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Utilizing the UDL Framework to Impact Student Learning and Expression
This document discusses utilizing the Universal Design for Learning (UDL) framework to impact student learning and expression. It provides an overview of the goals and agenda for a session on UDL, which includes understanding the three UDL principles, analyzing how UDL supports meeting standards, and identifying UDL-aligned resources. The overall goal is to build awareness of UDL strategies to create flexible learning environments that address learner variability and reduce barriers to access the curriculum.
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Utilizing the UDL Framework to Impact Student Learning and Expression
- 1. Utilizing the UDLFramework to Impact Student Learning S and Expression By: Matt Bergman, M.Ed. Milton Hershey School
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- 5. FIRST AND LAST NAME FOLD Biggest challenge when working with students… What I love most about working with students…
- 6. FIRST AND LAST NAME FOLD Biggest challenge when working with students… What I love most about working with students…
- 7. Goals of Today’sSession S Understand the three principles of Universal Design for Learning (UDL). S Analyze how UDL supports student access to the Standards for College and Career Readiness (Common Core State Standards). S Identify resources that align with UDL principles applied to written expression learning activities.
- 8. Overall goal fortoday is to build awareness and UDL strategies
- 9. S 8:00-9:30 ThreePrinciples of Universal Design for Learning S 9:30-10:15 Learner Variability & Flexible Learning Environments S 10:15- 10:30 Break S 10:30- 11:15 The Demands of the Common Core State Standards S 11:15 – 12:00 UDL Look For’s S 1:00 – 3:00 Improving Learner Participation in Written Expression Activities using the UDL Framework
- 10. TURN AND TALK:Where are you in your understanding about UDL? A. Just beginning, what does ‘UDL’ stand for? B. I know a little about UDL C. I have started to implement UDL in my work D. Ask me anything about UDL: I could lead a session!
- 11. What do youKNOW about UDL?
- 12. What do youWANT TO KNOW about UDL?
- 13. What is UniversalDesign for Learning?
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- 15. The concept ofUniversal Design originated in which field? A. Manufacturing B. Medical C. Architecture D. Education … “all new environments and products, to the greatest extent possible, should be usable by everyone regardless of their age, ability, or circumstance.”
- 16. Who was thefounder and genius behind the concept of Universal Design? A. Ron Mace B. Dr. David Rose C. Eckhart Tolle D. G. F. Fitzsimmons
- 17. Designing from beginningreduces barriers for all 40
- 18. CAST began asa small group of neuropsychologists in the early ____ and evolved into utilizing the concept of Universal Design in learning environments. A. 1970’s B. 1980’s C. 1990’s D. 2000’s
- 19. Matthew Barriers don’texist in the individual, but a fixed curriculum.
- 20. Where was theidea of CAST conceived? A. In the parking lot after a heated school board meeting B. In a Harvard University classroom C. In a pizza parlor D. On a fishing trip to Maine
- 21. UDL Started withStudents in the Margins
- 22. Which of thefollowing is an influence of the development of UDL? A. The concept of Universal Design B. Emerging technologies C. Advancements in brain research D. All of the above
- 23. CAST found thatmany of their design modifications, recommended for one student, could benefit others in the classroom as well.
- 24. Marshmallow Challenge Rules • Teams of 4 • 18 minutes • Build the tallest freestanding structure • Marshmallow on top • Use as much or as little of contents as you would like 20 1 yard
- 25. Why begin withthis exercise? Clear goal, flexible means
- 26. Materials for Today tinyurl.com/PGC2014
- 27. If learning beginswith a goal, then what is it? Goal • What’s the point? • What should students know how to do by the end of the day? UDL’s goal is to develop a flexible curriculum to reduce academic barriers and optimize learning for ALL students
- 28. UDL Core Concept1: Effective Goals are Essential Towards Implementing UDL • Share goals clearly so that all students understand • Consider flexible non-prescriptive means towards reaching goal (UDL)
- 29. Prescriptive goals restrictflexibility Old “Prescriptive” Goal "Students will demonstrate naming quantities greater than 1 with fractions and mixed numbers by completing a whole-class circle activity and independent work in student journal pages 197- 198.” New “Flexible” Goal "Students will demonstrate naming quantities greater than 1 with fractions and mixed numbers."
- 30. Goals that areflexible can address variability!
