Empowering Teachers and Students with Instructional Choices in Inclusive Settings

Abstract

APPROPRIATE INSTRUCTION IN CLASSROOMS WITH DIVERSE LEARNERS REQUIRES A VARIETY OF INSTRUCTIONAL METHODS TO ADDRESS INDIVIDUAL NEEDS. MANY EDUCATORS, HOWEVER, FIND THEMSELVES PHILOSOPHICALLY TIED TO ONE INSTRUCTIONAL APPROACH FOR EVERY LEARNER TO THE EXCLUSION OF OTHER APPROACHES. THIS ALLEGIANCE TO ONE METHOD OF TEACHING REDUCES CHOICES FOR TEACHERS AND STUDENTS. STRICT ADHERENCE TO A LIMITED VIEW OF LEARNING CAN ALSO HINDER INCLUSION EFFORTS BY DENYING SOME STUDENTS APPROPRIATE INSTRUCTION. A CONTINUUM OF TEACHING METHODS THAT INCLUDES “EXPLICIT” AND “IMPLICIT” INSTRUCTIONAL APPROACHES IS PROPOSED AS A MORE INCLUSIVE ALTERNATIVE. RESEARCH THAT SUPPORTS A CONTINUUM OF APPROACHES IS REPORTED ALONG WITH IMPLICATIONS FOR CLASSROOM INSTRUCTION AND TEACHER EDUCATION.

Impact of Instructor Teaching Style and Content Course on Mathematics Anxiety of Preservice Teachers

“…We agree with Mercer et al (1996) that a single instructional method is seldom effective for all students; however, in this study, a PBL-centric teaching style profoundly decreased math anxiety in an education contextualized math content course. This has substantial implications for both the implementation and impact of I-STEM methods as well as how we train T&E teachers.…”

Linking learning theories and learning difficulties

“…On the contrary, in a whole language curriculum it is important that the teacher is active in monitoring students' learning and in giving timely and appropriate assistance so that students learn what they need, when they need it (Maclnnis & Hemming, 1995;Rhodes & Dudley-Marling, 1996). This assistance should range from explicit to implicit instruction, depending on the learner, the extent of his/her prior knowledge, and the task (Mercer, Lane, Jordon, Allsopp, & Eisele, 1996;Poplin & Rogers, 2005). For students with learning difficulties, explicit instruction is often effective in improving specific academic and meta-cognitive skills (de Lemos, 2005;Westwood, 2003).…”

Crossing Boundaries: What Constructivists Can Teach Intensive-Ex plicit Instructors and Vice Versa

“…IE is intensive because it involves teaching practices that ensure that students are engaged in learning and actively mastering content (Ellis et al, 1991). IE is explicit because it involves teachers' clearly modeling covert thinking (Mercer, Lane, Jordan, Allsop, & Eisele, 1996;Roehler & Duffy, 1984) and providing detailed feedback as students move toward mastery of content (Kline, Schumaker, & Deshler, 1991).…”