The Common Core State Standards (CCSS) for ELA & Literacy make explicit the knowledge and skills that students need to be college and career ready as readers, writers, researchers, presenters and thinkers. The challenge for teachers and administrators is how to support all students to work toward and meet more demanding academic expectations. The Universal Design for Learning (UDL) Framework conceptualizes a means of meeting this challenge. If UDL “habits of design” are incorporated into CCSS English Language Arts (ELA) & Literacy curriculum and instructional practices, we can collectively prepare students to be ready for the rigor of college and careers.
Margaret J. Mclaughlin - Improving the Educational Outcomes of Students with ...IEFE
MARGARET J. MCLAUGHLIN, ASSOCIATE DEAN FOR RESEARCH AND OUTREACH AND PROFESSOR OF SPECIAL EDUCATION, COLLEGE OF EDUCATION
UNIVERSITY OF MARYLAND, COLLEGE PARK MD
Improving the Educational Outcomes of Students with Disabilities and Other Struggling Learners through Policy and Practice Reform
IEFE Forum 2014
This is a North Central University course (EL 7002-8), Introduction to E-Learning . It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Margaret J. Mclaughlin - Improving the Educational Outcomes of Students with ...IEFE
MARGARET J. MCLAUGHLIN, ASSOCIATE DEAN FOR RESEARCH AND OUTREACH AND PROFESSOR OF SPECIAL EDUCATION, COLLEGE OF EDUCATION
UNIVERSITY OF MARYLAND, COLLEGE PARK MD
Improving the Educational Outcomes of Students with Disabilities and Other Struggling Learners through Policy and Practice Reform
IEFE Forum 2014
This is a North Central University course (EL 7002-8), Introduction to E-Learning . It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Adaptive Remediation Solutions Design Framework and Implementation for Studen...iosrjce
E-learning has established a critical presence in the 21st century learning environment. With the rise
of convergence technologies, different models of e-learning have emerged obliterating the barriers of time and
space and delivering deep learning. Teaching-learning interplay has been further enhanced because of novel
interactive process centric interventions and e-tutoring is emerging as an effective teaching learning solution.
Specifically, the paper addresses the current e-learning challenges by designing and implementing Adaptive
Remediation Solutions Framework to e-tutoring. The e-tutoring Adaptive Remediation Solutions Framework
deals with improvement of the overall learning experience by identifying the gap and adopting Learning to
learn driven remedial interventions with the specific cognitive requirements of the learner traditionally not
catered to in a standard (conventional) e-learning environment. The paper ascertains the improvement in the
student success rate by early identification of learners at-risk followed by timely, continuous and multi-tiered
teaching-learning interventions. Convergence Technology (CT) enabled Educational Technology (ET) has been
leveraged to offer innovative pedagogies by matching learning model in Adaptive Remediation Solutions
Framework with learners abilities & differentiated assessment. This has been evaluated through data obtained
from an e-learning course offered by a leading e-learning institute. The results clearly demonstrate that the
Adaptive Remediation Solutions Framework assists in creating an effective learning environment resulting in
improved student success rate.
Innovating Pedagogy 2019.
This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation.
