scholarly journals Using Explicit and Systematic Instruction Across Academic Domains

2016 ◽  
Vol 48 (6) ◽  
pp. 273-274
Author(s):  
Jean Louise M. Smith ◽  
Christian T. Doabler ◽  
Edward J. Kame′enui
Keyword(s):  
Systematic Instruction ◽  
Explicit And Systematic Instruction

Using Explicit and Systematic Instruction to Support Working Memory

2016 ◽  
Vol 48 (6) ◽  
pp. 275-281 ◽  
Author(s):  
Jean Louise M. Smith ◽  
Leilani Sáez ◽  
Christian T. Doabler
Keyword(s):  
Working Memory ◽  
Systematic Instruction ◽  
Explicit And Systematic Instruction

Spelling: Why Explicit Instruction Is a Critical Component of Literacy Intervention for Children Who Are Deaf or Hard of Hearing

2020 ◽  
pp. 296-307
Author(s):  
Heather Grantham
Keyword(s):  
Hard Of Hearing ◽  
Literacy Intervention ◽  
Instructional Time ◽  
Systematic Instruction ◽  
Spelling Development ◽  
System P ◽  
Comprehension Skills ◽  
Spelling Intervention ◽  
Explicit And Systematic Instruction ◽  
Reading Comprehension Skills

Spelling is an often-overlooked aspect of literacy, receiving less instructional time in classrooms than decoding, fluency, or reading comprehension skills. This chapter describes why spelling intervention—particularly explicit and systematic instruction—is necessary for successful overall reading development of students who are at risk for delay, specifically children who are deaf or hard of hearing (DHH). An overview of current research on spelling development in children who are deaf is presented, as well as what we know about the efficacy of spelling interventions in this and other populations. Based on this research, suggestions are made on how best to teach DHH children how to tackle the seemingly chaotic English orthographic system.

Using Explicit and Systematic Instruction to Support Working Memory

2018 ◽  
Vol 50 (4) ◽  
pp. 250-257
Author(s):  
Jean Louise M. Smith ◽  
Leilani Sáez ◽  
Christian T. Doabler
Keyword(s):  
Working Memory ◽  
Systematic Instruction ◽  
Explicit And Systematic Instruction

Number Sense on the Number Line

2017 ◽  
Vol 53 (4) ◽  
pp. 229-236
Author(s):  
Dawn Marie Woods ◽  
Leanne Ketterlin Geller ◽  
Deni Basaraba
Keyword(s):  
Conceptual Understanding ◽  
Number Sense ◽  
Visual Representations ◽  
Number Line ◽  
Systematic Instruction ◽  
Future Success ◽  
Early Number ◽  
Explicit And Systematic Instruction ◽  
Mathematics Research ◽  
Support Students

A strong foundation in early number concepts is critical for students’ future success in mathematics. Research suggests that visual representations, like a number line, support students’ development of number sense by helping them create a mental representation of the order and magnitude of numbers. In addition, explicitly sequencing instruction to transition from concrete to visual to abstract representations of mathematics concepts supports students’ conceptual understanding. This column describes and illustrates how teachers can use number lines and features of explicit and systematic instruction to support students’ early development of number sense.

scholarly journals Mentors' experiences in an osteopathic medical student research program

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Tyler Hamby ◽  
W. Paul Bowman ◽  
Don P. Wilson ◽  
Riyaz Basha
Keyword(s):  
Medical Students ◽  
Research Program ◽  
Online Survey ◽  
Medical Schools ◽  
Systematic Instruction ◽  
Medical Student Research ◽  
Research Programs ◽  
Student Mentor ◽  
The University

