technology, systems, and tools: universal design for learning for the mathematics class

8/13/2019 Technology, Systems, and Tools: Universal Design for Learning for the Mathematics Class

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Tracy Amerman, Ed.D.Professor, Department Special Education

Chris Shamburg, Ed.D.Professor, Department Educational Technology

New Jersey City University


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40 years ago.


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Realtor


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Department of Homeland Security, Office of Immigration Statistics, Yearbook of Immigration Statistics (various years). Available athttp://www.dhs.gov/files/statistics/publications/yearbook.shtm.)

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Occupations that typicallyneed postsecondaryeducation for entry are

projected to grow fasterthan average while those

requiring a high schooldiploma will experience theslowest growth over the2010 20 timeframe.

Bureau of Labor Statistics, Overview of2010-2020 Projections, 2012.

20121900-1990


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Universal give access to as many students as possibleDesign planning and creating activities, environments, andexperiences

Learning growth in thoughts and behaviors


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U = Universal ( meeting the needs of many, but not all) .Think of your universal remote. It may work your TV,media center, computer, but it does not turn on your

stove or toaster. So universal meets the needs of many,but not every single student in the classD = Design (Plan). Think of a blueprint for the kitchen. Itis important to plan and prepare based on your needsand anticipated challenges . Even if you do have inputinto blue prints or a new design, often after itscompleted, something may come up that you wished youthought about in the initial design. So its the planningand preparation to try to anticipate obstacles.L= Learning. Learning and teaching are not the samething. Teaching is the imparting of knowledge, butwhether students have learned it is something else. Ex.The cartoon with the dog and whistling.


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1. UDL meets the needs of all students.2. Differentiation and UDL are the same thing.3. More teacher-driven instruction is needed.4. Implementing UDL in classrooms takes intensive

training, PD, and lots of planning time.

5. UDL is a complex, multi-tiered classroom designmethodology.6. UDL is another initiative that is a temporary phase.7. UDL cannot be implemented with certain curricula.8. UDL means more work for teachers.9. UDL is a concept the only works at the elementary

levels.10. If a student is engaged, UDL is being utilized.


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View the video at: http://www.youtube.com/watch?v=iFsRirR17oU
http://www.youtube.com/watch?v=iFsRirR17oUhttp://localhost/var/www/apps/conversion/tmp/scratch_4//localhost/Users/cshamburg/Dropbox/Inclusion/udl%20perceptions%20teaching%20final.m4vhttp://www.youtube.com/watch?v=iFsRirR17oU


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Universal Design for Learningis a set of principles forcurriculum development that giveall individuals equal opportunities

to learn.UDL provides a blueprint forcreating instructional goals,methods, materials, andassessments that work foreveryone.


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The model of learning described inthis plan calls for engaging andempowering personalized learningexperiences for learners of all ages...Itcalls for using state-of-the-arttechnology and Universal Design forLearning (UDL) concepts to enable,motivate, and inspire all students toachieve, regardless of background,languages, or disabilities.

A National Imperative:National Educational Technology Plan
http://www.ed.gov/technology/netp-2010/letter-secretaryhttp://www.ed.gov/technology/netp-2010/letter-secretaryhttp://www.ed.gov/technology/netp-2010/letter-secretaryhttp://www.ed.gov/technology/netp-2010/letter-secretaryhttp://www.ed.gov/technology/netp-2010/letter-secretaryhttp://www.ed.gov/technology/netp-2010/letter-secretary


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A set of research-based guidelines for teaching and curriculumdevelopment. Guidelines that focus on:

Multiple means of representation w h a t is learned

Multiple means of expression h o w it

s learned

Multiple means of engagement --why it

s learned


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www.ULDcenter.orgMultiple Means ofRepresentation Multiple Means forAction and Expression Multiple Means ofEngagement

1. Options forPerception2. Options forLanguage, Expressionand Symbols3. Options forComprehension

4. Options for PhysicalAction5. Options forExpression andCommunication.6. Options for ExecutiveFunction

7. Options for RecruitingInterest8. Options for SustainingEffort and Persistence9. Options for Self-Regulation


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Multiple Means ofRepresentation

Multiple Means forAction and Expression

Multiple Means ofEngagement

1. Options forPerception2. Options forLanguage, Expressionand Symbols

3. Options forComprehension

4. Options for PhysicalAction5. Options forExpression andCommunication.

6. Options for ExecutiveFunction

7. Options for RecruitingInterest8. Options for SustainingEffort and Persistence9. Options for Self-

Regulation

Case 1: Household Vocabulary UDL Guidelines ________________

Ms. Fernandez teaches Spanish. She is introducing students to thevocabulary of the household. She gives students 4 different options draw a diagram, create a short skit, write a poem, or create a comic eachmust include the set of household vocabulary words