Technology to the Rescue: Appropriate Curriculum for Gifted Students....................................................................... 1
Dr. Susan L. Zimlich
Perceptions of ESL Program Management in Canadian Higher Education: A Qualitative Case Study .................. 13
Sarah Elaine Eaton
Korean University Students‟ Perceptions of Teacher Motivational Strategies............................................................. 29
Michael Heinz and Chris Kobylinski
Visualising the Doctoral Research Process: An Exploration into Empirical Research Processes of Emerging
Researchers ............................................................................................................................................................................ 42
Kwong Nui Sim and Russell Butson
Student Experiences of a Blended Learning Environment.............................................................................................. 60
Jase Moussa-Inaty
“We Need to Give the Profession Something that No One Else Can”: Swedish Student Teachers‟ Perceptions and
Experiences of their Preschool Teacher Training Programme ........................................................................................ 73
Birgitte Malm
Impact of Language Input on Comprehensiveness of Reading Material among Students in Saudi Arabia ............ 88
Mohammed Abdulmalik Ali
Teacher Conduct: A Survey on Professional Ethics among Chinese Kindergarten Teachers .................................... 98
Zhaolin Ji
Nursing Students‟ Experiences of Using Adobe Connect in a First-year Professional Nursing Course ............... 114
Liz Ditzel (RN, PhD) and Anna Wheeler (RN)
This paper was written to discuss the challenges of managing mixed level classes in the business discipline, from the context of teaching, learning and assessment, to help teachers develop a mechanism to manage and cope with teaching, learning, assessment in a systematic manner while balancing the power relationships with students when carrying out assessment tasks within and outside the classroom. This paper also takes the approach of the illustration used in the case study of Robert and Susans (Marton & Saljo ,1976 cited Biggs, 1999)
OER-INTEGRATED TEACHING AND LEARNING IN A POST-WAR NORTHERN SRI LANKAROER4D
OER-INTEGRATED TEACHING AND LEARNING
IN A POST-WAR NORTHERN SRI LANKA
Sasikala Kugamoorthy, M. Rajini, Shironica P. Karunanayaka and Som Naidu
The Open University of Sri Lanka
Monash University, Australia
Presentation at Open Education Global 2017
Enhancing the Retention of Lectured-Information for Higher Education Students...Dr. Amarjeet Singh
Note-taking is an important skill to be taught to the
learners so that it can be used as a tool for them to perceive
and retrieve the lectured information; especially during
Theory courses dealing with intense information. Keeping this
in mind I tailored my study which could examine whether
Note-Taking, Note-making and Note-reviewing can improve
the retention skills of my learners and whether these retention
skills can be later used by them to recall the retained–
information. I tried to measure these retention skills by using
customized retention tests to observe the resulted pattern. The
research question that guided my study was ―How efficiently
the Notes-Taking, Notes-Making and Notes-Reviewing can
improve the short term retention of lecture-information for
the learners in Higher Education at lower level of academic
program (Interior design) with respect to free recall, accuracy
and comprehension type of questions ?‖. This qualitative
research uses Primary data collected from 22 students.
Harmonious to some of the studies in the past, this study
reaffirmed the importance and vital impact of Notes taking
and reviewing on the short term retention of received
information. In addition a pattern was revealed that Notes
making enhances comprehension skills and notes reviewing
enhances accuracy skills.
The aim of this research paper is to identify the the perceptions of teachers of English language about the main challenges in teaching primary stage pupils; and to recognize the challenges that are experienced locally in the five educational areas available in the state of Kuwait. Both qualitative and quantitative methods have been applied because data are supposed to be in the form of numbers. The survey was provided by a hard copy to about (20) teachers of English language in the state of Kuwait. The survey itself consisted of two sections. The first section refers to some sort of a ranking question. That means the teachers ordered the factors that may develop teaching English to young learners according to their point of views. The second section of the survey included an open question as follows: Which aspect do you think the most challenging in teaching young pupils and why? The results revealed that teachers of English are challenged by several factors including lack of training, resources and acknowledge. Most teachers suffered from lack of time to teach; particularly, teaching writing and grammar.
This assignment provides the opportunity for you to apply the pr.docxmichelle1011
This assignment provides the opportunity for you to apply the principles of universal design for learning (UDL) in the design of instruction and assessment. Recall that UDL provides access to the curriculum for students with a wide variety of abilities and background. Therefore, UDL aligns with inclusionary practices found in today’s schools. Furthermore, assistive technology supports the UDL framework to provide a means of learning for students with disabilities. To prepare for this assignment, review the CAST (2010) video,
UDL at a Glance (Links to an external site.)
and review the
Explore model UDL lesson plans (Links to an external site.)
(2011) web page, both of which are listed in the Week Three Required Resources. Be sure to also review the Week Three Instructor Guidance page for additional intellectual elaboration on UDL and assistance with this assignment.
Begin preparing for this assignment by selecting a specific model lesson from the Explore Model UDL Lesson Plans (2011) page of the CAST.org website. Analyze the lesson for the points described in the Content Instructions included with this assignment, below. Click on the “UDL Connections” buttons located at various points in the lesson to analyze how UDL principles have been integrated. Next, create your assignment to meet the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance with this assignment, review the Week Three Instructor Guidance page and, if needed, contact the instructor for further clarifications.
Refer to: SEE ATTACHED
Week 3 Assignment Template
Content Instructions
·
Lesson Description
(1 point): Include the title of the model lesson, the subject, and grade levels, and a one-paragraph introduction of the lesson.