- 31. S Designing Flexible Learning Environments to Address Variability
- 32. UDL Core Concept2: Variability is NOT the Exception, but the Rule
- 33. One-Size-Fits-All Does NotAddress Variability
- 34. What Brain Researchis Telling Us About Variability…
- 35. When Variability isNOT Addressed, it Becomes a Barrier
- 36. How would youdefine the term academic barrier?
- 37. What barriers existedin your educational career (educational, social, etc.)? Anything that restrains or obstructs progress in fulfilling the task at hand. Allowing entry or creating success
- 38. On a Post-ItNote ACCESS BARRIER ACTIVITY Describe a time when you felt a barrier existed between you and the curriculum VS. Describe a time when you felt that you had access to the curriculum
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- 41. What barriers existedin your educational career (educational, social, etc.)? ACCESS BARRIER ACTIVITY Describe a time when you felt a barrier existed between you and the curriculum VS. Describe a time when you felt that you had access to the curriculum
- 42. Time to Share! SGet up and introduce yourself to someone you don’t know SShare your Barrier and Access points
- 43. Hang your “Barrier”and “Access” Points on the wall Then…
- 44. Why did webegin talking about…? Anything that restrains or obstructs progress in fulfilling the task at hand. Allowing entry or creating success
- 45. UDL looks atthe design of the curriculum from the beginning! Anything that restrains or obstructs progress in fulfilling the task at hand. Allowing entry or creating success
- 46. What do wemean by the term curriculum?
- 47. When learner diversityis not recognized, curriculum becomes disabled by…
- 48. ANSWERGARDEN ACTIVITY: What “barriers” exist for students in our classrooms?
- 49. “Today’s classrooms aremore diverse than ever before”
- 50. S Over 5.8million students in the US received special education services through IDEA in 2009 (U.S. Department of Education)
- 51. S 46.7 millionstudents were enrolled in public elementary and secondary schools in 1999 (U.S. Department of Education)
- 52. S By theyear 2016, enrollment is expected to increase to 53.3 million (NCES, 2008a)
- 53. S 4.7 millionchildren ages 5–17 spoke a language other than English at home in 1980 (US Department of Education)
- 54. S In 2009,this number increased to 11.2 million (US Department of Education)
- 55. S Over 16million children under the age of 18 live in poverty (US Census Bureau)
- 56. Todd Rose –Variability Matters
- 57. How do youdesign a curriculum that addresses all of the diversity (variability) that exists in classrooms today?
- 58. Brain Research •The way that we learn is as different as our DNA or fingerprints; however, there are predictable differences in the way we learn called Systematic Variability Perceive Understand Engage
- 59. “The way we learn is as different as our DNA or fingerprints” - CAST
- 60. Variability exists inthe way we learn and in the barriers we face; however, brain research offers predicable strategies we can use to provide ALL students access
- 62. Meeting the Demands of the Common Core S
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- 64. What’s the point? S Goal: To prepare students to become globally competitive in the workforce upon graduation
- 65. What’s wrong withthat? S Some states like Massachusetts have had traditionally high standards, while states like Tennessee have significantly lower standards
- 66. Standards are NothingNew! S What are standards? S Emphasize what the educational community values and believes that teachers must teach and assess. S Well-designed standards provide teachers with the ability to dictate how they teach a particular concept.
- 67. We usually cannotmeet standards in one class period! S Therefore we need to break lessons into meaningful chunks or goals!
- 69. The Dilemma ofCurriculum Goal Methods Materials Assessments • Brain research has also shown us that a one-size-fits all approach is a barrier to learning
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- 71. Using the UDLFramework SCan provide educators flexible ways to address all student needs
- 72. Learning Begins witha Goal Goal • What’s the point? • What should students know how to do by the end of the day? UDL’s goal is to develop a flexible curriculum to reduce academic barriers and optimize learning for ALL students
- 73. “Teasing Out” thePoint S Do students need to understand why the topic is important? Affective Network S Do students need to understand what the topic is? Recognition Network S Do students need to demonstrate how to do the topic? Strategic Network?
- 74. Prescriptive goals restrictflexibility Old “Prescriptive” Goal "Students will demonstrate naming quantities greater than 1 with fractions and mixed numbers by completing a whole-class circle activity and independent work in student journal pages 197- 198.” New “Flexible” Goal "Students will demonstrate naming quantities greater than 1 with fractions and mixed numbers."
