partnerships capacity supporting students technology · 2017. 5. 3. · developing partnerships...
TRANSCRIPT
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Introduction into UDL:
Building an Inclusive Classroom
SD 57 Prince George 1:30-3:00pm
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Introductions
About the presenter:
Angela Cheung•Tier 2 SET-BC Consultant•UBC Alumni•Elementary Classroom Teacher
http://learningnetwork.setbc.org/acheung/
mailto:[email protected]://learningnetwork.setbc.org/acheung/
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Goal
•Write down your learning intention or goal you’d like to explore today
•You don’t need to write your name
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Goals/Essential Questions
My goal for you today is
To be engaged
To walk away with more knowledge on•UDL•where to find resources•where to begin
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
What’s in Your UDL Toolkit?
Tech/ Resources/ Strategies What I have Tools to explore
•Look at what you’re already using in your classroom that incorporates UDL
•Explore possible avenues for UDL
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Agenda
Activity 1: Picture Set Inquiry
Origins of UDL
What is UDL? Activity 1: UDL Café Menu
Students
Break
GoalsActivity 2: Goal Writing
GuidelinesActivity 3: CAST Fishing
Wrap Up
-
developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
Universal Design Origins
http://udinstitute.org/whatisud.phphttp://udinstitute.org/whatisud.php
-
developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
Access and Choice
-
developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
UDL Simplified
***
• Collaboration
• Choice
• Technology
-
developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
UDL …a way of thinking
-
Universal Design for Learning
• Set of principles developed by CAST• Centre for Applied Special Technology (www.cast.org)
• “Provides a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences.” – CAST
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY 12
• Designed to help teachers develop
curricula that is accessible to all
students regardless of ability
http://www.cast.org/
-
UDL – WHAT?
• Helps teachers consider individual student learning needs in a way that allows them to plan lessons that every student can access at his or her own level.
• Teachers plan from the start for a diverse range of abilities and learning styles.
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY 13
WHAT?
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
What is UDL?
https://www.youtube.com/watch?v=MOUdmzaZrc8
https://www.youtube.com/watch?v=MOUdmzaZrc8
-
Barriers
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY 15
• Teaching one thing, one way and expecting all students to demonstrate their learning in the same way.
-
developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
Katie Novak’s Dinner Party Analogy
• Imagine you were asked to host a dinner party for 30 people with various accommodations (halal, allergies, lactose-free, gluten-free, vegetarian, and vegan)
• What would you do?
http://katienovakudl.com/udl-vs-di-dinner-party-analogy/
http://katienovakudl.com/udl-vs-di-dinner-party-analogy/
-
developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
• Option 1: You spend the extra time to make each person an individualized meal that fits with their needs
Katie Novak’s Dinner Party Analogy
Pros• Everyone’s needs have been met
Cons• You are absolutely exhausted from
making 30 different meals• Envious guests- no choice
-
developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
• Option 2: Create a buffet of a variety of dishes so that all guests can decide what to eat
Pros
• Everyone’s needs have been met
• Guests are able to decide for themselves what to eat
• You are not exhausted
Katie Novak’s Dinner Party Analogy
-
UDL – WHY?
• UDL supports current brain research on how we learn
• Helps students develop into successful and independent learners
• Helps all students achieve the specified learning outcomes
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY 19
WHY?
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Activity 1: UDL Café Menu- Exploring Resources
http://www.udlresource.ca/
http://www.cast.org/
https://udltechtoolkit.wikispaces.com/
http://olms.cte.jhu.edu/olms2/simulator/web/simulations/69
15 mins
What do these resources have to offer teachers?
http://www.udlresource.ca/http://www.cast.org/https://udltechtoolkit.wikispaces.com/http://olms.cte.jhu.edu/olms2/simulator/web/simulations/69
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Mantra- Students, Goals, Guidelines
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Discussion
What do you do to get to know your
students individually?
What do you do to get to know your
class as a whole?
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Students
•Tools for getting to know your students
•Tools for your students to get to know and advocate for themselves as learners
•Tools for exchanging information between educators and home/school
-
Providing CHOICE
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY 25
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Student/Class Profile Examples
Example 1: https://moetki.cwp.govt.nz/assets/Uploads/Laizas+Transition.doc
Example 2: https://drive.google.com/file/d/0B1Cip7cPAzHrRllaU241dHlzU1k/view
Example 3: https://blogsomemoore.files.wordpress.com/2015/02/who-am-i-profile1.pdf
Read more about Learner Profiles here:
Learner Profiles
https://moetki.cwp.govt.nz/assets/Uploads/Laizas+Transition.dochttps://drive.google.com/file/d/0B1Cip7cPAzHrRllaU241dHlzU1k/viewhttps://blogsomemoore.files.wordpress.com/2015/02/who-am-i-profile1.pdfhttp://inclusive.tki.org.nz/assets/Uploads/Developing+Learner+Profiles+infosheet.pdf
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Shelley Moore- Class/Student Profiles
https://blogsomemoore.com/shout-outs/templates/
https://blogsomemoore.com/shout-outs/templates/
-
developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
Student Portfolios
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
-
UDL & BC’s New Curriculum
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY 30
New Curriculum
UDL – Framework
the new curriculum embodies UDL principles.
