Post on 30-Jan-2015
description
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Case Study:
Mrs. Jones’ Fourth Grade Classroom
From: A Practical Reader in Universal Design for Learning
Center for Applied Special Technologies, CAST
www.cast.org
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State StandardsInstructional Goals
Traditional Approach1. Student groups create a
map containing political, topographical, and natural resources in the selected state of study
2. Students will orally present and describe the state and map results to the class
UDL Approach1. Students map the political,
topographical, and natural resources of a selected state
2. Students present results to demonstrate understandings of the state and its resources
Center for Applied Special Technologies, CAST
www.cast.org
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State Standards:Instructional Objectives
Traditional Approach1. Read the social studies text
and (a minimum of) two additional resources to gather information about state resources, geography, and political structures
2. Write a compare-and-contrast table of state resources
3. Make a representative map using available materials
4. Present information to the class
5. Raise hands to answer teacher and presenter questions on the presentation
UDL Approach1. The students will (a) collect
information, (b) make comparisons, and (c) create maps to represent state resources, topography, and political information
2. Present information to the class. Analyze information and respond to questions.
Center for Applied Special Technologies, CAST
www.cast.org
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CurriculumMethods-Introduce Lesson
Traditional Approach1. Teacher provides a brief lecture
on the home state. She reminds students of previous studies of land and resources, and the impact of natural resources on population growth, political, and land-use issues.
2. Teacher divides the students into working groups to complete their research, map-making, note-taking, and presentation
UDL Approach1. Avoid limiting presentation style.
May be students who do not respond, comprehend, or attend well to a lecture style. Consider using media in the presentation (e.g. concept map/graphics, video, audio summary) to enhance and illustrate concepts and topics introduced and reviewed
2. Consider frequent questions and statements of clarification; solicit student participation
3. Consider assigning students to working groups by mixed abilities to make use of complementary skills
4. Provide demonstrations of performance expectations
Center for Applied Special Technologies, CAST
www.cast.org
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Traditional Approach1. Students read the textbook
chapter on the selected home state to find out about the state resources, boundaries, topography, and population center. Students are required to use at least one outside resource.
2. Student groups must also take written notes to support their research work
UDL Approach1. Provide multiple means to access
resource materials (audio, digital, with graphics, video
2. Scaffold reading with supports for decoding and vocabulary (talking dictionary)
3. Support reading strategies with cooperative working groups (e.g. paired reading, discussion sessions)
4. Consider alternative means for note-taking (e.g. audio-recorded summary, electronic note-taking, scanning, Google Notebook)
5. Scaffold note-taking by allowing students to use a graphic organizer with information prompts built in (e.g., name of state, land mass, geographic location)
CurriculumMethods- Guide the Lesson
Center for Applied Special Technologies, CAST
www.cast.org
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Traditional Approach1. Using the map, groups give
oral presentations, including resource information, to the class
2. Each student takes notes during the presentations
3. Students draw and write a compare/contrast chart of the physical, political, and geographical characteristics of the states presented by all groups
UDL Approach1. Provide students with options for
presenting information (e.g., presentation may be written, oral (podcast), video, or visual)
2. Provide audience with scaffolds and alternative means of collecting information as students make presentations (e.g. recordings, notes, response questions)
3. Consider alternatives for writing a compare/contrast chart (e.g. oral, pictorial, digital, using digital Venn diagram (Inspiration) )
CurriculumMethods- Close the Lesson
Center for Applied Special Technologies, CAST
www.cast.org
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Traditional Approach1. Social Studies
textbook2. Encyclopedia3. Map materials4. Tag board5. Colored pencils6. Rulers7. Glue8. Clay9. Trays10. CD software on U.S.
geography
UDL Approach1. Printed text may constitute a barrier for
students with physical or reading disabilities. If texts are digitally available, teachers and students have options for text-to-speech, large print, on-line vocabulary help and a variety of display formats.
2. Provide various means and materials that students can use to create a map. Examples include: a) draw a map; b) create a map with clay; c) create a map electronically with computer tools; d) have students verbalize for others the details of what to place on a map and where.
CurriculumMedia and Materials
Center for Applied Special Technologies, CAST
www.cast.org
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CurriculumMedia and Materials
UDL Approach, cont.
3. Some learners may have organizational deficits, making it challenging for them to understand and make use of library structure and thus the library resource. Provide scaffolds and instruction to find materials in multiple formats – text, digital, audio, etc.
Select possible materials for students to review Direct students to area of media center w/appropriate resource
materials Consider textbook barriers noted in “materials/classroom”
4. Some learners may have difficulty using computers with a CD, hindering access to the resource material
Provide supports and instruction to use of CD resources; Evaluate access issues for vision, decoding, etc., for the various
students in the class
Center for Applied Special Technologies, CAST
www.cast.org
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A UDL Curriculum
Is designed, developed and flexible from the start.
Has built in supports. Is designed to maximize
options for students and teachers
Meets the needs of all learners.
Is under the auspices of general education.
Center for Applied Special Technologies, CAST
www.cast.org
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UDL Paradigm Shift: how UDL changes the way we think about students and education
Old Assumptions Students who learn
differently constitute a separate category.
New Assumptions Students who learn differently
fall along a continuum of learner differences.
Instructional adjustments need to be made for at risk students.
• Learning is centered on a single text book.
• The problem is with the student – remediate, remediate, remediate..
• Instructional adjustments need to be made for all learners.
• Learning materials are
varied, digital.• The solution is within the
curriculum. A flexible curriculum adapts to the
needs of all students.
Center for Applied Special Technologies, CAST
www.cast.org
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David Rose says….
“UDL is really a merging of general education and special education, a sharing of responsibility, resources, and ownership. It gets away from the “their kids-our kids” divide between general ed. and special ed.”
-A Practical Reader in Universal Design for Learning
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How we’ve been doing business…A UDL Curriculum…