs (i.e., expressive and receptive communication skills, background knowledge). For example, participation in think-alouds can be made more accessible for students who have varying language-related skills by making use of pictures and symbols students can point to and programming AAC devices to include content-related words and question stems students can use to help formulate part of their responses.

Below is an example demonstrating how general education and special education can work collaboratively to provide think-aloud opportunities for all students, including those with a significant cognitive disability. Together, these teachers used the Universal Design for Learning (UDL) framework (Meyer et al., 2014) to consider potential barriers and identify possible solutions to create access points in this activity for all students.

Abigail is a fourth grade student with multiple disabilities who spends a majority of her instructional day in an inclusive classroom with intermittent support from special education personnel (special education teacher, paraprofessional, speech language pathologist, occupational therapist). Special education personnel co-plan regularly with Mr. Carter, Abigail's teacher, and actively models effective strategies for Mr. Carter and Abigail's peers to use to support her in fully participating in classroom instruction and routines. Abigail enjoys listening to music and playing with her friends. Abigail is able to type her name, verbally communicate using one or two word utterances, and benefits most from receiving some level of instructional support (e.g., picture supported text with fringe vocabulary) when actively participating in classroom activities.

Mr. Carter has been exploring ways to promote more active student engagement during his content lessons. He would really like to facilitate more opportunities for students to make their thinking visible. One way he has found to do this is by embedding think-alouds throughout his lessons. Prior to using this strategy, Mr. Carter set up a meeting with Ms. Saldido, the school's special education teacher, to discuss ways they can ensure this activity is accessible for all students, including Abigail. (See the 5-15-45 discussion tool for questions to guide collaborative conversations for how to identify and remove barriers.) Together, Mr. Carter and Ms. Saldido identified that the think-aloud strategy requires extensive expressive communication skills which presents a barrier for Abigail. To find a solution, the teachers identify key vocabulary words related to upcoming lessons in each content area and discussed ways in which Mr. Carter could use principles of UDL to meaningfully structure and support think-aloud opportunities that were inclusive of all students, including Abigail. See Table 1 for ideas for supporting think-alouds across the curriculum.

Reading/ English

Clarifying

After reading Because of Winn Dixie, students were asked to participate in a reciprocal think-aloud to help them clarify their understanding of the text. Students were asked to begin their think-aloud using the following sentence stem: "So far, I've learned..."

Clarifying

After her peer shares, Abigail points to the sentence stem and her peer reads aloud, "So far, I've learned...". Then, Abigail points to her circle web graphic organizer and says "dog!". The peer follows up by asking, "So, what have you learned about the dog?" Abigail responds by saying, "dirty."

Reflection

During a math assignment, students were asked to work in pairs to determine why the answer to a given problem was incorrect. Students began their think-aloud using the following sentence stem: "That answer doesn't make sense because..."

Reflection

Abigail pulls up the virtual manipulatives on her computer. She uses her fraction tiles to set up the equation. She picks up the sentence stem that says "That answer doesn't make sense because..." and points to the tiles that aren't overlapping and says "too big!".

Social Studies

Summarizing

Prior to writing about their field trip, students were asked to participate in a small group think-aloud to assist in narrowing down the information about each place they visited. Students were prompted to begin their think-aloud using the following sentence stem: "The most important information about _____ is..."

Summarizing

Abigail took lots of pictures on her field trip to the state capital. She pulled out a picture of the Governor's Mansion, the Capitol Building, and the State Supreme Court Building. Her peer reads the sentence stem, "The most important information about _____ is..." as Abigail selects the picture to place in the blank. The peer asks Abigail, "Do you think the Capital Building is important because 1: the State House of Representatives and Senate work there or 2: Laws and policies are created and passed there? ?" "Two!" says Abigail!

Questioning

After being given a set of magnets, students were asked to work in pairs to explore objects in the room to see what items were attracted to the magnets. Following their inquiry, students participated in a think-aloud using the following sentence stem: "I wonder why...."

Questioning

After the experiment, Abigail used her sentence stem to think-aloud, "I wonder why..." Then she pointed to the response board Ms. Cardoso, the speech language pathologist, helped make. Abigail pointed to the images magnet and can and said, "yes" and then pointed to the images magnet and plastic cup and said,"no" to ask why the magnet sticks to the can but not to the cup.

Summary

Engaging students in the learning process by using strategies such as thinking aloud is an effective way to enhance students' use of content-based vocabulary and to formatively identify strengths and weaknesses in students' understanding. Participation in strategies such as think-alouds should not be based on the development of a students' use of oral language. Rather, by purposefully planning to include the think-aloud strategy within content-based lessons, general education and special education teachers and staff can work collaboratively to create authentic participation opportunities for all students, including students with significant cognitive disabilities.