- 75. Flexibility begins witha POP PREDICT OVERCOME PLAN Methods Materials Assessments
- 76. Predict Barriers •What high-probability barriers exist within the methods, materials, and assessments needed to accomplish your goal? Perceive Understand Engage
- 77. Thinking about Potential Barriers S Do students need to understand why the topic is important? Affective Network S Do students need to understand what the topic is? Recognition Network S Do students need to demonstrate how to do the topic? S You are a first grade teacher, who needs to help students build an understanding of whole numbers between 10 and 100 in terms of tens and ones.
- 78. What high-probability barrierswill occur with the methods, materials, and assessments needed to meet the goal? S You are a first grade teacher, who needs to help students build an understanding of whole numbers between 10 and 100 in terms of tens and ones. tinyurl.com/1barrier
- 79. • UDL removeslesson design barriers from the beginning and front loads instruction with strategies and tools for ALL to access learning
- 80. Overcome Barriers •What can you do to overcome your high-probability barriers?
- 81. Overcoming barriers involveslooking through the lens of variability Methods Materials Assessments
- 82. Overcome Barriers •What can you do to overcome your high-probability barriers? S You are a first tinyurl.com/2barrier grade teacher, who needs to help students build an understanding of whole numbers between 10 and 100 in terms of tens and ones.
- 83. 3 Principles ofUDL can be used to Overcome barriers and Plan instruction Multiple Means of Representation Multiple Means of Action/Expression Multiple Means of Engagement
- 84. What does ourlesson look like?
- 85. UDL is amindset for designing learning experiences •ALL individuals can gain knowledge, skills, and enthusiasm for learning •Thinks about the goal, variability, and environment (context) •Changes the curriculum, not the student
- 87. S UDL LookFor’s
- 88. How do youprovide students with….?
- 92. A. Provide Optionsfor Expression and Communication What does it mean? Need different ways to express knowledge (write, act, draw) What do they need? Tools to construct and compose Scaffolds to practice and develop independence
- 93. Creative Ways toBrainstorm
- 94. Writing Process MontgomeryCounty Public Schools (2014)
- 95. B. Provide Optionsfor Language, Mathematic Expressions, And Symbols What does it mean? Options to clarify terms and symbols What do they need? Illustrate through multiple types of media Promote understanding across languages Support decoding of text, symbols, and mathematical notation
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- 98. Developing a Backgroundof Understanding Vocabulary http://blachan.com/shahi/
- 99. C. Options forPerception • What is it? • Same info through different modalities • What do they need? • Customize display of information • Enlarging text • Visual / audio alternatives
- 101. Teaching Place Value Smart Board Base 10 blocks Group member roles
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- 103. D. Provide Optionsfor Executive Functions S What is it? S Setting goals, planning, monitoring and making adjustments. S What do they need? S Scaffold and monitor goal setting S Consistent and meaningful reminders
- 104. SWOT Analysis Internal External
- 105. “Blogging” Goals S1 student responsible for blogging about: S Learning Goal / Essential Question S 3 - 5 sentences of what happened
- 106. Draggo to GatherResources
- 107. Symbaloo to Gather Resources
- 108. E. Provide Optionsfor Physical Action S What it it? S Vary methods of response S What do students need? S Kinesthetic activities S Assistive technologies
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- 110. 4 Corner MultipleChoice C B D A
- 111. SWYPE and PhysicallyTyping
- 112. F. Provide Optionsfor Comprehension S What is it? S Different ways to understand concepts and information S What do students need? S Activate background knowledge S Identify patterns, relationships, and big ideas S Visualization S Manipulation of information
- 113. Teaching Scope andSequence with printed PowerPoint slides
- 115. G. Provide Optionsfor Self Regulation S What is it? S Develop habits and to stay on task, manage setbacks, and develop the ability to self-assess. S What do students need? S Opportunities for self-evaluation and reflection S Provide prompts, reminders, guides, rubrics, checklists
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- 117. S.U.D.S. S SubjectiveUnit(s) of Distress System S Verbal instrument – number scale measuring one’s internal level of discomfort at any moment
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- 122. H. Providing Optionsfor Recruiting Interest S What is it? S Finding ways to engage students by providing choice, relevance and value S What do students need? S Choice S Understand the value S Minimize threats and distractions
- 125. I. Provide Optionsfor Sustaining Effort and Persistence S What is it? S Finding the appropriate balance of challenge and rigor S What do students need? S Accountability S Vary levels of demand and resources S Collaboration and communication S Feedback
- 126. Where would youplace each guideline?