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Big Ideas – an Opportunity for Redesign
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Example Goal
Big Idea
Students will demonstrate their understanding of how the life cycle of one living thing has adapted to its environment.
Goal
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
GOALS vs. METHODS
-
developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
Goals vs. MethodsGoals Method
Students will be able to provide an explanation for the salmon life cycle
Students will be able to
explain how salmon
reproduce, where they live,
how their reproduction is
unique to living in the water.
- Written- Oral- Picture-based- Video recording- Dramatization- 3-D model
Students will write an essay about a topic related tosalmon
- Students will be able to write a 3 paragraph essay using the conventions of English
- Topic could vary based on student’s interest
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
How do you see a rainbow?
Original goal
Main focus of goal
Core components of goal
Variable components of goal
New (re-written) goal
Writing UDL Goals
35
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Writing UDL Goals
Original goal Students will write an essay showing what they have learned about the life cycle of a salmon.
Main focus of goal Life cycle of a salmon
Core components of goal Explain how salmon reproduce, where they live, how their reproduction is unique to living in the water.
Variable components of
goal
Essay
(CHANGE TO BECOME UDL: show knowledge many
other ways)
New (re-written) goal Students will demonstrate what they have learned about the salmon life cycle.
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Activity 3: Goal Writing
Choose a goal to revamp:
Students will practice making similes by completing a similes booklet
OR
Students will learn about how rainbows are formed by watching a video
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Declaring your learning intentions
Goal of the dayMaking the goals visible to the learners and anyone else walking in and supporting you
(Picture from Mr. Wiggins from Gladstone High school in East Vancouver)
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Providing Choice
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Rubrics & Checklists
http://ldhinder.blogspot.ca/
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Discussion
Think about your classroom and your students
What strategies do you use to help students keep on track with their goals?
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
-
UDL the WHY, WHAT and HOW of learning
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
43
http://www.cast.org/our-work/about-udl.html#.WDSB6dIrIdW
http://www.cast.org/our-work/about-udl.html#.WDSB6dIrIdW
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Guidelines
Multiple means of engagement - tap into learners' interests, challenge them appropriately, and motivate them to learn (Obvious in a lesson HOOK and embedded into all aspects)
Multiple means of representation - give learners various ways of acquiring information and knowledge (The way you offer information)
Multiple means of expression - to provide learners alternatives for demonstrating what they know (student work)
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Multiple Means of Engagement
What does that look like?
•Safe and inviting environment
•Provide choice
•Make learning as authentic, fun, and relevant
•Right level of challenge
•Help students take ownership over learning
•Help students develop persistence
Taps into learners' interests, challenge them appropriately, and motivate them to learn
(Obvious in a lesson HOOK and embedded into all aspects)
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Multiple Means of Engagement
Teaching Strategies and Methods
• Self-regulation programs
• Collaborative Learning
• Student Portfolios
• Games (playing and creating)
• Audio/Visual/Hands-on learning
• Field trips
• Project/problem-based learning
• Declaring learning intentions
-
Multiple Means of ENGAGEMENT
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY 47
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Multiple Means of Representation
What does it look like?
•Make sure students can see and hear
•Present the same information in different ways
•Clarify vocabulary, symbols, and concepts
•Use tools that help students organize and process info
•Activate background knowledge and highlight important ideas
Give learners various ways of acquiring information and knowledge
(The way you offer information)
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Multiple Means of Representation
Teaching Methods and Strategies
•Visuals (photos, videos, infographics)
•Brainstorming
•Picture Inquiry
•Highlighting important ideas
•Reviewing
•Providing multiple examples
•Summarizing
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Representation: Tools and Resources
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Multiple Means of Expression
What does it look like?
•Choice in the way they demonstrate their learning
•Practice with expert models, supports and scaffolds
•Help students develop skills for managing info and tasks
•Variety of ways to physically access tools and materials
To provide learners alternatives for demonstrating what they know
(student work)
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Multiple Means of Expression
Teaching Methods and Strategies
•Centers or Stations
•Think-pair-share
•Word walls
•Gallery walks
•Rubrics (especially co-created with students)
•I do-you do-we do (gradual release of responsibility)
•Homework journals
•Role-play
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Expression: Tools and Resources
-
developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY 54
Ra
ng
e o
f a
cc
es
s a
nd
ch
all
en
ge
Provide
Access
Provide
Guided
Practice and
Support
Provide
Independent
Practice
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Activity 3: Exploring Guidelines
•Go to http://bit.do/udl-guidelines.
•Click on the principle(s), guideline(s), and/or checkpoint(s) that you want to focus on.
•Click the link in the pop-up to see specific examples.
http://bit.do/udl-guidelines
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Questions?
-
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Thanks for coming!
Fill out a survey
• Visit the aftershare website
http://learningnetwork.setbc.org/acheung/
http://learningnetwork.setbc.org/acheung/