TIPS Series: Tip #21, March 2021

All rights reserved. Any or all portions of this document may be reproduced without prior permission, provided the source is cited as:

Johnson, H. N., Wakeman, S. Y., & Clausen, A. (2021). How to Support Students With Significant Cognitive Disabilities During Think-Alouds (TIPS Series: Tip #21). Minneapolis, MN: University of Minnesota, TIES Center.

TIES Center is the national technical assistance center on inclusive practices and policies. Its purpose is to create sustainable changes in kindergarten-grade 8 school and district educational systems so that students with significant cognitive disabilities can fully engage in the same instructional and non-instructional activities as their general education peers, while being instructed in a way that meets individual learning needs. TIES Center is led by the National Center on Educational Outcomes (NCEO) at the Institute on Community Integration, University of Minnesota, and includes the following additional collaborating partners: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North Carolina - Charlotte, and University of North Carolina - Greensboro.

TIES Center is supported through a Cooperative Agreement (#H326Y170004) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Opinions expressed do not necessarily reflect those of the U.S. Department of Education or Offices within it. Project Officer: Susan Weigert

TIES Center

University of Minnesota

Institute on Community Integration

2025 East River Parkway

Minneapolis, MN 55414

Phone: 612-626-1530
www.tiescenter.org
This document is available in alternate formats upon request.

The University of Minnesota is an equal opportunity employer and educator.

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TIES TIPS | Foundations of Inclusion | Tip #21: How to Support Students With Significant Cognitive Disabilities During Think-Alouds

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Reading is a complex process that requires students to not only read individual words, but also comprehend or determine meaning and understanding from what is being shared on the page. Teachers can support students' development of comprehension through the use of think-alouds.

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Individuals with Disabilities Education Act

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300.39 Special education.

(1) Special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, including-

(i) Instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and

(ii) Instruction in physical education.

(2) Special education includes each of the following, if the services otherwise meet the requirements of paragraph (a)(1) of this section-

(i) Speech-language pathology services, or any other related service, if the service is considered special education rather than a related service under State standards;

(ii) Travel training; and

(iii) Vocational education.

(b) Individual special education terms defined. The terms in this definition are defined as follows:

(1) At no cost means that all specially-designed instruction is provided without charge, but does not preclude incidental fees that are normally charged to nondisabled students or their parents as a part of the regular education program.

(2) Physical education means-

(A) Physical and motor fitness;

(B) Fundamental motor skills and patterns; and

(C) Skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports); and

(ii) Includes special physical education, adapted physical education, movement education, and motor development.

(3) Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction-

(i) To address the unique needs of the child that result from the child's disability; and

(ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.

(4) Travel training means providing instruction, as appropriate, to children with significant cognitive disabilities, and any other children with disabilities who require this instruction, to enable them to-

(i) Develop an awareness of the environment in which they live; and

(ii) Learn the skills necessary to move effectively and safely from place to place within that environment (e.g., in school, in the home, at work, and in the community).

(5) Vocational education means organized educational programs that are directly related to the preparation of individuals for paid or unpaid employment, or for additional preparation for a career not requiring a baccalaureate or advanced degree.

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Sec. 300.39 Special education - Individuals with Disabilities Education Act

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Statute/Regs Main " Regulations " Part B " Subpart A " Section 300.39 300.39 Special education. (a) General.

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The Evolution of Inclusion: The past and future of education

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It addresses their Individualized Education Program (IEP) goals; accounts for their disability; provides modifications or adaptations to content; and encourages access to the general education curriculum.

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SDI: What is it and why do we provide it?

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Specially Designed Instruction for an Inclusive Setting

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2 questions I ask every day (about specially designed instruction)

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Spread the Word: Specially Designed Instruction

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Spread the Word: Specially Designed Instruction

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Toolbox - Interactive SDI Example List (MS/HS)

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Toolbox - Interactive SDI Example List (MS/HS)

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Start on page 12

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https://www.youtube.com/watch?v=NO7gz0cRAdI

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What is Co-Teaching?- Station Rotation Model

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Included in the federal definition of special education (34 CFR 300.39(b)(3)), specially designed instruction (SDI) is described as: ​ “adapting, as appropriate to the needs of an eligible child…

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Create Your Own Comic Strips Online with MakeBeliefsComix

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Create Comics Online, it’s Fun & Free at MakeBeliefsComix!

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Create comics online at MakeBeliefsComix. A fun way educators & parents can empower students to express ideas and stories in comix!

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Embedding SDI in the Co-taught Classroom 

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Embedding SDI in the Co-taught Classroom 

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Start on page 14 -

https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Co-Teaching%20Models/Module%203/Participant%20Handouts%20For%20Co-Instructing%20Module%203.pdf