- 127. What did youhave on your list?
- 128. What did youhave on your list?
- 130. UDL is NOTSynonymous with Technology SUsing the right tool for the job!
- 131. UDL Core Concept# 3: Context Matters
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- 133. Paper Activity Findsomeone with papers that look like yours and share
- 136. Hmm…. Talkwith your partner about what you think these numbers have in common… 8549176320
- 137. It’s important to remember… What is a barrier for one student, can be a strength for another student Some are obvious and others are not!
- 138. Find a NewPartner! SHARE WHAT YOU KNOW ABOUT HOCKEY!
- 139. It was acold January Alberta evening, when Roger and his family had just settled into their seats to watch their beloved Lethbridge Broncos play. Most of the young men on the ice had been playing Canada’s national sport since the day they could walk. It was no surprise that many of these young men were considered to be professional hockey’s future stars.
- 140. Find a NewPartner!
- 141. The puck hadhit the ice and both teams collided into a fury of speed, sweat, and controlled aggression. Roger’s wife, Paula, eyed her way through the program and was astonished to notice that the young men ages 16 to 20 all had something in common…
- 142. The puck hadhit the ice and both teams collided into a fury of speed, sweat, and controlled aggression. Roger’s wife, Paula, eyed her way through the program and was astonished to notice that the young men ages 16 to 20 all had something in common…
- 144. Roger’s wife, Paula,eyed her way through the program and was astonished to notice that the young men ages 16 – 20 all had something in common, they were born in either January, February, or March. Roger went home that night and looked up the birth dates of as many professional hockey players as he could find. He saw the same pattern. There were 5 times as many January birthdays as there were November Birthdays. Why is this?
- 145. In Canada, theeligibility cut-off is January 1. Therefore a player who turns 10 on January 2nd can be playing alongside another player who doesn’t turn 10 until the end of the year, a huge advantage for an adolescent. This is also the age when coaches start dividing the “best of the best,” into travel squads. These players often get more coaching, more games, and more experiences than their peers. Age makes a huge difference.
- 147. The Matthew Effect Keith Stanovich
- 149. The Dilemma ofCurriculum Goal Methods Materials Assessments • Brain research has also shown us that a one-size-fits all approach is a barrier to learning
- 150. Goal: For studentsto complete a writing assignment. Goal Methods OVERCOME Materials Assessments PREDICT • Brain research has also shown us that a one-size-fits all approach is a barrier to learning PLAN
- 151. Flexibility begins witha POP PREDICT OVERCOME PLAN Methods Materials Assessments
- 152. Writing 3.0 Optionsto organize and brainstorm Collaborate and gather feedback Final product Holland, B. (2013) Redefining the writing process with iPads. Retrieved December 11, 2013 from www.edutopia.org/blog/redefining-writing-process-with-ipads-beth-holland
- 153. Barrier # 1:Vocabulary S “The achievement gap is largely a vocabulary gap” - Robert Marzano S What tools are you using to address this gap?
- 154. Pre-Teach Vocabulary with Quizlet
- 155. Word Walls withQR Codes
- 156. What about studentswho need to “see” vocabulary?
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- 158. Barrier # 2:Brainstorming S “If the doors of perception were cleansed everything would appear to man as it is, infinite.” – William Blake S What tools are you using to address this gap?
- 159. Why not usepaper? For the student who likes paper!
- 160. Sticky Notes –Pre-Writing Activity S Instructional Strategy: Writing Idea 1 S Barrier: Student cannot outline and organize ideas Idea 2 Idea 3
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- 162.
- 163.
- 164. Read Write ThinkTools
- 165. Paper Bag Pro’sand Con’s
- 166. Barrier # 3:Research Process S “If we knew what it was we were doing, it would not be called research, would it?”- Albert Einstein S What tools are you using to address this gap?
- 167. Chrome and GoogleSearch Tools
- 168.
- 169. Google Custom Search Engine www.google.com/cse
- 170.
- 171. Barrier # 4:The Writing Process S "A word after a word after a word is power.”- Margaret Atwood S What tools are you using to address this gap?
- 172. Power Paragraph Organizer Montgomery County Public Schools (2014)
- 173. Need Self Control?There’s an App for That!
- 174.
- 175.
- 176.
- 177. Cube Creator byRead Write Think
- 178.
- 179. Easy Bib forCitations!
- 180.
