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Maximizing learning for all learners 2016
- 1. Nancy Nelson - nnelson@conestogac.on.ca CEDP Phase 1 Summer 2016 Nancy Nelson Maximizing Learning Access to slides
- 2. Nancy Nelson - nnelson@conestogac.on.ca 1. Take a card 2. Read about your learner 3. How will this learner … a. Learn b. Engage in learning MaximizingLearningforAll Take a minute ... 2 Access to slides
- 3. Nancy Nelson - nnelson@conestogac.on.ca MaximizingLearningforAll Poll1 3
- 4. Nancy Nelson - nnelson@conestogac.on.ca Goals for today ... 1. investigate the variability of students in a classroom 2. examine instructional strategies wrt student variability 3. review concepts of Universal Design for Learning (UDL) framework 4. plan a lesson that maximizes the learning opportunities for all students 5. evaluate a lesson plan wrt its ability to maximize learning MaximizingLearningforAll Students Strategies UDL Planning Reflecting 4 2 min
- 5. Nancy Nelson - nnelson@conestogac.on.ca Learner Profile MaximizingLearningforAll Students 5 2 min
- 6. Nancy Nelson - nnelson@conestogac.on.ca MaximizingLearningforAll Regroup based on card colour and shape in the top right corner front of room back of room 6 How does this class learn? Strategies
- 7. Nancy Nelson - nnelson@conestogac.on.ca MaximizingLearningforAll Instructional Approaches: A Framework for Professional Practice (1991) Link to Document containing Instructional Strategies Diagram page 17 of 38 Strategies 7 Instructional Strategies Mark the MOST and LEAST effective strategies for your learner 3 min
- 8. Nancy Nelson - nnelson@conestogac.on.ca MaximizingLearningforAll 8 Poll2
- 9. Nancy Nelson - nnelson@conestogac.on.ca MaximizingLearningforAll 9 Poll3
- 10. Nancy Nelson - nnelson@conestogac.on.ca MaximizingLearningforAll 10 UDL
- 11. Nancy Nelson - nnelson@conestogac.on.ca MaximizingLearningforAll 11 Representation (RP) Learning (LP) Engagement (EP) Add up your “class’s” Walk-a-Mile points for each category Regroup based on the number in the top right corner 1 2 4 3 Planning front of room back of room
- 12. Nancy Nelson - nnelson@conestogac.on.ca MaximizingLearningforAll 12 Planning GOALS METHODS MATERIALS ASSESSMENT
- 13. Nancy Nelson - nnelson@conestogac.on.ca MaximizingLearningforAll 13 Plan a UDL Lesson … • learning a new skill (ex. using a discipline specific tool) • learning a new process (ex. solving a particular type of problem) • learning a new concept (ex. extending knowledge base in a particular subject) Planning 15 min
- 14. Nancy Nelson - nnelson@conestogac.on.ca MaximizingLearningforAll 14 Our Class …
- 15. Nancy Nelson - nnelson@conestogac.on.ca MaximizingLearningforAll 15 Did we design to the edges??? Increment or decrement your class’s points +2 +1 -1 -2 GOALS (bOppps) YELLOW LP SMART defined but not SMART mentioned none METHODS (BoPPPs) RED EP varied and for learner varied standard minimal MATERIALS (BOPPPS) GREEN RP varied and for our learners varied standard minimal ASSESSMENTS (boPPPs) BLUE EP match goals & flexible paths match goals mentioned none Reflecting
- 16. Nancy Nelson - nnelson@conestogac.on.ca Goal: Maximize Learning 16 MaximizingLearningforAll Did we ... • define clear goals? • increase opportunities for student learning? • increase student engagement? • choose accessible resources? • match our assessments to our goals? what percentage increase was there in class points?
