This document outlines an agenda for a workshop on Universal Design for Learning (UDL). The workshop will include introductions and learning goals, an activity on the "faux flipped classroom" model, a jigsaw activity where participants research UDL tips and resources, an activity identifying barriers to learning and solutions, an activity designing a lesson incorporating UDL principles and standards, and time for implementation planning. Participants will learn about UDL principles, analyze how to apply UDL to support different learners, and plan for promoting UDL in their districts.
Techniques from the presentation "101 Interactive Training Techniques to Increase Learning" by Crystal Schimpf, Kieran Hixon & Nancy Trimm at the Colorado Association of Libraries 2011 Conference.
Techniques from the presentation "101 Interactive Training Techniques to Increase Learning" by Crystal Schimpf, Kieran Hixon & Nancy Trimm at the Colorado Association of Libraries 2011 Conference.
Talk given at TESOL France 2013 Annual Colloquium. In person it was run as a workshop with ideas for each example discussed by participants before solutions were presented.
Help all students succeed in your classroom by using a variety of scaffolding strategies, including verbal, instructional, and procedural. THIEVES, GIST, and CONGA line featured.
Talk given at TESOL France 2013 Annual Colloquium. In person it was run as a workshop with ideas for each example discussed by participants before solutions were presented.
Help all students succeed in your classroom by using a variety of scaffolding strategies, including verbal, instructional, and procedural. THIEVES, GIST, and CONGA line featured.
I developed this orientation leader training as an assignment in my graduate program. I worked collaboratively with two of my classmates, Courtney Struble-Newman and Amy Player-Smith. This presentation provides an overview of the training we designed for student orientation leaders. The institution would be a public four-year institution.
20 Best Interactive Teaching Activities | CIO Women MagazineCIOWomenMagazine
Here are some interactive teaching activities; 1. Think, pair, and share 2. Brainstorming 3. Buzz session 4. Exit slips 5. Misconception check 6. Circle the questions
A presentation on many of the services the FLDOE Bureau of Exceptional Education and Student Services (BEESS) makes available free of charge to school districts.
A presentation on how to developed individualized education plans that are aligned to state academic standards for the grade in which a student is enrolled.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
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Overview
• 1:00-1:15 Introductions, Overview and Goals
• 1:15-2:00 The Faux Flipped Classroom
• 2:00-2:30 UDL Tips & Resources Jigsaw Activity
• 2:30-3:10 UDL Barriers & Bridges Small Group Activity
• 3:10-4:00 UDL & the Florida Standards Activity
• 4:00-4:30 Implementation Planning
• 4:30-5:00 Share Out Time
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Learning Goals
By the end of this workshop, participants will be able to:
Graphically display and explain to a partner key information
about the faux-flipped classroom model, the three UDL
principles, learning styles and barriers to learning.
Analyze classroom scenarios to hypothesize what barriers to
learning might exist for students with various learning styles
and develop a list of ways the given activities could be
universally designed to provide access to the activity for all
learners.
Design a lesson that incorporates the three main UDL
principles, given a LAFS and Social Studies Next Generation
Sunshine State Standard.
Create an implementation plan for promoting the use of UDL
in your district.
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Your Mission:
• Visit the Wiki page created for today’s training at
http://udlfra.wikispaces.com/
• Complete each step found under the section “Faux-
Flipped Classroom.”
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Your Mission:
• Each participant will be assigned 1 of 10 resources
to research (see your name badge). Each
participant is responsible for reviewing their
assigned resource(s) and summarizing the key
features on the provided graphic organizer.
• Scavenger Hunt: Work with other participants to fill
in as many summaries as possible during the
allotted time.
9. www.FLDOE.org
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Set your timers!
• Each table has a task card that says Activity 1, 2 or
3. Have someone read the task card aloud. Each
group will have 15 minutes to complete the task.
