UDL in Literature Instruction and Progress Monitoring: Raising Middle School Reading Scores

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June 27-28, 2011: Successful Learning Conference 2011: Universal Access for Learning and Behaviour Support

Presenters: Tracey Hall, CAST

Published in: Education, Technology
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  • The voices you just heard are not the experiences of students and teachers 25 years ago, but the experiences of students and teachers today. The idea that print-based curriculum is fixed, passive, and disabling is one of the fundamental educational problems that CAST has devoted its life’s work to addressing. Despite progress in the last 25 yrs, this fundamental challenge persists and that’s why we continue to persevere.
  • Overview of “how”Student experience Tool parts, Alexis and Patti – link out to camtasiaTeacher experience, GeTotal 10 minutes
  • Overview of “how”Student experience Tool parts, Alexis and Patti – link out to camtasiaTeacher experience, GeTotal 10 minutes
  • Overview of “how”Student experience Tool parts, Alexis and Patti – link out to camtasiaTeacher experience, GeTotal 10 minutes
  • Patti contextualize unexpected outcomes of Project!
  • UDL in Literature Instruction and Progress Monitoring: Raising Middle School Reading Scores

    1. 1. Abstract: Central to Universal Design for Learning (ULD) is flexibility. Based on theprinciples of UDL, this session will investigate ways in which educators may meetthe varied needs of students by introducing flexible instructional materials,techniques and strategies.Universal Design for Learning provides a framework for implementinginstructional curricula that accommodate learner differences. This presentationwill describe the principles of UDL and investigate ways in which educators maymeet the varied needs of students by introducing flexible instructional materials,techniques and strategies.Illustrations and examples of the UDL principles through CAST projects and toolswill be shown and applications to the varied content areas. This work is guided byCAST’s UDL guidelines, which support the development of instructional goals,assessments materials and methods.
    2. 2. UDL in Literature Instruction and Progress Monitoring: Raising Middle School Reading Scores SUCCESSFUL LEARNING CONFERENCE 2011 Sydney, Australia Presented by Tracey E. Hall CAST
    3. 3. “I’m not a great reader, I wouldjust hold the book and fallasleep.”
    4. 4. Student Perceptions“When you have kids that can’tread well, they don’t…”
    5. 5. “We read the entire book out loudin class, because otherwise wereally cant expect the kids to getit”
    6. 6. “I can remember sitting at mydesk at home and listening toone student read and was justso taken by the fact that therewas so much further that sheneeded to go.”
    7. 7. Experimental Study ResultsResearch questions• Is the implementation of Strategic Reader with Online CBM more efficient and effective for teachers and students than a more traditional off-line implementation of CBM when using a UDL reading environment?• Is the technology-based approach to monitor student performance in reading more effective in improving student performance on standards-based measures of reading comprehension?
    8. 8. Gates-MacGinitieAll Participating Students, Change in Scores N Pre- Post- Change % Change t-stat p-value T1 Online 105 47.71 50.05 2.33 4.89% 2.59 0.011 T2 Offline 98 68.01 70.94 2.93 4.31% 2.62 0.01 All Participating Students All Participating Students Percentage Increase in Scores Change in Scores0.06 75 68.01 70.94 4.89% 700.05 4.31% 650.04 60 55 (Online) T1 50.05 T1 (Online)0.03 50 47.71 45 (Offline) T2 T2 (Offline)0.02 400.01 35 0 30 0 25 Pre Post Mean Pre-Gates Mean Post-Gates
    9. 9. Gates-MacGinitie N Pre- Post- Change % Change t-stat p-valueT1 Online 33 38.18 42.15 3.97 10.40% 2.36 0.025T2 Offline 22 53.91 57.45 3.55 6.58% 1.32 0.2 Students with Disabilities Percentage Increase in Scores 0.12 10.40% 0.1 0.08 6.58% T1 (Online) 0.06 0.04 T2 (Offline) 0.02 0 0 Pre Post
    10. 10. Teacher usageTeacher use of PM Data and Program Supports T 1 Condition T2 Condition OnLine n=5 Offline n=5Viewed Student Data 372 105Designed Interventions 67 12Modified Student Supports 86 2 400 350 300 250 Treatment 1 Condition 200 Treatment 2 Condition 150 100 50 0 Viewed Student Data Designed Modified Student Interventions Supports
    11. 11. Universal Design for Learning
    12. 12. Digital Reading Environment Forums Progress Monitoring
    13. 13. Thinking Reader Progress Monitoring
    14. 14. Reciprocal Teaching Strategies
    15. 15. Teacher View of Student’s Work
    16. 16. Forums-Communities of Practice
    17. 17. Teacher: “[Discussion Forum was the] most exciting part of project for them. Theyfeel empowered by that. They can have a conversation without all eyes on them.They can make responses without feeling like they might make a mistake. Theyfeel relieved to not have to speak in whole class…I made a point of not using it,because I wanted it to be theirs for the first time. I read to make sure it wasappropriate but didn’t respond to their responses or post new topics.”
    18. 18. The Teacher is the Innovator How teachers creatively use technology to sparkinteractive and meaningful learning is the innovation.
    19. 19. Progress MonitoringTraditional Progress Monitoring: – labor-intensive – administration – scoring – graphing – analyzing data – decision-making
    20. 20. Progress Monitoring -Reducing barriers forteachers & students
    21. 21. Gates-MacGinitie N Pre- Post- Change % Change t-stat p-valueT1 Online 33 38.18 42.15 3.97 10.40% 2.36 0.025T2 Offline 22 53.91 57.45 3.55 6.58% 1.32 0.2 Students with Disabilities Percentage Increase in Scores 0.12 10.40% 0.1 0.08 6.58% T1 (Online) 0.06 0.04 T2 (Offline) 0.02 0 0 Pre Post
    22. 22. Use of datafrom Progress MonitoringStrategic Reader Customization to meet needs Unexpected Outcomes
    23. 23. Universal Design for Learning
    24. 24. The Project Monitor Strategic Readerproject is dedicated to our programmer, ErikRay, a wonderful, creative, and hardworkingfriend and co-worker whose kindness andquirky style will be truly missed

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