Direct/Explicit Instruction and Social Constructivist Practices in Inclusive Classrooms

Effective educational practices play an instrumental role in student success. In the context of an inclusive classroom, it is crucial that educators use evidence-based practices to ensure all students meet educational outcomes. This literature review paper focuses on two evidence-based pedagogies, namely direct/explicit instruction (DI/EI) and social constructivist approaches, and their effects on an inclusive classroom. Special consideration is given to cooperative learning and concrete implementation guidelines. Lastly, the complimentary effects of combining DI/EI and social constructivist practices are investigated to advance an argument for using a variety of evidence-based practices within inclusive classrooms.