sd84 presentation 04132017€¦ · sd84 viw –udl 101 (session 4 of 5) 1 developing partnerships...

SD84 VIW – UDL 101 (Session 4 of 5)

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developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY

SET►BC Tier 1 Workshop

UDL 101Universal Design for Learning

(Session 4 of 5)

School District #84 (Vancouver Island West)

April 13, 2017

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AfterShare for Resource Sharing

• Session blog: http://learningnetwork.setbc.org/udl101/


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UDL using the IBL Approach: The 5‐E Cycle


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ENGAGE

EXPLORE

EXPLAINELABORATE

EVALUATE

Inquiry Question

“How do we meet the needs of all students?”


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ELABORATE – Session Goals

Today’s session…

• Will help you make conceptual connections between new and former UDL experience and UDL assessments.

• Will provide opportunities to connect ideas and apply what you have learned about UDL to your own teaching practices.


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Essential Questions for Today’s Session

• What are your goals for implementing UDL in your classroom?

• What do you want to be sure you do very well when implementing UDL strategies? How might you know when you are successful?


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Begin with a GOAL

• All assessments must begin with a GOAL.


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Image: http://www.bestwaytoaccomplishgoals.org/

Content Standards vs. Methods Standards

• Consider the type of STANDARD.


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Content Standards Methods StandardsWhat do students actually have to know – independent of what the can write, read, perform, etc.? This is knowledge they need to have before they can apply it.

What do students have to do?This focuses on specific tasks suchas writing, solving an algebraic equation, reading, performing a piece of music, etc.

KNOW DO


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Assessment and Evaluation


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Image: http://www.pcrest2.com/LO/assessment/2.htm

Formative vs. Summative

Formative Assessment Summative Assessment• The goal is to monitor student

learning.• Formative assessment:

• Help students identify their strengths and weaknesses and target areas that need work

• Help teacher recognize where students are struggling and address problems immediately

• The goal is to evaluate student learning at the end of an instructional unit.

• Examples of summative assessments include:• Midterm exam• Final project• Paper• Senior recital


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UDL Options in Formative Assessment

• Exit Ticket

• Interview

• Peer Interview

• Demonstration/Performance

• Diagram

• Writing

• Mapping/Planning/Organizing


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Grade, Sort, and Plan

• What will you do NEXT class/week?• Quickly evaluate your formative assessment.• Sort into three piles/groups: Gets it, Kinda Gets it,

and Doesn’t get it (Set criteria for each group before sorting).

• Based on your piles determine your plan:• Reteach to the whole group?• Reteach to part of the group?• Extension for part of the group?• Peer tutoring?• Online tools to target the few students who didn’t get it?

What options do we have at school/home/library/community/etc?


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Image: http://sch00lstuff.blogspot.ca/2014/06/exit-tickets-and-ccss-resources.html


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Feedback

• Have students assess their own learning.

• Have students compare their own assessment to your assessment.

• Make them answer: “Do our assessments match? Why/Why not?”

• Collaboratively make a plan for mastery.


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Image: https://www.cordlifeindia.com/feedback/

Feedback and Feedforward

• Can be offered by either peers or teachers

• Feedback identifies what is evident in the work (strengths)

• Feedforward provides suggestions for how the student can take the work further (stretches)


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Self‐Assessment and Peer Assessment

• Plan peer and self-assessment opportunities

• Link outcomes to learning objectives

• Provide clear success criteria

• Train children to develop an appropriate assessment language

• Provide opportunities to discuss and reflect

• Guide children in self-reflection


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Peer and Self‐Assessment: Examples of Good Practice

• ‘Find one task you did that you are really proud of. Tell the person next to you why you are pleased with it.’

• ‘Decide with your talk partner which of the success criteria you have been most successful with and which one needs help or could be taken further.’

• ‘You have five minutes to find one place where you could improve. Write your improvement at the bottom of your work.’

• ‘Look at the tasks you have completed today. Where were you successful? What approach did you take?’


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UDL Tips for Assessment by CAST

• Go to http://bit.do/udl-tips-for-assessment.

• Read top 10 UDL tips for assessment by CAST. • What does “assessment by design” mean specifically for educators?• How can you use the UDL framework to design and reflect on

assessments?


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Watch This…


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http://www.udlresource.ca/?p=1899

Not Losing Your Mind

• Flexible standard procedure

• UDL assessment tool box

• Check list to conduct formative assessments


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Image: http://clipart-library.com/clipart/219104.htm


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UDL Assessment Tool Box

• Implementation and Examples of Classroom Assessment Techniques

• Classroom Assessment Techniques (CATs) - http://bit.do/classroom-assessment-techniques

• Implementation and examples of CATs - http://bit.do/implementation-CATs

• UDL Walk-through Formative Assessment Tool -http://bit.do/udl-formative-assessment-tool

• UDL Assessment Toolbox - http://bit.do/assessment-toolbox


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Student Response Tools

• Increase student engagement and classroom interaction

• Facilitate peer learning and class discussion• Assess student learning efficiently on an

ongoing basis• Gauge student opinions in a confidential

manner on sensitive topics• Identify students’ background information

and prior knowledge on a subject• Help students recognize gaps in their own

learning


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Design with the End in Mind?

• Design with NO end in mind.

• It is a cycle.


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Next Session: EVALUATE


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ENGAGE

EXPLORE

EXPLAIN

EVALUATE

ELABORATE


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Schedule

Please mark the dates in your calendar!

• Session 5: May 25, 2017 3:30-4:30pm


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sd84 presentation 04132017€¦ · sd84 viw –udl 101 (session 4 of 5) 1 developing partnerships...

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