Characteristics of effective approaches to instruction

A significant amount of research has been conducted regarding methods that practitioners can use to enhance and transform content in ways that will accommodate different modes of processing information. A number of strategies have been developed to help practitioners shift their approaches to be more sensitive to the ways that learners process information. Research in the field of learning disabilities supports instruction that is direct, intensive, and systematic. When working with a diverse group of learners, practitioners need to focus more of their time on the following instructional characteristics:

Selecting the critical information (skills, strategies, and knowledge)

• Involve the learners as much as possible.
• Ensure that information is functional and relevant.
• Teach learners to master fewer but important skills, rather than trying to teach a wide range of skills.

Provide structure (determine the best way to think about and organize the information)

• Break tasks down into a logical sequence of discrete steps.
• Provide sequential stages designed to promote mastery at each level.
• Follow a similar structure or routine for each instructional session so that learners know what to expect and become comfortable with the learning process. Following an established routine will enable adults to learn how to approach learning. They can then become more involved in shaping future instructional sessions.
• Offer a variety of strategies and techniques for promoting learning.