HLP 16 - Explicit Instruction

RMTC-DHH dives into the sixteenth high-leverage practice (HLP) from the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) Center and the Council for Exceptional Children (CEC)’s publication High-Leverage Practices in Special Education, "Use explicit instruction." Learn about the six functions of explicit instruction and what explicit instruction may look like for students who are deaf or hard of hearing (DHH).

This video was made in collaboration with the Florida Problem Solving and Response to Intervention Project (PS/RtI).

Music written and performed by Samuel McIntire.

RMTC-DHH Related Resources:

• Tech Notes:
  • HLP 16
• Teacher Spotlight:
  • Krista Phelps-Elliott - Evidence-Based Interventions
  • Tory Pope - Fluency Strategies
  • Traci Bowling - Vocabulary Strategies
• Evidence-Based Literacy Interventions for Students who are DHH

Florida Resources

• Florida Department of Education (FDOE) Bureau of Exceptional Education and Student Services (BEESS) IDEA-Funded State Projects:
  • Florida Problem Solving and Response to Intervention Project (PS/RtI)

National Resources

• Council for Exceptional Children
  • HLP #16: Use Explicit Instruction
• CEEDAR Center

References

Archer, A.L. and Hughes, C.A. (2011). Explicit instruction: Effective and efficient teaching. New York: Guilford Press.

Florida Department of Education [FDOE]. (2023) Literacy instruction practice profiles. Just Read, Florida! https://www.fldoe.org/academics/standards/just-read-fl/lit-instruct-pp.stml 

Florida Diagnostic and Learning Systems [FDLRS]. (2023) Making reading instruction explicit.  https://www.fdlrs.org/

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.

Hattie, J. (2018). Hattie ranking: Student effects. Retrieved January 2022, from Visible Learning: https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/hattie-ranking-student-effects/

Hughes, C., Morris, J. R., Therrien, W. J., & Benson, S. K. (2017). Explicit instruction: historical and contemporary contexts. Learning Disabilities Research and Practice, 32(3), 140–148. https://doi.org/10.1111/ldrp.12142

IRIS Center (n.d.). High-leverage practices. Resources. https://iris.peabody.vanderbilt.edu/resources/high-leverage-practices/

McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Arlington, VA: Council for Exceptional Children & CEEDAR Center. https://highleveragepractices.org/