·
Principle 1
(1 point): In one to three paragraphs, describe ways that multiple means of representation are included in the model lesson.
·
Principle 2
(1 point): In one-to-three paragraphs, describe ways that multiple means of action and expression are included in the model lesson.
·
Principle 3
(1 point): In one to three paragraphs, describe ways that multiple means of engagement are included in the model lesson.
·
Reflection
(2 points): Close your essay with a personal reflection that addresses the following four areas:
o A description of at least two concepts or strategies from the lesson that serve as a means to motivate learners
o A description of how, overall, the lesson models differentiated instruction
o A discussion of how your understanding of and appreciation for instructional planning has changed as a result of your analysis,
o At least one specific concept or strategy from the lesson that you would consider applying to your own practice and the potential impact it may have on the population you serve.
Written Communication Ins.
Adaptive Remediation Solutions Design Framework and Implementation for Studen...iosrjce
E-learning has established a critical presence in the 21st century learning environment. With the rise
of convergence technologies, different models of e-learning have emerged obliterating the barriers of time and
space and delivering deep learning. Teaching-learning interplay has been further enhanced because of novel
interactive process centric interventions and e-tutoring is emerging as an effective teaching learning solution.
Specifically, the paper addresses the current e-learning challenges by designing and implementing Adaptive
Remediation Solutions Framework to e-tutoring. The e-tutoring Adaptive Remediation Solutions Framework
deals with improvement of the overall learning experience by identifying the gap and adopting Learning to
learn driven remedial interventions with the specific cognitive requirements of the learner traditionally not
catered to in a standard (conventional) e-learning environment. The paper ascertains the improvement in the
student success rate by early identification of learners at-risk followed by timely, continuous and multi-tiered
teaching-learning interventions. Convergence Technology (CT) enabled Educational Technology (ET) has been
leveraged to offer innovative pedagogies by matching learning model in Adaptive Remediation Solutions
Framework with learners abilities & differentiated assessment. This has been evaluated through data obtained
from an e-learning course offered by a leading e-learning institute. The results clearly demonstrate that the
Adaptive Remediation Solutions Framework assists in creating an effective learning environment resulting in
improved student success rate.
Innovating Pedagogy 2019.
This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation.
Technology to the Rescue: Appropriate Curriculum for Gifted Students....................................................................... 1
Dr. Susan L. Zimlich
Perceptions of ESL Program Management in Canadian Higher Education: A Qualitative Case Study .................. 13
Sarah Elaine Eaton
Korean University Students‟ Perceptions of Teacher Motivational Strategies............................................................. 29
Michael Heinz and Chris Kobylinski
Visualising the Doctoral Research Process: An Exploration into Empirical Research Processes of Emerging
Researchers ............................................................................................................................................................................ 42
Kwong Nui Sim and Russell Butson
Student Experiences of a Blended Learning Environment.............................................................................................. 60
Jase Moussa-Inaty
“We Need to Give the Profession Something that No One Else Can”: Swedish Student Teachers‟ Perceptions and
Experiences of their Preschool Teacher Training Programme ........................................................................................ 73
Birgitte Malm
Impact of Language Input on Comprehensiveness of Reading Material among Students in Saudi Arabia ............ 88
Mohammed Abdulmalik Ali
Teacher Conduct: A Survey on Professional Ethics among Chinese Kindergarten Teachers .................................... 98
Zhaolin Ji
Nursing Students‟ Experiences of Using Adobe Connect in a First-year Professional Nursing Course ............... 114
Liz Ditzel (RN, PhD) and Anna Wheeler (RN)
This paper was written to discuss the challenges of managing mixed level classes in the business discipline, from the context of teaching, learning and assessment, to help teachers develop a mechanism to manage and cope with teaching, learning, assessment in a systematic manner while balancing the power relationships with students when carrying out assessment tasks within and outside the classroom. This paper also takes the approach of the illustration used in the case study of Robert and Susans (Marton & Saljo ,1976 cited Biggs, 1999)
OER-INTEGRATED TEACHING AND LEARNING IN A POST-WAR NORTHERN SRI LANKAROER4D
OER-INTEGRATED TEACHING AND LEARNING
IN A POST-WAR NORTHERN SRI LANKA
Sasikala Kugamoorthy, M. Rajini, Shironica P. Karunanayaka and Som Naidu
The Open University of Sri Lanka
Monash University, Australia
Presentation at Open Education Global 2017
Enhancing the Retention of Lectured-Information for Higher Education Students...Dr. Amarjeet Singh
Note-taking is an important skill to be taught to the
learners so that it can be used as a tool for them to perceive
and retrieve the lectured information; especially during
Theory courses dealing with intense information. Keeping this
in mind I tailored my study which could examine whether
Note-Taking, Note-making and Note-reviewing can improve
the retention skills of my learners and whether these retention
skills can be later used by them to recall the retained–
information. I tried to measure these retention skills by using
customized retention tests to observe the resulted pattern. The
research question that guided my study was ―How efficiently
the Notes-Taking, Notes-Making and Notes-Reviewing can
improve the short term retention of lecture-information for
the learners in Higher Education at lower level of academic
program (Interior design) with respect to free recall, accuracy
and comprehension type of questions ?‖. This qualitative
research uses Primary data collected from 22 students.