- 181. Barrier # 5:Feedback and Growth S "Feedback is the breakfast of champions." - Ken Blanchard S What tools are you using to address this gap?
- 182. Checklists and SelfGrading
- 183. R.I.S.E. Model ofFeedback
- 184. Kaizena – AddVoice Comments to Google Docs!
- 185.
- 186.
- 187. What is theGoal of UDL? S The goal of UDL is to create environments in which everyone will have the opportunity to become expert learners, and the means to get there, be it tech or non-tech, should be flexible.
- 190. Where should Istart? S“Do what you can, where you are at, with what you have” – Teddy Roosevelt
- 191. Thank You! SPlease take a moment to complete evaluation: S mattbergman14 @gmail.com S @mattbergman1 4 S Bergman- UDL.blogspot.com tinyurl.com/EvalPG
Editor's Notes
- #6 NOTE: IT MAY BE A GOOD IDEA TO PUT A NUMBER, LETTER, AND COLORED DOT ON THE TAG BOARD TO PAIR UP PARTNERS LATER.
- #7 NOTE: IT MAY BE A GOOD IDEA TO PUT A NUMBER, LETTER, AND COLORED DOT ON THE TAG BOARD TO PAIR UP PARTNERS LATER.
- #9 Analogy! This workshop is like your first visit with a travel guide… with this visit, the travel guides will tell you about UDL & a journey you might want to take. At this point, you are not signed up to take the the ‘real’ trip yet! You are just building your background. Implementation of UDL is a process of change that can take years to integrate at the classroom, school, and district level. The phases are recursive and can be revisited many times with growing understanding of UDL. For more information on UDL Implementation, visit the following site: UDL Implementation, A Tale of 4 Districts: http://www.udlcenter.org/implementation/fourdistricts The goal of this workshop is to Explore UDL.
- #11 We recognize there will be variability in the understanding and background of UDL. UDL supports to build background: The UDL Connect site has additional background videos and articles to read, re-read to build background or to dive deeper The notes section of the power points will provide ‘diving deeper’ options for those of you who already have a strong background. Feel free to read and explore the content. Foster collaboration: identify other participants who may be good supports for building understanding and for discussions. Add to Edmodo, discussion #UDL, posts or Tweets with comments and questions you have during the workshop During work time, ask for additional help from CAST staff
- #14 https://www.youtube.com/watch?v=FSHflViWRCQ
- #15 We will use www.plickers.com to create an interactive trivia / history presentation.
- #18 This shows the elevator in the Louvre (Paris, France). It is beautifully designed and is easily accessible for all (and is in the same location as the stairwell!)
- #19 CAST began as a small group of neuropsychologists in the early 1980s. Based on the medical model of diagnosing individuals with ‘problems’ of learning, the initial team was ‘dissatisfied’ with their recommendations which did not seem to support the student once he/she left the clinic. They found that many of their design modifications, recommended for one student, could benefit others in the classroom as well.
- #20 Matthew - significant disabilities. Could move eyes and chin. Attached a switch to a pair of glasses, for a way of communicating. Had to choose word groups. Morse code. Super bright.
- #21 Five clinicians from North Shore Children’s Hospital in Salem, MA—Anne Meyer, David Rose, Grace Meo, Skip Stahl, and Linda Mensing—meet in a local pizza parlor and conceive CAST. With an anonymous grant of $15,000, CAST is founded at North Shore Children’s Hospital. The focus: How can computer technology enhance learning for students with learning disabilities?
- #22 CAST began as a small group of neuropsychologists in the early 1980s. Based on the medical model of diagnosing individuals with ‘problems’ of learning, the initial team was ‘dissatisfied’ with their recommendations which did not seem to support the student once he/she left the clinic. They found that many of their design modifications, recommended for one student, could benefit others in the classroom as well. Initial work was to take advantage of emerging technologies that could help a student with disability overcome barriers in the environment. For example, a word processor could help a student who struggled with the fine motor skills needed to write with a pen.
- #25 18 minutes, teams of ~4, use 20 strands of spaghetti, 1 yard of tape, 1 yard of string, 1 marshmallow. New vocabulary: ‘freestanding’
- #26 What was the goal? Key to UDL is to identify the goal and then design flexible options into the learning environment for all learners to choose from in pursuit of the goal.
