A Little Clarity Presentation Handouts · 2019. 3. 1. · instruction to student differences....
Transcript of A Little Clarity Presentation Handouts · 2019. 3. 1. · instruction to student differences....
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A Little Clarity:
UDL Among OtherEducational Initiatives
Dave Hohulin, M.S.Program Director, Infinitec Coalitions
All today’s resources:
http://bit.ly/UDL2012
Technology
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Research and media skills blended into the Standards as a whole
• To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section.
A Significant Challenge
Students with disabili es ― students eligible under the Individuals with Disabilities Education Act (IDEA) ― must be challenged to excel within the general curriculum and be prepared for success in their post‐school lives, including college and/or careers. These common standards provide an historic opportunity to improve access to rigorous academic content standards for students with disabilities.
http://www.corestandards.org/assets/application‐to‐students‐with‐disabilities.pdf
What the Standards do NOT define:
• All that can or should be taught
• The nature of advanced work beyond the core
• The interventions needed for students well below grade level
• The full range of support for English language learners and students with special needs
• Everything needed to be college and career ready
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The Goal
Standards: Important but insufficient
• To be effective in improving education and getting all students ready for college, workforce training, and life, the Standards must be partnered with a content‐rich curriculum and robust assessments, both aligned to the Standards.
http://www.corestandards.org/assets/Common_Core_Standards_June_2010_Webinar_Final_v_2.ppt
UDL in the News
Educational Initiatives: Confusion and Mixed Signals
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UDL Initiatives on the Move
UDL is showing up in documents, such as:
• The National Education Tech Plan, 2010• ARRA Applications• RTTT Applications• Common Core
• Upcoming Reauthorization of IDEA• Upcoming Reauthorization of ESEA
“Universal Design for Learning (UDL): Initiatives on the Move,” National Center on Universal Design for Learning, May 2012
UDL Survey Items of Note
“ …legislation addressing the implementation of UDL in the K‐12
context is yet to be enacted. In addition, specific federal guidance from the U.S.
Department of Education on UDL implementation does not currently exist.”
“Universal Design for Learning (UDL): Initiatives on the Move,” National Center on Universal Design for Learning, May 2012
Other Items of Note…
Survey respondents reported a high degree of familiarity with the principles
of Universal Design for Learning.
“Universal Design for Learning (UDL): Initiatives on the Move,” National Center on Universal Design for Learning, May 2012
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State and National Results…
“There appears to be confusion regarding the meaning of UDL at both the state and local district levels. At the state level, respondents
suggested that state and district personnel often do not have a clear understanding of the
meaning of UDL, in particular with respect to the relationship between UDL and other
initiatives such as differentiated instruction.”
“Universal Design for Learning (UDL): Initiatives on the Move,” National Center on Universal Design for Learning, May 2012
WHAT IS UNIVERSAL DESIGN FOR LEARNING?
A PHILOSOPHY OF CURRICULUM DESIGN
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“A universally designed curriculum is designed from the outset to meet the needs of the greatest number of users, making costly, time‐consuming, and after‐the‐fact changes to curriculum unnecessary.”
CAST, 2008
UDL is… UDL is not…
a philosophical shift in thinking about
teaching and learning – about curriculum
design.
• a Special Education Initiative• Differentiated Instruction*• Assistive Technology*
“When curricula are designed to meet the needs of the broad middle – at the
exclusion of those with different abilities, learning styles, backgrounds, and even preferences, they fail to provide all individuals with fair and
equal opportunities to learn.”CAST, 2008
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One Size Doesn’t Fit All!
Neuroscience – We all learn differently
http://www.cast.org
Principles of UDL
• Present information and content in different ways
Multiple Means of Representation
• Differentiate the ways that students can express what they know
Multiple Means of Expression or
Action
• Stimulate interest and motivation for learning
Multiple Means of Engagement
http://cast.org/udl/index.html
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WHEN UDL HAS BEEN IMPLEMENTED, WE WOULD EXPECT TO SEE…
• Reduced # of Students Referred for Special Education Services
• Reduced # of Dropouts
• Reduced # of Gifted and Talented Students Not Being Engaged/Challenged/Motivated
• Reduced # of Accommodations during Instruction and Assessments
• Reduced Amount of Time Individualizing Instruction
From: “A Route for Every Learner” http://marylandlearninglinks.org/1021
UDL Impacts Curricula
UDL
Goals
Methods
Materials
Assessment
Rose, DH, & Meyer, A (2002) Teaching Every Student in the Digital Age: Universal Design for Learning Alexandria, VA: ASCD.
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How Do UDL and Technology Fit into the Landscape of Educational
Initiatives?
College and Career ReadyCollege and Career Ready
Common Core StandardsCommon Core Standards
Curriculum DevelopmentCurriculum Development
Universal Design for LearningUniversal Design for Learning
Initiatives, Relationships, and the Role of Technology
© 2012 Dave Hohulin, UCP‐Infinitec
Access to the Core
Curriculum
HOW DO WE IMPLEMENT UDLWITH TECHNOLOGY?
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REPRESENTATION
Adobe Reader – PDFs Read Aloud!