• http://www.online-stopwatch.com/countdown-
timer/
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Activity 1: Search and Find
• At your table, find a shoulder partner. Each pair should take a picture from the stack and
spend one minute discussing any barriers to learning they see in the picture. At the end of
the minute, place a post-it note on the back of the card and take one minute to jot down
the barriers you and your partner identified. Continue this process until each pair has
reviewed all of the pictures. When you receive a card that already has a post-it note on
the back, add any barriers not listed and place a checkmark next to those already listed
that you and your partner also identified as barriers (8 min.).
• When you receive the card you started with, you and your partner will have six minutes to
list ideas/solutions to address the barriers listed on the card using the provided graphic
organizer. How can the UDL principles you learned about earlier help address the barriers
to learning? If you finish early, switch cards with a different pair and take turns orally
brainstorming ideas/solutions to the barriers listed on their card (6 min.).
• When finished, put the materials back into the envelope and put it in the center of the
table. Work with your opposite shoulder partner to discuss how a similar activity would or
would not support the learners listed on slide 13 and how you could use UDL principles to
support those learners.
11. www.FLDOE.org
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Activity 2: Scenario Sort
• Each table will be given several different classroom scenarios to sort through. Starting
with the person at the table with the shortest hair and rotating clockwise, each person at
the table will take turns reading a scenario aloud. Working with a shoulder partner,
discuss whether you think it is an inclusive practice or non-inclusive practice. The person
who read the scenarios aloud will ask for feedback after shoulder partners have time to
discuss. Each person should respond with a thumbs up (for inclusive) or a thumbs down
(for non-inclusive) when prompted (8 min).
• Each person should take a piece of paper from the middle of the table, write their name at
the top, and write down one to two common barriers to inclusion found in their
district/school/classroom (2 min.). At the end of two minutes, each person should crumple
up their paper and toss it lightly into the air above their table towards another tablemate.
Each person should grab a paper ball, unfold it, and respond to the barriers with possible
solutions (2 min.). Repeat once more until everyone has responded to at least two
different people. Return papers to original owners (6 min. total).
• When finished, put the materials back into the envelope and put it in the center of the
table. Work with your opposite shoulder partner to discuss how a similar activity would or
would not support the learners listed on slide 13 and how you could use UDL principles to
support those learners.
•
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Activity 3: Read & Respond
• READ: Read the fable The Animal School. You may choose to read the
poem individually, with a partner or as a group (4 min.).
• SPEAK: In groups of 2 to 3 at your table, use the discussion cards to
reflect on the fable (5 min).
• WRITE: Complete the reflection questions at the end of the fable either
independently or with a partner(s) from your district at your table (5
min.).
• When finished, put the materials back into the envelope and put it in
the center of the table. Work with a partner to discuss how a similar
activity would or would not support the learners listed on slide 13 and
how you could use UDL principles to support those learners.
13. www.FLDOE.org
13
Finished Early? Discuss with a partner the
different ways the activity you participated
in could be universally designed to meet the
needs of the following learners.
1
visual learning style
2
auditory learning style
3
kinesthetic learning style
4
tactile learning style
5
student with a reading disability
6
student who communicates through assistive
technology
7
student with a significant cognitive disability
8
gifted student
14. www.FLDOE.org
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Get Up & “Movingle!”
(Move & Mingle)
• If you completed activity 1, you are now a #1 (activity 2 = #2, activity 3 = #3).
When the signal “Movingle” is given, get up and form groups of 9 (3 of each
number). Try and find partners from different table groups from your own.
• Once groups have been formed, take 10 minutes to share about the activities
you had to do. One person from each activity should summarize the activity,
one should list the barriers to learning discussed at your table and the other
should give a description of the accommodations offered during the activity.
Alternate roles until all activities have been discussed. If your group does not
have 9 participants (3 from each activity), use your problem-solving skills to
determine an effective plan to make sure all information is covered (summary,
barriers, accommodations).
• Once everyone has shared, return to your seat and wait quietly until all table
members return.
• Take a minute and brainstorm with a shoulder partner how this activity could be
used in a reading class to support a student with a reading disability. Now turn
to your opposite shoulder partner and brainstorm with them how this activity
would fit into a content area class to support a student with a reading disability.
