Comprehensive Individualized Curriculum and Instructional Design

Review and Select Relevant Evidence-Based Practices (EBPs) Choose from this menu of vocabulary instruction EBPs that make sense for the term being taught, given its content-specific meaning and students’ learning needs. (Note: This list is not exhaustive.) Evidence-based practices Semantic feature analysis and mapping (Ebbers & Denton, 2008) Explicit instruction, using examples/non-examples, student-friendly definitions, explicit language (Archer & Hughes, 2011) Keyword mnemonic strategy (Mastropieri, Berkeley, & Graetz, 2010) Word ID strategy (Lenz & Hughes, 1990) Morphemic awareness & analysis (Reed, 2008) Using instructional technology including visuals (Xin & Rieth, 2001) Graphic organizers (Dexter, Park, & Hughes, 2011) Content enhancements (Deshler & Shumaker, 2006) Anchored instruction (Cognition and Technology Group at Vanderbilt, 1990) Figure 3. Sample evidence-based practices for teaching vocabulary terms/concepts Figure 4 provides a worksheet teachers and other educators can use to plan the content of CAPs before bringing them to life with Mayer’s instructional design principles. Some recommendations to help guide teachers planning to create CAPs include the following: - Take a bank of vocabulary terms for a unit and practice matching them to EBPs that would be appropriate given student needs and the features of the term. - Write a script for the CAP in advance and share with a colleague. - Justify selection of EBPs during a planning meeting with teammates, including other special educators or general-education teachers. 125