Harmonious to some of the studies in the past, this study
reaffirmed the importance and vital impact of Notes taking
and reviewing on the short term retention of received
information. In addition a pattern was revealed that Notes
making enhances comprehension skills and notes reviewing
enhances accuracy skills.
The aim of this research paper is to identify the the perceptions of teachers of English language about the main challenges in teaching primary stage pupils; and to recognize the challenges that are experienced locally in the five educational areas available in the state of Kuwait. Both qualitative and quantitative methods have been applied because data are supposed to be in the form of numbers. The survey was provided by a hard copy to about (20) teachers of English language in the state of Kuwait. The survey itself consisted of two sections. The first section refers to some sort of a ranking question. That means the teachers ordered the factors that may develop teaching English to young learners according to their point of views. The second section of the survey included an open question as follows: Which aspect do you think the most challenging in teaching young pupils and why? The results revealed that teachers of English are challenged by several factors including lack of training, resources and acknowledge. Most teachers suffered from lack of time to teach; particularly, teaching writing and grammar.
This assignment provides the opportunity for you to apply the pr.docxmichelle1011
This assignment provides the opportunity for you to apply the principles of universal design for learning (UDL) in the design of instruction and assessment. Recall that UDL provides access to the curriculum for students with a wide variety of abilities and background. Therefore, UDL aligns with inclusionary practices found in today’s schools. Furthermore, assistive technology supports the UDL framework to provide a means of learning for students with disabilities. To prepare for this assignment, review the CAST (2010) video,
UDL at a Glance (Links to an external site.)
and review the
Explore model UDL lesson plans (Links to an external site.)
(2011) web page, both of which are listed in the Week Three Required Resources. Be sure to also review the Week Three Instructor Guidance page for additional intellectual elaboration on UDL and assistance with this assignment.
Begin preparing for this assignment by selecting a specific model lesson from the Explore Model UDL Lesson Plans (2011) page of the CAST.org website. Analyze the lesson for the points described in the Content Instructions included with this assignment, below. Click on the “UDL Connections” buttons located at various points in the lesson to analyze how UDL principles have been integrated. Next, create your assignment to meet the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance with this assignment, review the Week Three Instructor Guidance page and, if needed, contact the instructor for further clarifications.
Refer to: SEE ATTACHED
Week 3 Assignment Template
Content Instructions
·
Lesson Description
(1 point): Include the title of the model lesson, the subject, and grade levels, and a one-paragraph introduction of the lesson.
·
Principle 1
(1 point): In one to three paragraphs, describe ways that multiple means of representation are included in the model lesson.
·
Principle 2
(1 point): In one-to-three paragraphs, describe ways that multiple means of action and expression are included in the model lesson.
·
Principle 3
(1 point): In one to three paragraphs, describe ways that multiple means of engagement are included in the model lesson.
·
Reflection
(2 points): Close your essay with a personal reflection that addresses the following four areas:
o A description of at least two concepts or strategies from the lesson that serve as a means to motivate learners
o A description of how, overall, the lesson models differentiated instruction
o A discussion of how your understanding of and appreciation for instructional planning has changed as a result of your analysis,
o At least one specific concept or strategy from the lesson that you would consider applying to your own practice and the potential impact it may have on the population you serve.
Written Communication Ins.