4, 5, 7


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Multiple Means forAction and Expression

Multiple Means ofEngagement

1. Options forPerception2. Options forLanguage, Expressionand Symbols

3. Options forComprehension

4. Options for PhysicalAction5. Options forExpression andCommunication.

6. Options for ExecutiveFunction

7. Options for RecruitingInterest8. Options for SustainingEffort and Persistence9. Options for Self-

Regulation

Case 2: Unlike Denominators UDL Guidelines ________________Mrs. Kouse teaches a ninth-grade mathematics class. He notices manystudents have problems adding and subtracting fractions with unlikedenominators. He gets a bunch of pebbles and puts them in plastic mixingcups and demonstrates adding amounts with unlike denominators (e.g. 1/4of a cup and 3/8 of a cup). He sets this up as a station and rotates groups of

students through as other groups do different activities.

1,2,4,7


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Mr. Mooks Stairway toAlgebra
http://localhost/var/www/apps/conversion/tmp/scratch_4//localhost/Users/cshamburg/Dropbox/Inclusion/mr%20mook%20stairway%20to%20algebra.m4vhttp://localhost/var/www/apps/conversion/tmp/scratch_4//localhost/Users/cshamburg/Dropbox/Inclusion/mr%20mook%20stairway%20to%20algebra.m4v


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Multiple Means for Actionand Expression

Multiple Means of Engagement

1. Options for Perception2. Options for Language,Expression and Symbols3. Options for Comprehension

4. Options for Physical Action5. Options for Expression andCommunication.6. Options for Executive

Function

7. Options for Recruiting Interest8. Options for Sustaining Effort andPersistence9. Options for Self-Regulation

Mr. Mooks Stairway to Algebra UDL Guidelines ____________A 7th grade algebra teacher teaches slope by having students reviewcommon mistakes and then apply the slope formula to real lifeproblems involving building codes.


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1. A teacher is using the interactive whiteboard having students come up one at a timeto find as many coordinates (x,y) in 30seconds. The coordinates are placed in agarden and if the student locates the correctcoordinates, a little mole pops out. Theteacher is keeping score and students areexcited to compete.

Multiple Means ofRepresentation Multiple Means for Actionand Expression Multiple Means of Engagement


4. Options for Physical Action5. Options for Expression andCommunication.6. Options for ExecutiveFunction


2 A teacher has 6 students in a small group


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2. A teacher has 6 students in a small groupusing base 10 rods for place value andsubtraction; another independent group of

six students are each using Ipods with amoney app that increases the complexity ofthe questions as the students build theirskills; another group of 6 are working with a

paraprofessional making change.





3 A teacher is working with the class on


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3. A teacher is working with the class onadding like variables.The problem is 7X + X=? . One student

guesses 2X. Another student raises his handand asks, how can you add Xs? Theteacher tells the students, you just do. Theteacher walks the students through 5problems and then gives the studentsproblems to work through independently.





4. After a brief discussion of the controversial


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foot long sub, a teacher gives students the ADArequirements for volume of cereal. Students workin groups to find weight and volume of threedifferent cereals. Each group has the same threecereals. Students must find the weight in oz. andgrams of the content of each box, record theirfindings on a graph that all groups will record on,and either compose an email, letter, or voice mail(and record it) giving a report on their findings toone of the cereal companies.





4. Options for Physical Action5. Options for Expression andCommunication.6. Options for Executive

Function


5 A Do Now: Students enter their classroom and


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5. A Do Now: Students enter their classroom andthe teacher gives students index cards; on oneside is a fraction addition or subtraction

problem; one the other side is an answer, butnot to their own problem. One student writes hisproblem on the board and students try to figureout if they have the answer. If so, he or she

comes up to board, solves the problem, andthen writes their fraction problem on the board.This only goes on for 10 minutes.








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Q: Why dotechnologies likeSmartboards andiPads often fail tobe effectivelyimplemented inschools and notproduced desiredresults?

A: The lack of asystems approach.


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A system is a group of interacting, interrelated,and interdependent components that form acomplex and unified whole.

A business A city A bathtub A forest A family A school A classroom


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Machine View

Media born of thecommunicationsrevolution which can beused for instructionalpurposes.

US Commission on Instructional Technology, 1970

Systems View

Instructional technologygoes beyond anyparticular medium ordevice. It is a systematicway of designing,carrying out, andevaluating the wholeprocess of learning.


