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In this episode of Practical Access, Dr. Michael Kennedy, professor at the University of Virginia and co-editor of the Journal of Special Education Technology, shares his expertise in high-leverage practices (HLPs). Known as an expert in the field, Dr. Kennedy provides insights into explicit instruction as a crucial approach for supporting students with disabilities in science education. He discusses the importance of using clear language, concrete examples, and repetition to make complex scientific concepts, such as meiosis and photosynthesis, more accessible.

The conversation explores effective ways to balance explicit vocabulary instruction with engaging, hands-on learning. Michael emphasizes using “anchor images,” relatable examples, and student-friendly language to help learners connect personally with the material. He also highlights the role of cognitive load in teaching and how reducing it can benefit both teachers and students, making science more global. Tune in for practical tips on integrating explicit instruction in science classrooms and supporting all students in building lasting, meaningful knowledge.

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Michael Kennedy’s Bio: https://education.virginia.edu/about/directory/michael-j-kennedy

Vocab Support: https://www.vocabsupport.com/the-caps-team.html