The shift to digital learning environments has provided an opportunity for special educators to use technology to deliver effective, high-quality instruction. Specifically, substantial research supports the use of Video-based Instruction (VBI) for teaching mathematics to students with ASD.06 Oct 2022
Three High-Impact Strategies for Remote Learning
April 27, 2022
Key Takeaway: Universal Design for Learning (UDL) creates and supports personalized learning experiences that build learner independence, agency, and engagement. Maintaining student engagement, establishing a consistent learning routine, and monitoring progress and making instructional changes are ways to successfully apply UDL principles when teaching problem-solving skills remotely to students with autism spectrum disorder (ASD). —Ashley Parnell
Summary: The shift to digital learning environments has provided an opportunity for special educators to use technology to deliver effective, high-quality instruction. Specifically, substantial research supports the use of Video-based Instruction (VBI) for teaching mathematics to students with ASD.
In this article, Cox, Root, and Gilley describe how one special education teacher, Mrs. Shaw, plans to “utilize VBI through free online platforms (i.e., SeeSaw, Loom) to implement a mathematical problem-solving instructional strategy (i.e., Modified Schema-based Instruction; MSBI) for students with ASD while at home.” On demand (i.e., asynchronous) videos will be used to deliver explicit strategy instruction, while allowing for flexibility (i.e., time, place, & pace) and opportunities to differentiate instruction based on individual student needs and preferences.
MSBI is an evidence-based practice for teaching mathematical problem-solving to students with mathematics-related disabilities and challenges. Supporting executive functioning skills and flexibility, MSBI provides a structured sequence of problem-solving strategies that can be applied across scenarios including: 1) identifying problem structure based on important features, 2) representing that information on a schematic diagram (i.e., graphic organizer), 3) making a plan, and 4) carrying out the plan and checking for reasonableness.
The study encourages teachers to merge/draw upon current research on TAI and evidence-based practices when planning for virtual problem-solving instruction, making sure to consider how the following high-impact instructional strategies can be maintained and addressed within remote learning environments.
Maintaining Student Engagement. “Students must be engaged in order to make progress on learning goals…The UDL framework helps teachers proactively consider barriers students may face during learning, and intentionally design instruction to reduce potential barriers.” Mrs. Shaw will increase engagement by contextualizing word problems within real-world themes relevant to student interest and background. Using VBI allows special educators to maintain principles of explicit instruction (i.e., modeling, quick pace, active student responding,etc.) while SeeSaw provides flexible opportunities and methods for students to demonstrate their learning, further enhancing student engagement.
Establishing a Consistent Learning Routine. Cox et al. emphasize the importance of predictable and consistent learning routines for students with ASD during remote learning. Screencasting tools such as Loom can be used to create a sequence of scripted video models that follow a model—guided practice—independent practice format. Visual supports including graphic organizers and checklists also provide structure and systematically guide students in following the problem-solving routine and daily schedule. Instructional videos and visual supports can be embedded within digital engagement platforms (e.g., SeeSaw) to establish clear and consistent expectations and routines.
Monitoring Progress and Making Instructional Changes. Aligning with the UDL framework, “Instructional data is used both to increase support when needed as well as challenge and progress through phases of learning.” Mrs. Shaw will view online work samples and student screen recordings during work completion, features available in Seesaw, to analyze errors and guide instructional decision making and modifications. Technology can be further leveraged to increase or decrease support (i.e., 1:1 Zoom sessions, targeted video models, fading of visual supports, self-monitoring tools).
Cox, S., Root, J., & Gilley, D. (2021). Let’s See That Again: Using Instructional Videos to Support Asynchronous Mathematical Problem Solving Instruction for Students With Autism Spectrum Disorder. Journal of Special Education Technology, 36(2), 97-104.
Summary By: Ashley M. Parnell – Ashley strives to apply the MARIO Framework to build evidence-based learning environments that support student engagement, empowerment, and passion and is working with a team of educators to grow and share this framework with other educators.