- #27 http://marshmallowchallenge.com/Welcome.html Some key points to highlight: ✦Kids do Better than Business Students: what seems to be the difference? ✦Prototyping Matters: how does this relate to your work as an educator? ✦The Marshmallow is a Metaphor for the Hidden Assumptions of a Project: how does this tie to the hidden assumptions we make of students and their ability to learn? What was the goal for this activity? In what ways were there flexible means to reach this goal?
- #28 http://tinyurl.com/PGC2014 https://docs.google.com/document/d/1ayAdGclWJ2T9CHxnEm6y5oeLEKPDSGf8uw4B2TAwiN0/pub
- #30 The idea was that the teacher did not see this child as being goal driven-- and this gingerbread house was, what the teacher thought, another example of this. It turns out, there was a second goal introduced in the gingerbread project: that whatever candy the child could fit on the gingerbread house he/she could eat! So it turns out, the child was quite goal driven, just not for the same goal the teacher had!!
- #36 For example, these three functional magnetic resonance images (fMRI) are an example of individual variability. They show brain activity patterns of three different people performing the same simple, finger tapping task. The level of brain activity during performance of this task is designated using color. As you can see, each of these three individuals shows a unique pattern of brain activation. For more information on fMRI, visit Neuroscience for Kids: http://faculty.washington.edu/chudler/image.html Image credit: Teaching Every Student in the Digital Age: Universal Design for Learning (Permission granted)
- #37 For example, these three functional magnetic resonance images (fMRI) are an example of individual variability. They show brain activity patterns of three different people performing the same simple, finger tapping task. The level of brain activity during performance of this task is designated using color. As you can see, each of these three individuals shows a unique pattern of brain activation. For more information on fMRI, visit Neuroscience for Kids: http://faculty.washington.edu/chudler/image.html Image credit: Teaching Every Student in the Digital Age: Universal Design for Learning (Permission granted)
- #39 UDL looks at the design of the curriculum from the beginning! It looks at barriers - Anything that restrains or obstructs progress in fulfilling the task at hand. And looks at how you can provide students with access - Allowing entry or creating success
- #41 By the time I was in 8th grade, I had lived in 5 different states and went to 8 different schools. Moving to different parts of the country created social and academic barriers. For example, when I lived in Texas we did not study US History. We studied Texas history instead. So when I moved to Central Pennsylvania, aka “Civil War Country,” I had no idea that the Civil War even happened.
- #42 During my senior year of high school, things began to “click” for me. I had really great friends and sports experiences. For the first time in my life, I was actually feeling like things were clicking. In my classes, I was receiving A’s. Socially, I was beginning to make friends. My athletic achievements allowed me to earn a scholarship.
- #46 UDL looks at the design of the curriculum from the beginning! It looks at barriers - Anything that restrains or obstructs progress in fulfilling the task at hand. And looks at how you can provide students with access - Allowing entry or creating success
- #47 UDL looks at the design of the curriculum from the beginning! It looks at barriers - Anything that restrains or obstructs progress in fulfilling the task at hand. And looks at how you can provide students with access - Allowing entry or creating success
- #49 Curricula are disabled in WHO they can teach. Curricula are often not conceived, designed, or validated for use with the diverse populations of learners who actually populate our classrooms. Learners “in the margins”—those who are gifted and talented, those with special needs or disabilities, those who are English language learners, etc.—often bear the brunt of curricula devised for the fictional “average”, because such curricula do not account for learner variability. Curricula are disabled in WHAT they can teach. Curricula are often designed to deliver or assess information, or content, without consideration of the development of learning strategies - skills learners need to comprehend, evaluate, synthesize, and transform information into usable knowledge. Mainstream curricula remain largely constructed around print-based media, which are good at delivering narrative and expository content. However, they are not ideal for information that requires an understanding of dynamic processes and relationships, computations, or procedures. Curricula are disabled in HOW they can teach. Curricula often provide for very limited instructional options. Not only are they typically ill-equipped to differentiate instruction for differing learners, or even for the same learner at different levels of understanding, but they are disabled by their inability to provide many of the key elements of evidence-based pedagogy, such as the ability to highlight critical features or big ideas, the ability to provide relevant background knowledge as needed, the ability to relate current skills to previous skills, the ability to actively model successful skills and strategies, the ability to monitor progress dynamically, the ability to offer graduated scaffolding, among others. Most current curricula are typically much better at presenting information than teaching.
- #50 A great technology integration tool may be answergarden.ch , which allows you to brainstorm a list of answers.
- #51 Learning diversity can create challenges (or barriers) as well as points of access in a classroom.
