Seeds Cec 2009
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Seeds Cec 2009

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Seeds Cec 2009 Seeds Cec 2009 Presentation Transcript

    • UDL in Action
    • in a Low Tech Environment
  • The Life Cycle of Plants
    • Kirsten’s First Grade
    • 21 students of diverse abilities
    • A few with identified learning disabilities,
    • Some who receive extra literacy support
    • One English Language Learner
  • The Life Cycle of Plants – Traditional Approach
    • Teachers encourage students to explore scientific ideas and concepts during "science time."
    • Teacher reads aloud a book about the topic that students will study
    • Students might plant seeds and watch them grow
    • In a print-based environment, all students typically read or listen to the same book, respond to the same worksheet, and plant the same type of seed.
  • The Life Cycle of Plants – UDL Approach
    • Multiple Representations of Information
    • Multiple Means of Expression
    • Multiple Means of Engagement
  • The Life Cycle of Plants – UDL Approach
    • Prior Hands-on experience: Students open fruits and vegetables, extract seeds, and plant seeds will grow quickly.
    • Curricular Materials – 4-5 copies of four books at different reading levels that convey key science concepts about the life cycle of seeds obtained. Digital version of each book prepared for use on computer. Audio version prepared for used in the listening center.
  • The Life Cycle of Plants – UDL Approach
    • Part One: Choosing “just the right” book
    • Remind students that if they can read all of the words and understand the entire book, it is too easy.
    • If they can read most of the words and understand most of the book, it is “just right.”
    • If they have a hard time reading most of the words and they don’t understand much of the book, then it is too hard.
  • The Life Cycle of Plants – UDL Approach
    • Display the questions on the chart paper that students will be seeking to answer as they read.
      • Question 1: What do seeds need so they can grow?
      • Question 2: What can seeds grow into?
  • The Life Cycle of Plants – UDL Approach
    • Part Two: (45 minutes)
    • Goals
    • Read expository/informational text
    • Find evidence in text to answer questions.
    • Document findings.
    • Share knowledge through oral discussion
  • The Life Cycle of Plants – UDL Approach
    • Multiple Representations of Information
    • Multiple Means of Expression
    • Multiple Means of Engagement
  • Taking A Closer Look
    • How did Kirsten honor multiple means of expression?
    • How did Kirsten extend the means of expression chosen by students?
    • What did Kirsten teach the two boys at the computer?
  • The Life Cycle of Plants – UDL Approach
    • What They Learned…
    • One Teacher’s Impressions
  • Taking A Closer Look
    • How is UDL reflected in Kirsten’s opinion?
    • How does this approach fit with standards and large-scale assessments?