- 17. Nancy Nelson - nnelson@conestogac.on.ca Some homework for you ... 17 MaximizingLearningforAll Learning (how) Engagement (why) Representation (what) Goals Assessment Methods Materials
- 18. Nancy Nelson - nnelson@conestogac.on.ca I will focus my efforts on … A. Goals B. Methods C. Materials D. Assessment 18 MaximizingLearningforAll
- 19. Nancy Nelson - nnelson@conestogac.on.ca For more information … • Today’s links and references @ProfNancyNelson • Today’s slides (and other education related posts) https://allthingsacademic.wordpress.com/ • E-mail nnelson@conestogac.on.ca 19 MaximizingLearningforAll
- 20. Nancy Nelson - nnelson@conestogac.on.ca MaximizingLearningforAll 20 Our Class … CEDP1a – Aug ‘15
- 21. Nancy Nelson - nnelson@conestogac.on.ca MaximizingLearningforAll 21 Our Class … CEDP1b – Aug ‘15
Editor's Notes
- put worksheets at the locations where you want participants to sit have walk-a-mile cards stacked to ensure “cross-marginality” ... academic (red), physical/health (green), behavioural (yellow), societal/cultural (blue)
- Encourage participants to read about their workshop persona and think about how well he/she will learn and engage in the learning process
- [twitter]You’ll find the learning/engagement poll here ... https://pollev.com/nnelson377[/twitter] Learning – Engagement Poll – click spot where you expect your ‘learner’ to be in terms of what type of learner they are and how engaged they will be
- review goals (also found on the worksheet) explore the students we can expect to find in our classrooms and just how different they really are look at instructional strategies we can use to best serve these students ... “design to the edges” UDL – framework to help “design to the edges” try your hand at a UDL lesson plan evaluate a UDL lesson plan to see how well it provides opportunity for maximized learning after have participants reflect on why you selected this workshop. Which of the five goals most closely aligns with your intent, and why? (worksheet page 1)
- [twitter]#tools Collect class data without clickers using Plickers https://www.plickers.com/[/twitter] [twitter]#learning Watch Todd Rose’s TED Talk on the Myth of Average https://www.youtube.com/watch?v=4eBmyttcfU4[/twitter] Learning profile introduction – US Air Force – cockpits in new planes designed for average pilots ... JAGGED SIZE PROFILE ... now require suppliers to design to the edges so cockpit works for all Can apply same principle to the learners sitting in our classrooms ... Complete the learning profile (page 3) for your assigned persona
- Group together based on “marginality” ... RED – academic GREEN – physical BLUE – societal/cultural YELLOW – behavioural Compare the learning profiles ... what’s common and what’s very different congregate in specified part of the room
- [twitter]An older but still useful document on instructional approaches ... diagram is on page 17 http://goo.gl/8TqMBm[/twitter] Diagram on worksheet page 3 (alternate format on page 4) Discuss which of the instructional strategies work BEST and LEAST for your collective students ... identify at least 3 of each
- [twitter]Which strategies are MOST effective for your ‘learner’? ... https://pollev.com/nnelson377[/twitter]
- [twitter]Which strategies are LEAST effective for your ‘learner’? ... https://pollev.com/nnelson377[/twitter]
- Summary diagram from CAST – What is UDL? [twitter]A short video describing UDL ... https://www.youtube.com/watch_popup?v=bDvKnY0g6e4[/twitter] Univeral Design for Learning (UDL) is a framework that help design to the edges. It prompts us to think about the goals we set, the instructional strategies and activities we use the resources we use the way we assess both in process and at the end This video will give you an overview of what is involved and how we can maximize learning for everyone in our classes
- now we’re going to shift in mixed “marginality” groups to plan a lesson ... you’ll have the insight of each of the four “marginality” groups to help make design decisions treat your personae as a class and determine their representation, learning and engagement strengths
- UDL guidelines are on page 5 of the worksheet ... When planning a UDL lesson you need to consider four main areas: GOALS – SMART (Specific, Measurable, Achievable, Relevant, Time-Bound) and students have an opportunity to personalize/discuss these goals METHODS – the instructional strategies and activities we choose MATERIALS – the resources we use for instruction, practice and assessment ASSESSMENT – ensuring what and how we assess matches what and how they learn You can find a checklist for each of these area on the last two pages of the worksheet ... feel free to scan through these as you work through your design
- Use the UDL guidelines and BOPPPS template in your worksheet (page 6) Design a lesson using as many of the UDL principles as possible. Use flipchart paper for possible presentation to class
- YELLOW – look at goals RED – look at methods (strategies & planned activities) GREEN – look at the type of resources and instructional materials used during the lesson BLUE – look at the assessment wrt the goals
- We have three main areas to consider as we plan our classes ensuring that our students know what they are to learn and that the learning process itself is designed for the edges! keeping our students engaged and motivated ensuring class materials and resources are accessible keep in mind the four basic areas GOALS, METHODS, MATERIALS, and ASSESSMENT Goals – we (and the students) need to know what we are setting out to achieve and why Assessment – how we assess needs to match goals, methods & materials Methods & Materials – guts of what we do -