instruction in a mixed ability classroom, think - constant contact
TRANSCRIPT
UDL: A Win Win for All Common Grounds 2012
4/19/2012
Marsye Kaplan [email protected] Michele Murphy [email protected] 1
SUMMER INCLUSION CONFERENCE
JUNE 26, 2013
Dare to Differentiate
Eileen Daggett, Director of Special Services, Jefferson Twp Schools Cara Russo, Supervisor of Special Education, Jefferson Twp Schools
Workshop Objectives
Provide a framework for blending familiar with new terminology
Overview of Universal Design for Learning (UDL)
Provide practical ideas and resources
supporting reading with the common core. Increase awareness of tools available for
UDL and for differentiation of instruction for all students
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Thinking about Student Achievement 3
• CROSS DISCIPLINARY LITERACY
• ALLOWING FOR THE WIDEST POSSIBLE RANGE OF STUDENTS TO PARTICIPATE
FULLY FROM THE OUTSET
• PERMITTING APPROPRIATE ACCOMMODATIONS TO ENSURE MAXIMUM
PARTICIPATION OF STUDENTS WITH SPECIAL EDUCATION NEEDS
• A WIDE-RANGING, RIGOROUS ACADEMIC PREPARATION AND APPROACHES TO
LEARNING.
Key Design Considerations in the Common Core
The Challenge
Access, participation, and progress in the general
education for all learners.
IDEA ‘97
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• ENGAGING IN THE TEXT
• BUILDING VOCABULARY
• DEVELOPING TEXT COMPREHENSION SKILLS
• OVERCOMING BARRIERS TO
UNDERSTANDING PRINTED TEXT
Reading for Meaning?
UDL: A Win Win for All Common Grounds 2012
4/19/2012
Marsye Kaplan [email protected] Michele Murphy [email protected] 2
THE USE OF VARIED TEXT
• HIGH QUALITY NOVELS • CHAPTER BOOKS
• FOLKTALES • PICTURE BOOKS
Engaging in the text
• COMPUTER BASED VOCABULARY
PROGRAMS
• STORYBOOK READING OR LISTENING
• PRETEACHING VOCABULARY
• REPEATED EXPOSURE
• BROAD USE OF SYNONYMS
Building Vocabulary
• COMPREHENSION MONITORING THROUGH
QUESTIONING
• COOPERATIVE LEARNING ACTIVITIES
• GRAPHIC ORGANIZERS
• QUESTION GENERATING
• STORY STRUCTURE
• SUMMARIZATION
Text Comprehension Skills
• MONITOR AND ADJUST
• GRAPHIC ORGANIZERS TO ASSIST IN THE DRAWING OF CONCLUSION
• QUESTION TO CLARIFY
• SUMMARIZE FOR UNDERSTANDING
• USE MULTIPLE STRATEGIES
Overcoming barriers of printed text
HOW CAN WE USE TECHNOLOGY TO
SUPPORT STRATEGIES AND
ROBUST VOCABULARY INSTRUCTION?
The Intersection of Literacy and Technology
Defining UDL 12
a scientifically valid framework for guiding educational practice that:
provides flexibility
in the ways information is presented,
in the ways students respond or demonstrate knowledge and skills, and
in the ways students are engaged
http://www.udlcenter.org/aboutudl/udldefined
UDL: A Win Win for All Common Grounds 2012
4/19/2012
Marsye Kaplan [email protected] Michele Murphy [email protected] 3
Defining UDL 13
a scientifically valid framework for guiding educational practice that:
reduces barriers in instruction,
provides appropriate accommodations,
supports, and challenges, and maintains high achievement expectations for all students,
including students with disabilities and students who are limited English proficient
http://www.udlcenter.org/aboutudl/udldefined
Universal Design for Learning
Place the key terms in the proper column.
Access Participation Progress
Knowledge
Content
Concepts
Product
Feedback
Collaboration
Scaffolding
Supports
Brainstorming
Logs and Blogs
Reflection
Interactive Discussions
UDL at a Glance
Access for All
www.udlcenter.org
• Embedding flexible strategies into the curriculum during the planning process
• Reduces the need for retrofitting accommodations
for individual students • Flexible teaching and carefully planned choices for
all students to demonstrate their knowledge
Universal Design For Learning (UDL)
children with disabilities do not constitute a separate category, but fall along a continuum of learning differences
leads us to make adjustments for learner
differences for all students, not just those with disabilities
curriculum materials are varied, diverse,
multiple, digital and online
Multiple Means of Representation
http://i.telegraph.co.uk/telegraph/multimedia/archive/01217/Cirque_du_Soleil2_1217933c.jpg
UDL: A Win Win for All Common Grounds 2012
4/19/2012
Marsye Kaplan [email protected] Michele Murphy [email protected] 4
Examples: Options for Comprehension
Activate Prior Knowledge
Bridge Concepts
Highlight Patterns and Big Ideas
Emphasize Key Elements
Use Cues
Chunk Information
Use Checklists, sticky notes
Offer opportunities for review and practice
Multiple Means of Engagement
Increase motivation
Multiple Means of Action and Expression
INSTRUCTION
LEARNER PREFERENCE
DIFFERENTIATION
GOOD TEACHING
Making the Instructional Connection
Instruction
Multiple choices
Content
Process
Product
UDL
Multiple means
Representation
Engagement
Action and Expression
Instruction and Universal Design for Learning Blending, Collaborating, Coordinating
Content/ Connection to State Standards
13 colonies
Teaching Strategies Technology Tools1 Technology Tools2
Process
Representation
How we teach/give
information
• Textbook to read (various levels,
digital, online, read aloud by reader or
to the student-digital)
• Video-Safari Montage
• Online databases for resources
• Role-play
• PowerPoint
• Have materials available on
school/class Wiki for review
• Podcast the presentations
(differentiation of the content)
Digital textbook
Safari Montage
PowerPoint
Wiki
Podcast
Engagement • High level questioning • Curriculum compacting • Flexible grouping • Tiered assignments • Real world professionals • Technology
Moodle
Google Docs
Product
Action/Expression
How learner
demonstrates his or
her new knowledge
• Oral report
• Video
• Written essay
• Podcast
• Painting
• Diorama
• Monitoring progress
Video
podcast
Description of lesson including UDL strategies and those identified to meet the student’s individual needs.
