Module 5 begins a series of modules on the topic of explicit instruction. Explicit instruction is about modeling and practicing to help students reach academic goals. Throughout the module, educators will learn how selecting an important objective and learning outcomes, designing structured instructional experiences, explaining directly, modeling the skills being taught and providing scaffolded practice to achieve mastery can be used within the DBI framework to support instruction.
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This module focuses on behavioral theory and is an introduction to observing and measuring behavior. By the end of this module, you should be able to: Describe the rationale and importance of behavior support Define and identify elements of basic behavioral theory including three-term contingency, reinforcement, punishment and extinction Define and describe the function of behavior
Module 8 is the fourth module in a set of four course modules focused on explicit instruction. This module reviews explicit instruction and the supporting practices. It includes a number of opportunities to view and evaluate lesson examples, apply what was learned, and self-reflect.
This module applies behavioral theory to strategy to use in the classroom. The focus is on antecedents and instructional strategies. This module should be viewed once the basic behavioral terms have been learned. By the end of this module you should be able to: Maximize structure in the classroom Post, teach, prompt, review, monitor and reinforce a small number of positively stated expectations Actively engage students in observable ways
NCII, through a collaboration with the University of Connecticut, developed a set of course modules focused on developing educators’ skills in using explicit instruction. These course modules are designed to support faculty and professional development providers with instructing pre-service and in-service educators who are developing and/or refining their implementation of explicit instruction.
This course is the second in a series on progress monitoring. This module describes two types of academic progress monitoring measures and considerations for selecting an academic progress monitoring tool.
This resource developed by Sarah Thorud, Elementary Reading Specialist from Clatskanie School District in Oregon focuses on implementing screening and progress monitoring virtually. It includes guiding questions and considerations for implementation, video examples, and a sample sign-up sheet for screening and progress monitoring students virtually.