(1) Complete Readings on Immigration (#24 and 25, pages 167-193 .docxgertrudebellgrove
(1) Complete Readings on Immigration (#24 and 25, pages 167-193: "Immigration: the Case for Limits" by David Miller and "Is There a Right to Immigrate?" by Michael Huemer). As always, take notes, jot down questions, etc.
(2) For your written assignment, part 1: David Miller argues that states (countries) are justified in limiting immigration. His argument seems to be based on a version of Utilitarianism). State his argument in a valid, modus ponens format (hint: the conclusion should read, "Therefore countries not allowing unlimited immigration is morally right.").
3) Part 2: from page 178, answer questions 1 and 3. Then, on page 193, answer questions 2 and 4.
Week 3 Discussion 1 Introduction to UDL
This discussion is an opportunity for you to apply the principles of Universal Design for Learning (UDL) in the design of instruction and assessment. In essence, UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for all learners. To prepare for this discussion, in addition to reviewing the Required Resources for Week Three, view the CAST (2010) video UDL at a Glance (Links to an external site.)and the Week Three Instructor Guidance where additional assistance for excelling in this discussion and intellectual elaboration about UDL is provided.
Initial Post: Create an initial response that addresses the following areas.
a. Provide a succinct summary, in your own words, of the key concepts that make up UDL.
b. Discuss how UDL and the incorporation of technology can be used to individualize learning for students with varied backgrounds, learning styles, and abilities and thereby create increased opportunities for learning.
c. Discuss the impact that using UDL may have on your current or anticipated teaching or professional role.
d. Share an idea; including what you learned to inform your initial response to this discussion, how might you include what you’ve learned about UDL in your plan for the Week Six Final Project: Community Event?
Week Three Instructor Guidance
Welcome to Week Three of EDU620: Meeting Individual Student Needs with Technology. Please be sure to review the Week Three homepage and review the specific learning outcomes for the week, the schedule overview, the required and recommended resources for the week, the introduction to the week, and a listing of the assessments for the week. Next, be sure to read this entire Instructor Guidance page.
Overview
Knowledge gained in Weeks One and Two prompted you to consider how technology integration promotes and sustains student motivation. This week, you will learn about the practice and principles of Universal Design for Learning (UDL) as it relates to technology integration into the classroom. Keep reading for intellectual elaboration about UDL and for additional assistance with excelling in the Week Three assessments.
Intellectual Elaboration
Universal Design for Learning
UDL characterizes efforts to create universal acces ...
Universal Design for Learning (UDL) has emerged as a transformative approach in education, breaking down barriers and creating inclusive environments for diverse learners.
This presentation, created by the National UDL Task Force, provides an introduction to universal design and universal design for learning. It then illustrates how UDL applies to the whole curriculum and how UDL is being supported at the local, state, and federal level.
GuideA curriculum guide is a packet of practical ideas for teach.docxwhittemorelucilla
Guide
A curriculum guide is a packet of practical ideas for teaching that is written in a convenient format as practical teaching notes for use by either you or your colleagues. It is a how-to guide that covers steps for achieving specific objectives, principles governing behavior, or descriptions of effective teaching strategies, interventions, and accommodations that a special educator can use in the classroom. Curriculum guides might include the title of the strategy or principle, explanation of its educational purpose (goal or objective), task analysis of teacher and student activities, and student assessment procedures.
Create curriculum guides for teaching reading, writing, spelling, and mathematics as a reference, in a format that will provide you and your professional colleagues with practical information necessary for effective teaching of students with ID. Ensure the curriculum guide is sufficiently accurate, thorough, and clear so the reader can implement the strategies. The guide should be usable by any of the teachers in the student's school.
Each strategy should be referenced. There should be a minimum of three references for each subject
Resources
Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms
From Different to Differentiated: Using "Ecological Framework" to Support Personally Relevant Access to General Curriculum for Students with Significant Intellectual Disabilities.