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“Movingle” (Modifed)
• Time to share! Let’s have one person from each of
the three activities share out the following:
• Summary of activity
• Barriers for learners discussed
• Accommodations provided
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Activity 1
LAFS.3.RI.3.7
Activity 3
LAFS.910.RI.3.7
Activity 2
LAFS.7.RI.3.7
Use information gained
from illustrations (e.g.,
maps, photographs)
and the words in a text
to demonstrate
understanding of the
text (e.g., where, when,
why, and how key
events occur).
Compare and contrast
a text to an audio,
video, or multimedia
version of the text,
analyzing each
medium’s portrayal of
the subject (e.g., how
the delivery of a speech
affects the impact of
the words).
Analyze various
accounts of a subject
told in different
mediums (e.g., a
person’s life story in
both print and
multimedia),
determining which
details are emphasized
in each account.
Connecting Standards:
SS.3.G.2.2
SS.3.G.2.4
SS.3.G.2.5
SS.3.G.2.6
Connecting Standards:
SS.7.C.2.10
SS.7.C.2.11
SS.7.C.2.13
SS.7.C.2.9
Connecting Standards:
SS.912.A.1.2
SS.912.A.1.4
SS.912.A.1.5
SS.912.A.1.7
45 min: Direct participants to the Wiki site. Give brief overview. Allow time for self-guided learning. Be available during the faux-flipped classroom portion at the beginning. If time allows, have participants share out in groups how they chose to display their knowledge. Have a Post-It note sticky with a T-Chat for UDL “AHAs” and “Wonderings” for participants to post their post-it notes on throughout the training.
30 min.: Review directions and point out “UDL Tips for the Classroom” on the Wiki site (1 min). Participants will have 7 minutes to review their assigned resource(s) and then will have 2 minutes to jot down a quick summary of the resource(s). The remaining 20 minutes will be spent on the scavenger hunt portion where participants should try and find someone who can provide them with information on a resource that they did not originally review. The object is to try and fill in as many summaries as possible during the 20 minutes. Participants can only get information on 1 resource per other participant and can ask someone else to summarize a resource who has it recorded on their graphic organizer, even if it was not the original reviewer. If anyone finishes early, they can return to their table and review other resources in this section on the Wiki.
5 min (Review directions, form groups and allow time for reviewing task cards.): These activities were designed for groups of 8. Participants will need to form groups for this activity. Groups do not need to be organized by grade levels or schools. Once groups are formed, explain that the directions are printed on the task cards. Each group has an accommodation card that must be followed by one group member in each group. If a group finishes before the time limit, they should discuss with a partner how they would use UDL principles to accommodate the different learners presented on slide 13.
15 min.: Alternate Response for one participant to use: have 4 picture cards with the 4 barriers pre-printed and 4 matching solutions pre-printed with pictures for the student to use to be able to participate in the activity. For a student with dyslexia and dysgraphia, having a partner available to help read the barriers and solutions would help support the student who needs a read aloud accommodation. When students need to complete an activity quickly, having the barriers and solutions pre-printed helps a student with dysgraphia not have to worry about spending all of their time recording the barriers and solutions. They can in turn spend their time problem-solving verbally with a partner.
15 min: AT: Use a sound/communication board or text reader application to have one of the scenarios pre-programmed and both answer choices (inclusive, non-inclusive). Have a participant use the AT to participate in the activity.
15 min.: AT: Use a text reader application to read the poem aloud to a participant with accommodation card.
If participants finish their activity before the 15 minutes is over they can discuss with a partner the different ways the activity you participated in could be universally designed to meet the needs of the above mentioned learners.
15 min: Use if time allows. If not, use the activity on slide 15.
10 min. DD
50 min: Participants will work in grade level alike teams of up to 4 to plan a lesson/activity that is universally designed that teaches the LAFS and incorporates at least one of the provided Social Studies Next Generation Sunshine State Standards. Teams should plan a minimum of three activities. When groups are finished they should post their lesson/activities on the Wiki site by creating a new page with their team name and posting their plan.