UDL To Solve Problems

Stefanie Trentacoste

SPED 644

• Common Core standards

• Implementation of small group

instruction

Woodholme Elementary’sGoal

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“Small Group instruction enriches student learning of grade level standards by increasing the rigor of the texts read (including texts beyond the enrolled grade level), increasing work on drawing inferences and evidence from texts, and increasing the time on task for comparing and synthesizing ideas across texts over that provided for the enrichment and scaffolded groups.

In addition, this group extends learning through using and analyzing sources to develop skills in written expression, oral expression, and listening comprehension. Students also engage in lessons using above-grade level standards.”

SMALL GROUP INSTRUCTION

Retrieved from http://www.bcps.org/offices/gt/curriculum-default.html

Woodholme Elementary School’s teacher problem…

• Small group instruction

• Integration of Common Core Standards…

• With heterogeneously grouped classrooms

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What does the research say?

• Schools with effective reading programs

facilitate a variety of instructional

practices including whole group, small

group, and individualized instruction.

• Scheduling an uninterrupted block of time

for reading is ideal in order to maximize

opportunities for differentiated instruction.

problem…

• Too many diverse learners who are not having direct

instruction from the teacher.

• Curriculum is absent and not enough resources are given

to support implementation of successful small group

instruction

• Teachers are burning out from working overtime in

producing materials to help meet student’s needs in the

classroom

• Providing appropriate resources and instructional

implementations to support students engagement,

expression, and representation for the extreme diversity in each classroom.

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• To increase awareness of tools available for UDL by

applying principles of UDL to Maryland’s Common Core

State Curriculum in order to develop lessons that will help

teachers plan for small group instruction.

Woodholme Elementary’sGoal

Give an example of when you have used small group instruction.

What is something you would like to learn about small group instruction?

Small group instruction means planning a different lesson for each group.

Name an independent activity (s) that the other students work on at their seats.

Identify ways to organize the classroom during small group instruction.

Identify ways to manage the rotation of providing instruction for more than one group of students.

Teacher’s Goal:

Examine the implementation of small

group instruction in order to create

and establish a differentiated and

meaningful learning environment

for students.

Facilitating Students Independence

• Teachers must provide training for the routines and expectations.– Ensures structure for small group

• The classroom rules and procedures must be clearly established and consistently followed.– Working quietly and independently

– Following the Daily 5 framework

– Using materials/time appropriately

9:45 -Shared Reading (mentor text)Model thinking strategies

- 10:00Shared Learning ExperienceDiscussion Exit ticket

10:0010:2010:40

-10:2010:4011:00

Small Group Instruction- SG1 - Meet with teacher- SG2 - Independent application of

previous days skills- Alternate days

11:00 - 11:20

Extra Support / Intervention- Walk around and support students- Pull small re-teach or extra support

group- Individual conferences

Schedule 2013-2014

But how can we do this????

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Universal Design For Learning

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Access for All

• 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

Retrieved from www.udlcenter.org

Don’t throw the baby out with the bathwater!

http://www.pgannon.com/images/art_main/bathwater_main.jpg

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I think it’s important that teachers use the

materials and resources that are available

on a daily basis. The philosophy of UDL

does not say we must go out and buy new

technology.

Using tools that are already in the classroom

and the curriculum to meet the needs of all

students

Work smarter not harder?

PUTTING IT INTO PRACTICE

Continuing with the curriculum material and working in grade level groups, complete the UDL/Content, Process, Product using the new resources showcased.1. Generate lists of tools/strategies to be used

to support1. Multiple means of representation-process

2. Multiple means of engagement-process/product

3. Multiple means of action and expression-product

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Windows 7 Ease of Access

• Magnifier

• Onscreen Keyboard

• Speech Recognition

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Windows 7 Readability Statistics

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Microsoft Word- AutoSummarize

For example, a student could use Office Word 2007 to create

an automatic summary of a number of long science articles or

to quickly create an abstract for a finished history report. The

student runs AutoSummarize and then edits the summary.

AutoSummarize analyzes a document and then assigns a

score to each sentence. You decide the amount of detail you

want, and AutoSummarize uses the scoring system to extract the key points and assemble them for you.

Choose one of the four types

of summaries, and Office

Word 2007 displays the

extracted text.

After AutoSumarize finishes,

you can edit the results to fit your needs.

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Microsoft Word-AutoSummarize - Readability Stats

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This is an example of giving a

student the same information as

their peers. Running auto

summarize all of the students

can be asked to read the

highlighted information first and

then the rest of the document.

The student with a learning

differences may be asked just

two read the highlighted text.

Running auto summarize

• Struggling readers

• Struggling writers

• Lack of motivation

• Study skills

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V.11 Writing Supports

Graphic Organizer Outlining

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Word PredictionWe mentioned word

prediction earlier. Here

we are talking about two

distinct third party word

prediction software

programs. Word Q and

co writer. Both programs

work with any word

processor providing the

students with an

onscreen writing support.

They also provide for

students who have

significant difficulty with

spelling and use it

invented spelling.

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Clicker 5

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offers both text and picture support

to help students with reading and

writing.

You can see from the screen there is

a typing or writing window as well as

a grid window. The grid is totally

customizable. Allowing for students

to write what they are capable of

writing.

Online support and activity bank

Classroom Suite

This program is similar

to the clicker 5 -offers

a report generating

feature as well as a

correction feature.

The correction feature allows the correct

answers to be put into

the activity giving the

students get

immediate feedback.

Activity exchange

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Web-Based Resources

BCPS Databases

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CAST TOOLS

• Case Stories– http://www.cast.org/teachingeverystudent/casest

ories/cs2/index.cfm?page_id=42

• Videos from the field– http://www.udlcenter.org/resource_library/videos/

fromthefield

• Planning Self Check– http://udlselfcheck.cast.org/check.php

• Lesson Builder– http://lessonbuilder.cast.org/

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Really Cool Websites!!

• http://udltechtoolkit.wikispaces.com

• http://teachingeverystudent.blogspot.

com/

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Provide Multiple Means for Action and Expression

Provide Multiple Means for Engagement

Provide Multiple Means for Representation