Impact of Curriculum Modifications on Access to the General Education Curriculum for Students with Disabilities
This might help them with doing the assignment. So this is the link. http://www.teachhub.com/how-create-curriculum-map
Research & Practice for Persons with Severe Disabilities
2013, Vol. 38, No. 2, 117-119
copyright 2013 by
TASH
From Different to Differentiated:
Using "Ecological Framework" to
Support Personally Relevant Access to
General Curriculum for Students With
Significant Intellectual Disabilities
Katherine Trela
Marist College
Bree A. Jimenez
University of North Carolina at Greensboro
Language used in the field of special education is
important; it can serve to influence both curriculum and
placement decisions for students with intellectual disabil-
ity. Historically, "Functional Curriculum" was used to
describe curriculum adaptations necessary for students to
access their environment (school and community). How-
ever, the term has evolved to mean a separate set of
curriculum standards primarily addressing daily life skills
for individuals with significant disabilities. An unintended
consequence of this term has been to suggest a "different"
rather than "differentiated" curriculum for students and,
by doing so, suggest the need for separate settings in
which to deliver this differently focused curriculum. A re-
cent paper by Hunt, McDonnell, and Crockett (2012)
suggests the use of an ecological framework to guide stake-
holders to maintain a clear focus on individual studen ...
Educators’ perceptions of inclusive education for learners with physical disa...AJHSSR Journal
ABSTRACT: While the practice of inclusive education has recently been widely embraced as an ideal model
for education, the acceptance of inclusive education practices has not translated into reality in most mainstream
classrooms. Even though education policies in South Africa stipulate that all learners should be provided with
the opportunities to participate as far as possible in all classroom activities, the implementation of inclusive
education is still hampered by a combination of a lack of resources and the attitudes and actions of the educators
in the classroom. The main purpose of this paper is to develop a deeper understanding of educators' personal
understanding of the barriers to learning and how their understanding relates to their consequent actions to
implement inclusive education in mainstream classrooms. A qualitative research approach was used to establish
their perspectives and to frame questions regarding their perceptions and understanding. The findings, in this
paper, indicate that the way in which educators understand the diversity of learning needs is based on the
training that they received, which focused on a deficit, individualised approach to the barriers that encounter
learning and development.
KEYWORDS: barriers to learning; inclusive education; mainstream classrooms; inclusion
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Universal Design for Learning and the Common Core ELA Standards: Rigorous Reading and Writing Istructions for All
1. The Common Core State Standards (CCSS) for ELA & Literacy make
explicit the knowledge and skills that students need to be college
and career ready as readers, writers, researchers, presenters and
thinkers. The challenge for teachers and administrators is how to
support all students to work toward and meet more demanding
academic expectations. The Universal Design for Learning (UDL)
Framework conceptualizes a means of meeting this challenge.
If UDL “habits of design” are incorporated into CCSS English
Language Arts (ELA) & Literacy curriculum and instructional
practices, we can collectively prepare students to be ready for the
rigor of college and careers.
While many grasp concepts quickly, others need more time,
hands-on practice, or scaffolding to truly understand. The same is
true for K-12 students. Although some schools do flexibly group
students homogeneously for needs-based core instruction, and
many teachers provide differentiated instruction in heterogeneous
classrooms, many others still use “teach to the middle” whole
group instruction. With the advent of the Common Core State
Standards, and the expectation of college and career readiness for
all, teaching to the middle is an approach that will ensure leaving
even more students behind.
Given high expectations for students at many reading levels and
with many needs, what are teachers and administrators to do?
While there is much interest in “adaptive online learning,” most
current computer-based programs are fairly inflexible. There is
widespread rhetoric about the need for personalized learning
plans for every student. However, lack of 1:1 computer access,
the social nature of learning, and the reality of one teacher to
many students make it hard for many educators to imagine how
to customize learning for each learner.
A basic premise of Universal Design for Learning (UDL) is that
designing curriculum for the full range of learners is beneficial
to all students, not just students with disabilities. UDL’s principles
and related guidelines (CAST, 2011) support development of
curriculum, instruction and assessment that is flexible and embeds
options for presenting material, engaging students in learning, and
supporting multiple ways for students to demonstrate learning.
UDL principles are commonly used to implement interventions
within the context of Response to Instruction and Intervention
(RtI2
) or Multiple Tiers of Student Support (MTSS). We maintain,
however, that it is the power of the UDL framework to impact
instruction in the regular classroom that holds great promise. This
is because use of UDL when delivering instruction in all content
areas widens access to learning, making it possible for many more
students to be successful with the core curriculum.
