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  2. Direct Instruction and Teaching Effectiveness in Special Education [EDU4477]

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Direct Instruction and Teaching Effectiveness in Special Education

  • Unit Code

    EDU4477

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit reviews research into the effective teaching of language, reading, maths and spelling to children with special needs in inclusive and special education settings. Direct Instruction is an approach to teaching based on instructivist principles that makes few assumptions about the learner. Rather, educators adopting an instructivist approach teach academic, behaviour and social skills according to analysis of the particular task or skill. This unit also focuses on techniques used to modify the curriculum to cater for the learning needs of children with learning disabilities or learning difficulties in regular schools. A strong emphasis is placed on Direct Instruction techniques and students are given the opportunity to trial instructivist methods with children and adolescents during the practical component of this unit.

Learning Outcomes

On completion of this unit students should be able to:

  1. Administer an appropriate placement test and deliver a Direct Instruction lesson.
  2. Compare effective instructional methods and outline the principles of instructional design included in Direct Instruction.
  3. Deliver a series of lessons and demonstrate essential instructional design features of the direct instruction model of teaching.
  4. Describe the underlying philosophical foundations, methodology and key features of direct instruction.
  5. Task analyse teaching skills into component parts and stages using 'little d.i'. and then test for proficiency in those sub-skills.

Unit Content

  1. Effective instructional methods and the principles of instructional design included in Direct Instruction.
  2. Incorporating essential instructional design features of the Direct Instruction model of teaching to construct a series of lessons.
  3. Task analysis of teaching skills into component parts and stages using 'little d.i.' and testing for proficiency in those sub-skills.
  4. The philosophical foundations underpinning the methodology and key features of direct instruction.
  5. The selection and administration of placement tests and the delivery of Direct Instruction lessons.

Additional Learning Experience Information

Knowledge and skills will be developed by lectures, tutorials, and practical experiences.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentReport50%
ExaminationExamination50%

Text References

  • ^ Marchand-Martella, N.E., Slocum, T.A., & Martella, R.C. (2004). Introduction to direct instruction. USA: Pearson.
  • Kame'enui, E.J., Carnine, D.W., Dixon, R.C., Simmons, D.C., & Coyne, M.D. (2007). Effective teaching strategies that accommodate diverse learners. (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
  • Stein, M., Silbert, J., & Carnine, D. (1997). Designing effective mathematics instruction. (3rd ed.). Columbus, Ohio: Charles E. Merrill.
  • Minskoff, E. (2005). Teaching and reading to struggling learners. Baltimore: Paul H. Brookes Publishing Co.
  • Kozoloff, M.A., & Bessellieu, F.B. (2000). Direct instruction is developmentally appropriate. [On-Line]. Available at: www.uncwil.edu/people/kozoloffm/didevelapp.html
  • Englemann, S., & Colvin, D. (1991). Theory of instruction: Principles and applications. New York: Irvington.
  • Carnine, D., Silbert, J., & Kame'enui, E.J. (2004). Direct instruction reading. (4th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Journal References

  • Reading Research Quarterly
  • Exceptional Children
  • Journal of Learning Disabilities

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

EDU4477|1|1

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Direct Instruction and Teaching Effectiveness in Special Education

  • Unit Code

    EDU4477

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit reviews research into the effective teaching of language, reading, maths and spelling to children with special needs in inclusive and special education settings. Direct Instruction is an approach to teaching based on instructivist principles that makes few assumptions about the learner. Rather, educators adopting an instructivist approach teach academic, behaviour and social skills according to analysis of the particular task or skill. This unit also focuses on techniques used to modify the curriculum to cater for the learning needs of children with learning disabilities or learning difficulties in regular schools. A strong emphasis is placed on Direct Instruction techniques and students are given the opportunity to trial instructivist methods with children and adolescents during the practical component of this unit.

Learning Outcomes

On completion of this unit students should be able to:

  1. Administer an appropriate placement test and deliver a Direct Instruction lesson.
  2. Compare effective instructional methods and outline the principles of instructional design included in Direct Instruction.
  3. Deliver a series of lessons and demonstrate essential instructional design features of the direct instruction model of teaching.
  4. Describe the underlying philosophical foundations, methodology and key features of direct instruction.
  5. Task analyse teaching skills into component parts and stages using 'little d.i'. and then test for proficiency in those sub-skills.

Unit Content

  1. Effective instructional methods and the principles of instructional design included in Direct Instruction.
  2. Incorporating essential instructional design features of the Direct Instruction model of teaching to construct a series of lessons.
  3. Task analysis of teaching skills into component parts and stages using 'little d.i.' and testing for proficiency in those sub-skills.
  4. The philosophical foundations underpinning the methodology and key features of direct instruction.
  5. The selection and administration of placement tests and the delivery of Direct Instruction lessons.

Additional Learning Experience Information

Knowledge and skills will be developed by lectures, tutorials, and practical experiences.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentReport50%
ExaminationExamination50%

Text References

  • ^ Marchand-Martella, N.E., Slocum, T.A., & Martella, R.C. (2004). Introduction to direct instruction. USA: Pearson.
  • Kame'enui, E.J., Carnine, D.W., Dixon, R.C., Simmons, D.C., & Coyne, M.D. (2007). Effective teaching strategies that accommodate diverse learners. (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
  • Stein, M., Silbert, J., & Carnine, D. (1997). Designing effective mathematics instruction. (3rd ed.). Columbus, Ohio: Charles E. Merrill.
  • Minskoff, E. (2005). Teaching and reading to struggling learners. Baltimore: Paul H. Brookes Publishing Co.
  • Kozoloff, M.A., & Bessellieu, F.B. (2000). Direct instruction is developmentally appropriate. [On-Line]. Available at: www.uncwil.edu/people/kozoloffm/didevelapp.html
  • Englemann, S., & Colvin, D. (1991). Theory of instruction: Principles and applications. New York: Irvington.
  • Carnine, D., Silbert, J., & Kame'enui, E.J. (2004). Direct instruction reading. (4th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Journal References

  • Reading Research Quarterly
  • Exceptional Children
  • Journal of Learning Disabilities

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

EDU4477|1|2