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A technocentric approach focuses on atechnology. A systemic approach, in contrastto a technocentric one, is concerned with thelearning culture. --Papert

Technocentric: What can a SmartBoard do?

Systemic: How does a classroom change witha Smartboard?


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One Answer is STATIONS


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Stations are spots in the classroom where small groups ofstudents can work on various tasks simultaneously


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Can be teacher-led; student-directed;independent or interactive group

All students can rotate on a predetermined

schedule through stations; or are expected tofinish all stations within a set time (e.g., 3stations in 4 days)

Can be for one class, one activity within thelesson or over several classes (e.g., studentscan choose 4 or 5 centers for a 5 day week;complete the missing center on day 5)


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Station 1: Students work with the teacher to learn about

probability; the teacher answers questions and challengeseach student with problems and questions.

Station 2: students solve probability problems from the

textbook Station 3: students as a group generate a list of real-world

applications for probability; they can technology for research Station 5: students complete probability scenarios at

SmartBoard; the file is saved for assessment Station 6: student use hands-on (cards, dice) and create

probability Q & As


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CCSS.Math.Content.5.NF.A.1 Add and subtract fractionswith unlike denominators(including mixed numbers) byreplacing given fractions with

equivalent fractions in such away as to produce anequivalent sum or differenceof fractions with likedenominators. 4

2
http://www.corestandards.org/Math/Content/5/NF/A/1http://www.corestandards.org/Math/Content/5/NF/A/1


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Station 1: Students will complete a worksheet with the teachersassistance, if needed.

Station 2: Students will make a stone soup recipe and adjust fordifferent size groups.

Station 3: Students will make a short video explaining the LCD ofdifferent problems, starting simple and getting more difficult

Station 4: Students will complete SmartBoard activity where theyhave to mix different amounts of nuts.


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http://exchange.smarttech.com/http://exchange.smarttech.com/


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http://exchange.smarttech.com/http://exchange.smarttech.com/


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Short readingsWeb-searches or WebQuestsSmall group discussions

Paper-and-pencil tasksHands-on activitiesSmall projectsIndependent or partner readingCartoons

Graphic OrganizersSmart Board ActivitiesTechnology (Kindles, Ipods,Video-streaming, Garageband)Listening Activities

Art or drama exercisesPuzzlesInterpersonal reflectionMini-lessonsGamesChalkboard workBrainstorming

Video or DVD viewingObservations or examinations

of processes or materialsPuddle QuestionsModels

Friend & Cook, 2003


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Students need training in on strategies for station andgroup work:

-Remind students to read directions

-Go over strategies for staying on track duringstations; use an agreed upon signal to remind them toask themselves, Am I on track? This can be anythingfrom a verbal question to a symbol of some sort thatyou place at the station at times as they work

-Have some sort of assessment at each station andconsider providing incentives for station completion


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- In timed stations, set a timer to go off 5 minutesbefore the activity is to be finished

- Begin with small, timed opportunities for group workthat include a feedback session about the process

- Teacher(s) rotates and stops at each group for 5-10minutes to check what is going on

- In teacher-led stations, teachers repeat instructions toeach group that comes through

- Build in student supports and checkpoints along theway


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When one secondary teacher uses stations, she spends time

teaching the rules for each of her four station types.

Ex: Reading independently for 20 minutes at a station:

1. Behavioral expectations2. How to choose a book3. What to do if the book does not work for you4. How to record what you are reading5. Where to sit6. What to do if someone is keeping you from your reading7. That reading is a quiet activity8. That wandering around (bathroom breaks, visiting with friends

in other stations) is absolutely not reading9. And, anything else that appears to be a problem10. Develop a scoring guide or rubric based on student work, (in

this case, observing good readers and those who are not)

Middle Web Listserv conversation,http://www.middleweb.com?MWLISTCONT/MSLcenters.html


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You cannot do something sequential as there is noorder to the stations Create groups who will travel through the stations or

the station can move through the groups.Heterogeneous in literacy skills

Personalities that mesh (common interests?) Pay attentionto students who interact well together; placement ofoutcasts and bullies?

Retain right to change groups if misbehaviorinterferes with activity

Consider making a station outside of the classroom the gym, an empty room, outside, the auditorium (ifyou have the supervision or co-teacher)
mailto:[email protected]:[email protected]:[email protected]


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InclusionUniversal Design for LearningEngagementSystems, Technology, and Tools

Station Teaching
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]

technology, systems, and tools: universal design for learning for the mathematics class

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