In this PCG Education White Paper,1
the authors 1) describe
the Universal Design for Learning framework; 2) provide
examples of CCSS-ELA & Literacy-aligned UDL instructional
practices and supports that reduce barriers to learning; and 3)
recommend that educators incorporate habits of universal design
when designing and facilitating CCSS-ELA & Literacy aligned
learning experiences.
www.pcgeducation.com
148 State Street, 10th Floor
Boston, Massachusetts 02109
tel: (617) 426-2026
A PCG Education White Paper
August 2013
By Barbara Flanagan, Cheryl Liebling, and Julie Meltzer
UNIVERSAL DESIGN FOR LEARNING AND
THE COMMON CORE ELA STANDARDS:
RIGOROUS READING AND WRITING INSTRUCTION FOR ALL
1
While this PCG Education White Paper focuses on incorporating UDL supports in CCSS-ELA & Literacy-aligned instructional practices,
UDL tools and resources are useful in all content areas.
13. UNIVERSAL DESIGN FOR LEARNING AND THE COMMON CORE ELA STANDARDS
She is coauthor of Taking Action on Adolescent Literacy: An
Implementation Guide for School Leaders (ASCD, 2007), Meeting
the Challenge of Adolescent Literacy (IRA, 2009), and Taking
the Lead on Adolescent Literacy: Action Steps for School-Wide
Success (Corwin, 2010); author of Adolescent Literacy Resources:
Linking Research and Practice (Education Alliance, 2002); and
coeditor of Thinkquiry Toolkit 1: Strategies for Improving Reading
Comprehension and Vocabulary Development Across the Content
Areas (PCG, 2011).
The authors would like to thank those who reviewed earlier
drafts of this White Paper and provided valuable feedback: Debra
Berlin, Sharon DeCarlo, Dennis Jackson, Krystle Schmidt, and Dr.
Kathy Strunk. The authors also want to thank Nora Kelley for her
production support.
We value feedback from readers. Please send any comments or
questions to Cheryl Liebling at cliebling@pcgus.com.
ABOUT PCG EDUCATION™
Combining more than 25 years of management consulting
experience with significant K-12 educational domain expertise,
PCG Education offers consulting solutions that help schools,
school districts, and state education agencies/ministries of
education to promote student success, improve programs and
processes, and optimize financial resources. Together with its
state-of-the-art technology, PCG Education’s consulting approach
helps educators to make effective decisions by transforming data
into meaningful results. A division of Public Consulting Group
(PCG), PCG Education has current projects in 40 states and four
Canadian provinces and serves 16 of the 25 largest U.S. school
districts. Its special education management systems, including
EasyIEP™, GoalView™, and IEP Online™, serve more than 1.45
million special education students across the U.S. PCG Education
also has recovered roughly $3.3 billion in federal Medicaid funds
for school district clients, more than any other vendor. Areas of
expertise include Education Analytics/Decision Support, Literacy
and Learning, Revenue Management Services, Special Education/
At-Risk Student Data Management, Strategic Planning and School
Improvement.
ABOUT PUBLIC CONSULTING GROUP
Public Consulting Group (PCG) is a management consulting firm
that primarily serves public sector education, health, human
services, and other state, county, and municipal government clients.
Established in 1986 with headquarters in Boston, Massachusetts,
PCG operates from 45 offices across the U.S. and in Montreal,
Canada, London, U.K., and Lodz and Warsaw, Poland. The firm
has extensive experience in all 50 states, clients in four Canadian
provinces, and a growing practice in the European Union. Because
PCG has dedicated itself almost exclusively to the public sector for
more than 25 years, the firm has developed a deep understanding
of the legal and regulatory requirements and fiscal constraints
that often dictate a public agency’s ability to meet the needs of
the populations it serves. We have helped numerous public sector
organizations to maximize resources, make better management
decisions using performance measurement techniques, improve
business processes, improve federal and state compliance, and
improve client outcomes. Many of PCG’s 1,300 employees
have extensive experience and subject matter knowledge in
a range of government-related topics, from child welfare and
Medicaid and Medicare policy to special education, literacy and
learning, and school-based health finance. PCG’s current work
includes active contracts in 47 states. To learn more, visit www.
publicconsultinggroup.com
www.info@pcgeducation.com
148 State Street, 10th Floor
Boston, Massachusetts 02109
tel: (617) 426-2026
Suggested citation: Flanagan, B., Liebling, C., & Meltzer, J. (2013). Universal design for learning and the common core ELA
standards: Rigorous reading and writing instruction for all. A PCG Education White Paper. Boston: Public Consulting Group.
www.publicconsultinggroup.com/education/library