Abstract Context Medical students, especially at osteopathic medical schools, have limited research exposure. Systematic instruction in research, supervised by qualified mentors, could motivate osteopathic medical students to pursue research in their careers, thereby increasing the number of future clinician-scientists. Recruiting and retaining suitable research mentors are crucial to sustaining such programs, but this task is also particularly challenging for osteopathic medical schools. Objectives To assess mentors' experiences in a voluntary student-mentor medical research program. Methods An online survey was sent to 76 university- or hospital-based participants who previously mentored 219 medical students between 2014 and 2019. The questionnaire consisted of 13 items with responses in checklist, five-point Likert scale, and categorical multiple-choice formats, assessing motivation for participation, satisfaction with the program, and interest in future participation. Data were analyzed descriptively, and responses from mentors at the university and hospital were compared using univariate logistic and ordinal regression analyses. Results Among 70 (92.1%) mentors who responded to the survey, 61 (87.1%) reported being motivated by a desire to help medical students learn research. Forty-nine (70.0%) mentors indicated that furthering their own research productivity was a motivation, and hospital-based mentors were statistically significantly more likely to endorse this source of motivation (OR=2.02; 95% CI=1.18–3.45; p=0.01). Most respondents were satisfied with the quality of the students' work (59 [84.3%]) and with the program (59 [85.5%]). However, 46 (65.7%) suggested the program could be enhanced by requiring medical students to be physically present in the clinic or laboratory for a minimum amount of time. Importantly, most (58 [84.1%]) mentors reported that they would be interested in participating in future mentored research programs. Conclusions Mentors were motivated to participate in the voluntary research program for both altruistic and professional reasons. Since most mentors reported being satisfied with the program, it is likely they would participate in future mentored research programs. Our results suggest that mentors viewed this voluntary research program as mutually beneficial.

scholarly journals Cultural awareness in an Iranian English language classroom: A teaching intervention in an interculturally “conservative” setting

2020 ◽  
Vol 9 (1) ◽  
pp. 57-80
Author(s):  
Yasmina Abdzadeh ◽  
Will Baker
Keyword(s):  
Cultural Awareness ◽  
English Language ◽  
English Education ◽  
National Curriculum ◽  
Language Education ◽  
Cultural Learning ◽  
Systematic Instruction ◽  
Policy Makers ◽  
Language Classroom ◽  
Open Country

AbstractDespite Iran’s increasing use of English as a lingua franca (ELF) and its growing position as a more open country to international relationships, Iran’s education policy is still culturally conservative and intercultural language education is absent from the national curriculum and hence classrooms. In response, this article presents the results of a ten-session course focused on implementing and developing cultural awareness (CA) in an Iranian English language classroom. The data revealed that this course had a positive effect in developing students’ levels of CA, moving from basic in the first half of the course towards advanced in the second half. This provides important empirical evidence illustrating the value of systematic instruction of CA in students’ cultural learning. Furthermore, this course was the first of its kind in the predominantly monolingual, culturally restricted context of this study, where intercultural education is missing from the curriculum, yet where students are likely to use ELF for intercultural communication while travelling abroad or inside the country for communication purposes with non-Iranians. This study, thus, demonstrates the feasibility and documents the processes of integrating intercultural teaching into English education, specifically in contexts where educators might be limited by language policy makers.

Communication and literacy development for adolescents with deafblindness: Teacher beliefs, learning outcomes, and instructional strategies

2021 ◽  
pp. 026461962110597
Author(s):  
Christopher Brum
Keyword(s):  
Teacher Beliefs ◽  
Instructional Strategies ◽  
Learning Outcomes ◽  
Literacy Development ◽  
Literacy Skills ◽  
Shared Reading ◽  
Communication Process ◽  
Systematic Instruction ◽  
Comprehensive Understanding ◽  
Communication Development

For individuals with deafblindness a strong relationship exists between communication and literacy, making these critical areas of development. Definitions of literacy for this population must extend beyond traditional notions of reading and writing text to better support communication development. The beliefs teachers maintain, the learning outcomes they set, and the instructional strategies they employ might greatly impact student learning related to communication and literacy. Shared reading could provide a context where communication and literacy skills may be developed for learners with deafblindness. This qualitative study investigated how teachers used shared reading to support communication and literacy development for adolescents with congenital deafblindness. It explored how teacher beliefs about communication and literacy development influenced the learning outcomes they established and the instructional strategies they utilized during shared reading. Data were collected in three secondary classrooms through observations, interviews, and field notes. Thematic analysis was conducted for each individual case and then across cases using a cross-case analysis. For individual cases, themes related to teacher beliefs included connection between communication and literacy, and a comprehensive understanding of deafblindness. Themes related to instructional strategies included communication across multiple forms, focus on the communication process, and systematic instruction. In the discussion of the results, the instructional strategies of the Tri-Focus Framework were used to identify how communication development was supported during the literacy lessons observed. In addition, the use of systematic instruction and formative assessment provided a comprehensive approach to supporting communication and literacy skills during shared reading. Meaningful literacy activities, such as shared reading, have the potential to support communication development for individuals with congenital deafblindness. Teachers require a comprehensive understanding of the nature of deafblindness in order to effectively support an individual’s communication and literacy development.

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