UDL Sunshine Coast Presentation

Universal Design for Learning (UDL) The difference between fair and equal Sunshine Coast January 13, 2010 Anita Strang ThinkingUDL.ca anitasquicktips.edublogs.org

Questioning Subtle Shift How this shift assumptions in Paradigm changes things What is UDL? Changing Expectations in Education Universal Design - Preparing kids for their future Architecture Why is it UDL important now? Toolbelt Theory Technology purchasing UDL Progress Because it is the right thing to do Worldwide In BC

Questioning Subtle Shift How this shift assumptions in Paradigm changes things What is UDL? Changing Expectations in Education Universal Design - Preparing kids for their future Architecture UDL Why is it important now? Toolbelt Theory Technology purchasing UDL Progress Because it is the right thing to do Worldwide In BC

Universal Design ~ Architecture Designed for people with physical disabilities... ... beneficial for everyone

Kurzweil ·Reading Support ·Comprehension Support ·Highlight and extract text ·Joint attention ·classroom teachers understand and model th use of assistive technology http://www.kurzweiledu.com/files/pdf/clt_kurzweil- 3000_windows_flyer.pdf

http://www.cricksoft.com/uk/writeonline/

NaturalReader http://www.wordtalk.org.uk/Home/ I downloaded Natural Reader to help students who have reading disabilities. Many students and teachers have begun using it to re-read what they have written as they edit and proofread their work. http://www.naturalreaders.co m/ CLiCk, Speak http://clickspeak.clcworld.n et/

http://smarttech.com /

Questioning Subtle Shift How this shift assumptions in Paradigm changes things What is UDL? Changing Expectations in Education Universal Design - Preparing kids for their future UDL Architecture Why is it important Toolbelt Theory now? Technology purchasing UDL Progress Because it is the right thing to do Worldwide In BC

What are we doing now? What does UDL look like how is it different? Where will we start?

It's is a journey... Community Accessibility Ownership Inclusion Belonging UDL Writer's Workshop Project-Based Learning Multiple Means of Expression Assessment for learning Picture-Word Induction Assessment as Learning Multiple Means of Engagement Assessment of Learning Explicit Multiple Means of Representation Learning Intentions

In a perfect world...

The complete rubric can be found at: http://bcudl.pbworks.com/Onsite-UDL-Training

The Cornerstones of UDL

The Cornerstones of UDL playing experimenting reading video listening

The Cornerstones of UDL playing experimenting multimedia poster reading music art drama video listening talking writing

Bloom’s Domains Vygotsky’s Networks ·Psychomotor ·Recognition ·Cognitive ·Strategic ·Affective ·Affective Strategic Recognition Affective

Resource Room Speech & Language Special Education UDL planning requires ESL Collaborative Planning With all teachers who support the students in the classroom Special Education Assistants Learning Assistance

ESL Curriculum Lesson Plan Learning Disabilities Special needs ESL Learning Disabilities Lesson Plan Curriculum Special needs To read more about "How UDL has changed my Job" http://anitas.edublogs.org/2009/01/10/how-udl-has-changed- my-job/

My evolving role as a resource Teacher In the past... Pull-out groups meeting throughout the year to teach skills Classroom teacher may have only a very general idea what skills I was working on. I had only a general idea of what skills the classroom teacher is working on.

Resource Teacher's evolving role Now... Helping teachers learn the Classroom technologies Support Troubleshootin g Team Teaching teach Short-term pull-out groups technologies Pull-Out Support focussed on a specific goal determined by the teaching team teach skills

Student Support Models Classroom Program Support Program ·teaching to the middle ·pull-out group support ·adding on for students with learning or ·support outside of the curriculum The physical needs ·limited collaboration with classroom past ·reliance on Support Teacher to fix students with special needs ·fostering an atmosphere of belonging in the classroom and the school ·flexible model of in-class or pull-out support based on careful consideration of individual needs ·collaboration in planning lessons to build in supports ·familiarity with technology that supports students The future ·helping students develop understandings of disabilities ·helping students develop empathy and learn to support fellow students ·ensuring students are able to ·in-class or in-curriculum support participate in classroom activities ·collaboration with classroom ·differentiating instruction teachers ·troubleshooting technology ·coordinating support services ·paperwork ·tracking students ·strategic pull-out support

Learning Intention: Grade 2 identify the properties of solids, liquids, and gases Solid Liquid Gas water rock wood air steam milk

Learning Intention: Grade 2 identify the properties of solids, liquids, and gases

UDL planning begins with clearly stated Learning Intentions Where are we going?

Shape of the Day Grade 1 To understand that there should be an equal amount on both Math sides of an equals sign = IRP - PLO Recess demonstrate, concretely and pictorially, how a given number can be represented by a variety of equal groups with and without singles Reading Writing 5+2 = 4+__ Lunch Science Art

UDL lesson planning begins with plans for ongoing Assessment That reflects the lesson's stated Learning Intentions Assessment for Learning Assessment as Learning Assessment of Learning How will we know we got there???

