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  • 1. Case Study: Mrs. Jones’ Fourth Grade Classroom From: A Practical Reader in Universal Design for Learning 1
  • 2. Center for Applied Special Technologies, CAST www.cast.org
  • 3. Center for Applied Special Technologies, CAST www.cast.org State Standards Instructional Goals Traditional Approach UDL Approach Student groups create a Students map the political, 2. 2. map containing political, topographical, and natural topographical, and resources of a selected natural resources in the state selected state of study Students present results 3. Students will orally to demonstrate 3. present and describe understandings of the the state and map state and its resources results to the class 3
  • 4. Center for Applied Special Technologies, CAST www.cast.org State Standards: Instructional Objectives Traditional Approach UDL Approach Read the social studies text The students will (a) collect 2. 2. and (a minimum of) two information, (b) make additional resources to gather comparisons, and (c) create information about state maps to represent state resources, geography, and resources, topography, and political structures political information Write a compare-and-contrast Present information to the 3. 3. table of state resources class. Analyze information and respond to questions. Make a representative map 4. using available materials Present information to the 5. class Raise hands to answer teacher 6. and presenter questions on the 4 presentation
  • 5. Center for Applied Special Technologies, CAST www.cast.org Curriculum Methods-Introduce Lesson Traditional Approach UDL Approach Teacher provides a brief lecture Avoid limiting presentation style. 2. 2. on the home state. She May be students who do not reminds students of previous respond, comprehend, or attend studies of land and resources, well to a lecture style. Consider and the impact of natural using media in the presentation resources on population (e.g. concept map/graphics, video, growth, political, and land-use audio summary) to enhance and issues. illustrate concepts and topics introduced and reviewed Teacher divides the students 3. into working groups to complete Consider frequent questions and 3. their research, map-making, statements of clarification; solicit note-taking, and presentation student participation Consider assigning students to 4. working groups by mixed abilities to make use of complementary skills Provide demonstrations of 5. 5 performance expectations
  • 6. Center for Applied Special Technologies, CAST www.cast.org Curriculum Methods- Guide the Lesson Traditional Approach UDL Approach Students read the textbook Provide multiple means to access 2. 2. chapter on the selected home resource materials (audio, digital, with state to find out about the state graphics, video resources, boundaries, Scaffold reading with supports for 3. topography, and population decoding and vocabulary (talking center. Students are required dictionary) to use at least one outside Support reading strategies with 4. resource. cooperative working groups (e.g. Student groups must also take 3. paired reading, discussion sessions) written notes to support their Consider alternative means for note- 5. research work taking (e.g. audio-recorded summary, electronic note-taking, scanning, Google Notebook) Scaffold note-taking by allowing 6. students to use a graphic organizer with information prompts built in (e.g., 6 name of state, land mass, geographic location)
  • 7. Center for Applied Special Technologies, CAST www.cast.org Curriculum Methods- Close the Lesson Traditional Approach UDL Approach Using the map, groups give Provide students with options for 2. 2. oral presentations, including presenting information (e.g., resource information, to the presentation may be written, oral class (podcast), video, or visual) Each student takes notes Provide audience with scaffolds 3. 3. during the presentations and alternative means of collecting information as students make Students draw and write a 4. presentations (e.g. recordings, compare/contrast chart of notes, response questions) the physical, political, and geographical characteristics Consider alternatives for writing a 4. of the states presented by compare/contrast chart (e.g. oral, all groups pictorial, digital, using digital Venn diagram (Inspiration) ) 7
  • 8. Center for Applied Special Technologies, CAST www.cast.org Curriculum Media and Materials UDL Approach Traditional Approach Printed text may constitute a barrier for 2. Social Studies 2. students with physical or reading textbook disabilities. If texts are digitally available, Encyclopedia 3. teachers and students have options for Map materials text-to-speech, large print, on-line 4. vocabulary help and a variety of display Tag board 5. formats. Colored pencils 6. Provide various means and materials that 3. Rulers 7. students can use to create a map. Glue 8. Examples include: a) draw a map; b) Clay 9. create a map with clay; c) create a map Trays electronically with computer tools; d) have 10. students verbalize for others the details of CD software on U.S. 11. what to place on a map and where. geography 8
  • 9. Center for Applied Special Technologies, CAST www.cast.org Curriculum Media and Materials UDL Approach, cont. 3. Some learners may have organizational deficits, making it challenging for them to understand and make use of library structure and thus the library resource. Provide scaffolds and instruction to find materials in multiple formats – text, digital, audio, etc. Select possible materials for students to review  Direct students to area of media center w/appropriate resource  materials Consider textbook barriers noted in “materials/classroom”  Some learners may have difficulty using computers with a CD, hindering 4. access to the resource material Provide supports and instruction to use of CD resources;  Evaluate access issues for vision, decoding, etc., for the various  students in the class 9
  • 10. A UDL Curriculum Is designed, developed and  flexible from the start. Has built in supports.  Is designed to maximize  options for students and teachers Meets the needs of all  learners. Is under the auspices of  general education. Center for Applied Special Technologies, CAST 10 www.cast.org
  • 11. Center for Applied Special Technologies, CAST www.cast.org UDL Paradigm Shift: how UDL changes the way we think about students and education Old Assumptions New Assumptions Students who learn differently   Students who learn fall along a continuum of differently constitute a learner differences. separate category. •  Instructional adjustments Instructional adjustments need to be made for at risk need to be made for all students. learners. • • Learning is centered on a Learning materials are single text book. varied, digital. • • The solution is within the The problem is with the curriculum. A flexible student – remediate, curriculum adapts to the remediate, remediate.. needs of all students. 11
  • 12. David Rose says…. “UDL is really a merging of general education  and special education, a sharing of responsibility, resources, and ownership. It gets away from the “their kids-our kids” divide between general ed. and special ed.” -A Practical Reader in Universal Design for Learning 12
  • 13. How we’ve been doing business… A UDL Curriculum… 13