- #52 http://www.edweek.org/ew/issues/special-education/
- #53 http://www.projectidealonline.org/mod2_studentPopulation.php
- #54 http://www.projectidealonline.org/mod2_studentPopulation.php
- #55 http://www.projectidealonline.org/mod2_studentPopulation.php
- #56 http://www.projectidealonline.org/mod2_studentPopulation.php
- #57 http://www.npc.umich.edu/poverty/
- #58 https://www.youtube.com/watch?v=8WClnVjCEVM As you watch: what resonates? What new ideas were inspired? What applications can be made to practice?
- #61 Just as your paper is completely different, your learning style is completely different.
- #65 http://www.usnews.com/news/special-reports/articles/2014/02/27/the-history-of-common-core-state-standards
- #80 Answer Garden http://answergarden.ch/view/103081
- #84 Padlet http://padlet.com/mattbergman14/sghylh2rfwh8
- #87 This is the beginning of the concept that UDL is a framework for designing curriculum. The idea is that we want to enable all learners to gain knowledge, skills, and enthusiasm for learning through the design of learning experiences. (‘UDL shifts the focus away from differentiating a text ‘down’ to providing access ‘up’, educator from Harvard Institute, 2013) We do not view UDL as another initiative, but rather a framework for thinking about and aligning other initiatives.
- #90 Think of the 3 principles of UDL as a three legged stool. The principle is on top, but the guidelines are the legs (or strategies) of support.
- #96 http://bergman-udl.blogspot.com/2012/06/power-paragraph-organizer.html
- #98 Russian immigrants - had nothing in place. How do you promote understanding when students may lack background knowledge?
- #100 http://blachan.com/shahi/
- #103 https://www.youtube.com/watch?v=KuTJJQWnMaQ 1st Grade Math Lesson
- #116 http://www.wonderbaby.org/articles/tactile-summer-memory-book
- #128 Think of the 3 principles of UDL as a three legged stool. The principle is on top, but the guidelines are the legs (or strategies) of support.
- #133 The context matters– and breaks down the generalizations often made from learning ‘styles.’ For example, someone with the label of a ‘ADHD’ may pay excellent attention in some contexts- but not others. A ‘quiet’ student may thrive on stage and not be ‘quiet’ in that context… A ‘visual’ learner may prefer to listen to a book on tape… a ‘superb reader’ may prefer to hear the book read aloud with pictures in some contexts! Contexts in school includes the learning curriculum and environment: materials, methods, classroom routines, handouts, activities, lunch room… Examples include: Baby in water: the step reflex they do not have on land returns when in the context of water! Tale of 2 mice: these mice are identical twins! Based on their diet, environment, they are now very different: even their DNA is different! For more information, visit (video included): http://www.pbs.org/wgbh/nova/body/epigenetics.html A fun, elementary age book related is: Fish is Fish book, by Lionni (1970) where fish – who cannot explore land– talks with a frog who has been on land. As the frog describes things on land, the fish constructs new knowledge based on their own current knowledge!
- #135 Close eyes Fold paper in half however you want Fold in half again And again Now, rip off one corner of the folded paper Then rip off another corner. Open your eyes and unfold it Now find people with papers that look most like yours and share . . . whatever you want them to talk about.
- #136 Just as everyone’s paper is different…
- #140 Have participants spread around the room so that they can find a person.
- #142 Have participants spread around the room so that they can find a person.
- #145 Head back to your seats
- #149 Term coined by psychologist Keith Stanovich Extensive research on reading and language disabilities The "Matthew Effect" refers to the idea that in reading (as in other areas of life), the rich get richer and the poor get poorer.
- #150 When children fail at early reading and writing, they begin to dislike reading. They read less than their classmates who are stronger readers. And when children with disabilities do not receive adequate remediation, they read less – and learn less from reading - than non-disabled children.
- #166 http://www.readwritethink.org/
- #171 http://www.google.com/cse
- #172 http://bergman-udl.blogspot.com/search?q=distractions
- #175 http://selfcontrolapp.com/
- #178 http://www.carnegielibrary.org/kids/storymaker/
- #179 http://www.readwritethink.org/classroom-resources/student-interactives/mystery-cube-30059.html
- #180 www.paperrater.com
- #182 http://www.ottobib.com/
- #185 http://www.risemodel.com/
- #191 https://www.youtube.com/watch?v=fW8amMCVAJQ