Are we assessing our students based on the Provincial Learning Outcomes... ...or based on text book assignments? Are our assessment results truly assessing what we intend... ...or are they coloured by student's disabilities?

Adaptations & Modifications

Students with Special Learning Needs "A small proportion will need to work on individualized outcomes, goals different than the curriculum; this is referred to as modification." "Although decisions about "Some may be able to modifications to a student’s achieve the learning courses or subjects may outcomes of some take place in grades earlier subjects or courses with adaptations." than Grade 10, a formal decision that an overall program is modified does not need to occur until Grade 10." "Many students with special needs and significant learning challenges will be able to achieve the learning outcomes for subjects or courses with no or minor adaptations." BC Ministry of Education A Guide to Adaptations and Modifications http://www.bced.gov.bc.ca/specialed/docs/adaptations_and_modifications_guide.pdf

Adaptations can only be made for students on IEPs ...it depends "Essentially, adaptations are “best practice” in teaching." A Guide to Adaptations and BC Ministry of Modifications Education http://www.bced.gov.bc.ca/specialed/docs/adaptations_and_modifications_guide.pdf ie: ·use of a graphic organizer ·providing with more time

Animal Adaptations Multimedia Presentation Multimedia Project Online information Written Report Kurzweil Kurzweil Discussion Poster Presentation Reading books Oral Information Oral Presentation

Adaptations create an unfair advantage for some students. "The difference between fair and equal." "Adaptations do not represent unfair advantages to students. In fact, the opposite could be true. If appropriate adaptations are not used, students could be unfairly penalized for having learning differences, creating serious negative impacts to their achievement and self‐concept." BC Ministry of Education A Guide to Adaptations and Modifications http://www.bced.gov.bc.ca/specialed/docs/adaptations_and_modifications_guide.pdf The fact that we have catered to student who prefer paper and pencil, books, and lectures is an unfair advantage.

Modifications and Inclusion Pull-out Groups Within the Classroom setting Darlene's Goal Ellen's Goal

To read Anita's Blog "UDL Success" post go to: http://anitas.edublogs.org/2009/03/28/udl-success/

Why??? Support for teachers... ~inservice ~collaboration ~technology Support for kids... ~Short-term Pull-out groups with a purpose ~visual & background knowledge ~joint attention ~in class support the message we send... ~accessibility ~their teachers can teach them ~they can learn ~there are tools they can use ~different is not only acceptable but encouraged ~they are valued and supported ~they belong ...a shift in Paradigm

Subtle Shift in Paradigm... from assistive to mainstream from separate to included from child as problematic to curriculum as potentially problematic from fixing the child to fixing the curriculum from accepting differences to valuing and encouraging differences

UDL Belonging Ownership Community Inclusion ...a shift in paradigm

Changing Expectations in Education "The [school] system was designed in the 1840s and at the turn of the 20th Century to separate society into a vast majority of minimally trained industrial workers and a small, educated elite." Ira Socol Counting the Origins of Failure http://education.change.org/blog/view/counting_the_origins_of_failure

http://www.youtube.com/watch?v=4oAB83Z1ydE&feature=youtube_gdata

Preparing our kids for the world they will enter.

It is not about the technology Nala http://www.youtube.com/watch?v=LXBzGf54-Ik

Toolbelt Theory We are many things - human beings - but above all we are tool users. Unlike most other species, and far more than any other species, we have defined ourselves by crafting tools which allow us to control our environment and overcome our limitations. Can't run as fast as a horse? Climb on the horse. Can't fight one-on-one with a Mammoth? Invent the spear. Can't remember everything you need? Create writing. So tools matter. They matter most for those who lack the highest capabilities - a very old person and a very young person needs a car more often than a 20- year-old might - a short person needs a ladder more often than a tall person - a weak swimmer needs a boat when a great swimmer might not - but still, tools matter for everyone. Ira Socol Toolbelt Theory for Everyone SpeEd Change http://speedchange.blogspot.com

Toolbelt Theory So the trick to tool use is to learn to evaluate tasks and environments and your skills and the tools themselves as they change and determine what works best for you. I call this the "TEST" - Task - Environment - Skills - Tools T Task E Environment S Skills Ira Socol T Tools Toolbelt Theory for Everyone SpeEd Change http://speedchange.blogspot.com

Most technologies enable some while disabling others... stairs bicycles wheelchairs pencils books

http://www.katesays.org/2009/04/10/power-of-a-word/comment-page- 1/#comment-5837 http://www.record-eagle.com/genwhy/local_story_097064707.html

We have the technology...