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UDL: A Win Win for All Common Grounds 2012
4/19/2012
Marsye Kaplan [email protected] Michele Murphy [email protected] 5
Wes Fryer, a blogger, has created a wonderful resource page called “Mapping Media to the Curriculum” page.
See how you can upgrade a traditionally taught lesson or project?
UDL Editions Text Help
Toolbar
Levels of
support
Prompts
Literary
Devices
Vocabulary
Support
Traditional
Grade 6 World Cultures Curriculum Lesson
To introduce students to the concept of culture, conduct a class
discussion on people and culture. Ask:
How many people do you think there are in the world?
(Inform students of the current population obtained from
www.census.gov (July 2008).
How many students believe that everyone on the
planet lives the same way?
Differentiate the process by displaying the Show
mapping world interactive database
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Consider…UDL Guidelines: Principle 1 Provide Multiple Means of Representation
Checkpoint 2.5: Illustrate Through Multiple Media
Searchcube
Traditional
Grade 4 Science Curriculum Lesson
Students will study the moon, sun, and Earth in order to
identify the phases of the moon.
Activity: Students use information gained from the reading
to label the eight moon phases in the chart on page 31.
o For students requiring additional support, provide pictures of
the phases of the moon and vocabulary word cards. Have
students cut and paste, in lieu of labeling, to create a visual
representation of the phases of the moon.
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Consider… UDL Guidelines: Principle II
Provide Multiple Means for Action and Expression Checkpoint 4.2: Provide varied ways to interact with
materials
UDL: A Win Win for All Common Grounds 2012
4/19/2012
Marsye Kaplan [email protected] Michele Murphy [email protected] 6
Interactive Choice Can Be Made Available Traditional
High School English Curriculum 32
The students will be able to summarize key
information in order to gain knowledge regarding
The Odyssey and Greek gods.
The student will be able to explore beliefs about
poetry in order to compose a poem expressing
perceptions of poetry.
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Consider… UDL Guidelines: Principle III
Provide Multiple Means for Engagement Checkpoint 7.1: Increase individual choice and autonomy
Engage Students Through Exploration and Reflection
USE A PICTURE SYMBOL THAT CAN RELATE TO THE IDEA OR
CONCEPT
• GRAPHICS
• MIND MAPS
• DIAGRAMS
• VISUALS
Metaphors and Analogies
Think: Metaphores and Analogies
Synectics: Making the familiar strange
The House of Grammar
How do the eight parts of speech correlate to a part of the structure of a house?
Verb, noun, adjective, adverb, conjunction, pronoun, preposition, and interjection
UDL: A Win Win for All Common Grounds 2012
4/19/2012
Marsye Kaplan [email protected] Michele Murphy [email protected] 7
H T T P : / / W W W . P G A N N O N . C O M / I M A G E S / A R T _ M A I N / B A T H W A T E R _ M A I N . J P G
Don’t throw the baby out with the bath water!
Don’t Throw the Baby Out With the Bathwater!!! Windows 7 Ease of Access
Magnifier
On-screen keyboard
Speech recognition
Start/all programs/accessories/Ease of Access
Microsoft: Readability Statistics Microsoft: AutoSummarize
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Student Options
UDL: A Win Win for All Common Grounds 2012
4/19/2012
Marsye Kaplan [email protected] Michele Murphy [email protected] 8
Web 2.0 Tools Web based Tool boxes
Databases
Blogs
Moodle
Glogster
Visual dictionaries
MuseumBox
Wordnik
NeoK12
Timeglider
LiveBinders
WallWisher
Instructional Technology
Key Practices
Resources
ONLINE BOOKS FOR LEARNING
TAR HEEL READER
TEACHING EVERY STUDENT IN THE DIGITAL AGE
SCRIBLE
Really Cool Resources!!
Wiki http://udltechtoolkit.wikispaces.com
Blog http://teachingeverystudent.blogspot.com/
AMAZING UDL RESOURCES!
http://itunes.apple.com/us/app/udlinks/id454517781?mt=8 http://tinyurl.com/udlinks
MSDE UDL Link App
http://marylandlearninglinks.org/data/ck/sites/121/files/Route_for_Every_ Learner_Report_NSG_ 32511.pdf
http://udlwheel.mdonlinegrants.org/
UDL Highlights
UDL: A Win Win for All Common Grounds 2012
4/19/2012
Marsye Kaplan [email protected] Michele Murphy [email protected] 9
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UDL Resources
http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf http://www.udlcenter.org/sites/udlcenter.org/files/Guideline%20Ed%20Chklst%208_31_09.doc 50