Multiple Means of Representation
Khan Academy
Multiple Means of Representation
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Gooru
Thinglink.com
QR Codes
Multiple Means of Representation
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EXPRESSION
Voicethread.com
Math
Blabberize.com
http://keystrokes.wonecks.net/2011/04/23/blabberize‐a‐president/http://blabberize.com/view/id/831420
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TarHeel Reader – Redesigned!
ENGAGEMENT
Google Lit Trips
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Shmoop.com
http://www.classtools.net/fb/home/page
College and Career ReadyCollege and Career Ready
Common Core StandardsCommon Core Standards
Curriculum DevelopmentCurriculum Development
Universal Design for LearningUniversal Design for Learning
Initiatives, Relationships, and the Role of Technology
© 2012 Dave Hohulin, UCP‐Infinitec
Access to the Core
Curriculum
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WHAT IS DIFFERENTIATED INSTRUCTION?
A TEACHING PHILOSOPHY
College and Career ReadyCollege and Career Ready
Common Core StandardsCommon Core Standards
Curriculum DevelopmentCurriculum Development
Universal Design for LearningUniversal Design for Learning
Differentiated InstructionDifferentiated Instruction
Initiatives, Relationships, and the Role of Technology
© 2012 Dave Hohulin, UCP‐Infinitec
Access to the Core
Curriculum
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What is Differentiated Instruction?
“Differentiated Instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.”
Carol Ann Tomlinson
Or more simply…
Modifying instruction in light of student differences.
Carol Ann Tomlinson
One Size Doesn’t Fit All!
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What can teachers differentiate?
• Content: A change in material presented.
• Process: A change in how material is practiced, leading to mastery.
• Product: A change in the final product: How the student shows what they’ve learned.
Carol Ann Tomlinson http://www.readingrockets.org/article/263/
UDL and DI: Similarities
UDL
• Multiple Means of Representation
• Multiple Means of Engagement
• Multiple Means of Expression
DI
• Content
• Process
• Product
UDL and DI: Differences
UDL
• Curricular focus
• Designed so that methods, materials, and assessment are useable by all.
• Technology is critical to successful implementation.
DI
• Classroom focus
• Meets each student where they are to assist in learning.
• Principles of DI support implementation of UDL
• Technology is traditionally not used.
http://www.donjohnston.com/research/articles/udl_diff_inst_cast.htmlhttp://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl
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UDL and DI
UDL’s Goal
• Increase flexibility in teaching and decrease barriers that limit access to materials and learning at the curricular level.
DI’s Goal
• Adjust the curriculum and information to meet the needs of a variety of learners in the classroom.
http://www.donjohnston.com/research/articles/udl_diff_inst_cast.htmlhttp://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl
BUT WHAT HAPPENS IF STUDENTS ARE STILL STRUGGLING IN A SUBJECT/AREA?
TECHNOLOGY’S ROLE IN TIERED INTERVENTIONS
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College and Career ReadyCollege and Career Ready
Common Core StandardsCommon Core Standards
Curriculum DevelopmentCurriculum Development
Universal Design for LearningUniversal Design for Learning
Differentiated InstructionDifferentiated Instruction
Tiered InterventionsTiered Interventions
Initiatives, Relationships, and the Role of Technology
© 2012 Dave Hohulin, UCP‐Infinitec
Direct/Targeted/Explicit
Instruction
College and Career ReadyCollege and Career Ready
Common Core StandardsCommon Core Standards
Curriculum DevelopmentCurriculum Development
Universal Design for LearningUniversal Design for Learning
Differentiated InstructionDifferentiated Instruction
Tiered InterventionsTiered Interventions
Assistive TechnologyAssistive Technology
Initiatives, Relationships, and the Role of Technology
© 2012 Dave Hohulin, UCP‐Infinitec
Access to the Core
Curriculum
ASSISTIVE TECHNOLOGY
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What is AT?
Assistive Technology is…
• Increase
• Improve
• Maintain
• And related services…
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When does Technology become Assistive Technology?
• Technology used to help a student complete their academic tasks that they cannot currently complete, due to their disability.
• Increase, improve, or maintain functioning
• Documented in the IEP
A Fine Semantic (and Legal) Line
• Assistive Technology for one student may just be technology for another.
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Where do we find it?
http://www.techmatrix.org
AAC TechConnect
http://www.myinfinitec.org
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College and Career ReadyCollege and Career Ready
Common Core StandardsCommon Core Standards
Curriculum DevelopmentCurriculum Development
Universal Design for LearningUniversal Design for Learning
Differentiated InstructionDifferentiated Instruction
Tiered InterventionsTiered Interventions
Assistive TechnologyAssistive Technology
Initiatives, Relationships, and the Role of Technology
© 2012 Dave Hohulin, UCP‐Infinitec
Curricular
Classroom
Student
Universal Design for Learning
Differentiated Instruction
Assistive Technology
© 2012 Dave Hohulin, UCP‐Infinitec
Our Challenge
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If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.
John Dewey
Questions/Comments:
Dave Hohulin
www.myinfinitec.org