Networkability Versatility Ability to be marked Transformability

Reading Problems Versatility

Reading Preference for Problems Visual Materials Versatility

Reading Preference for Problems Visual Materials Loves to read Versatility

Transformability etext

Ability to be marked Highlight

Ability to be marked Highlight Annotate

background Networkability knowledge

background Networkability knowledge extension activities

background Networkability knowledge extension activities definitions

background Networkability knowledge video clip extension activities definitions

Questioning Subtle Shift How this shift assumptions in Paradigm changes things What is UDL? Changing Expectations in Education Universal Design - Preparing kids for their future Why is it UDL Architecture important now? Toolbelt Theory Technology purchasing UDL Progress Because it is the right thing to do Worldwide In BC

It is not about the technology suchitra prints http://www.flickr.com/photos/chitrasudar/2740220523/

The time is right... Technology Integration The questions are no longer "why?" or "should we?"... Universal Design for Learning ...the questions are "what?" and "how?" It is now a question of pedagogy increased visual accessibility - leveling the playing field engagement tools

David Rose "Increasingly we need to be seeing our curriculum as disabling children." "Increasingly our curriculum will be be seen as unethical" http://events.insinc.com/setbc/20081024/presentation- index6.html To see the David Rose's entire presentation at the LATA Conference in October 2009 go to: http://events.insinc.com/setbc/20081024 /

First Year BC UDL Project * SD41 Burnaby: Morley Elementary * SD43 Coquitlam: Birchland Elementary * SD52 Prince Rupert: Pineridge, Westview, Kanata, Lax Kxeen * SD28 Quesnel: Quesnel Secondary * SD36 Surrey: Tamanawis Secondary * SD22 Vernon: Coldstream Elementary * SD61 Victoria: Colquitz Middle School Second Year Secondary School 7-12 * SD 19 Revelstoke: Revelstoke * SD 23 Central Okanagan: Bankhead Elementary School K-6 * SD 34 Abbotsford: W.A. Fraser Middle School 6-8 * SD 39 Vancouver: David Livingstone Elementary School K-7 * SD 57 Prince George: Harwin Elementary School K-7 * SD 68 Nanaimo-Ladysmith: Fairview Community School K-7 * SD 71 Comox Valley: Arden Elementary School K-7 Third Year * SD 42 Maple Ridge: Mount Crescent Elementary K-7 * SD 46 Sunshine Coast: Halfmoon Bay Elementary Community School K-7 * SD 54 Bulkley Valley: Smithers Secondary 8-12 * SD 63 Saanich: North Saanich Middle School 6-8 * SD 79 Cowichan Valley: Khowhemun Elementary K-6 * SD 83 North Okanagan-Shuswap: Len Wood Middle School 6-8 * SD 84 Vancouver Island West: Gold River Secondary 8-12

BC's Ministry of Education endorses Universal Design for Learning. http://www.bced.gov.bc.c a/specialed/docs/iepssn. http://www.bced.gov.bc.ca/speci pdf aled/docs/adaptations_and_mod ifications_guide.pdf "Today’s classrooms are diverse and inclusive by nature. Differentiation of instruction and assessment and the principles of universal design are now recognized practices for teachers."

http://setbc.org/setinfo/BCUDL/

http://setbc.org/setinfo/bcudl/resources.html

http://bcudl.pbworks.com/

http://paulhami.edublogs.org/

http://anitas.edublogs.org/

Smartboard Forum http://public.sd43.bc.ca/elementary/Birchland/SMARTBoard%20Forum/defa ult.aspx

Anita's Tips, Tricks, and Weblinks ThinkingUDL Smartboard Forum Anitasquicktips http://anitasquicktips.edublogs.org/

Questioning Subtle Shift How this shift assumptions in Paradigm changes things What is UDL? Changing Expectations in Education Universal Design - Preparing kids for their future Why is it UDL Architecture important now? Toolbelt Theory Technology purchasing UDL Progress Because it is the right thing to do Worldwide In BC

http://www.cast.org/

Paul Hamilton's Wiki http://udl4all.pbwiki.com/

http://elgg.openschool.bc.ca/pg/groups/1671/udl-universal-design-for- learning/

http://udltechtoolkit.wikispaces.com/

http://lisaslingo.blogspot.com/

Join the conversation... http://udl4all.ning.com/

http://speedchange.blogspot.c om/

For links to all of the Websites mentioned in this presentation go to: Thinking UDL.ca http://anitas.edublogs.org/udl-presentation- links/

Shift in Paradigm... from assistive to mainstream from separate to included from child as problematic to curriculum as potentially problematic from fixing the child to fixing the curriculum from accepting differences to valuing and encouraging differences

http://www.safeshare.tv/v/wN7QfjIcVvA

UDL Belonging Ownership Community Inclusion ...a shift in paradigm

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UDL Sunshine Coast Presentation

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UDL Sunshine Coast Presentation — Presentation Transcript