Colorado june 2014
140
Universal Design for Learning & Differentiated Instruction
description
Assistive Technology accommodations and Universal Design for Learning
Transcript of Colorado june 2014
Universal Design for Learning
& Differentiated Instruction
Kirk D. Behnke, M.Ed., [email protected] Twitter @KBehnke
Digital Materials and Resources
Wikisite: http://agcforalllearners.wikispaces.com Orhttp://bit.ly/AGCALL
Back Channel: https://todaysmeet.com/AGC0623
Learning Choices
Me preschoolMy son
Kindergarten
Digital ImmigrantDigital Native
ObjectivesParticipants will be able to identify...
• legal evolution of special education & AT• national technology-based trends and why technology is
a good resource for students with reading differences• overview of assistive technology and SETT Framework for
consideration• Universal Design for Learning (UDL) principles,
guidelines, checkpoints and implementation strategies which support students with reading difficulties
• an overview of the need for and access to accessible instructional materials (AIM)
• effective instructional practices that create the climate for integration of technology and support effective instruction
• resources for audio and digital books
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The Legal Evolution of Access
EHA 1975 Access to schools
IDEA 1990 Access to classrooms
IDEA 1997 Access to general education curriculum
IDEA 2004 Access to instructional materials
Congressional Intent of IDEA 2004
• Improved student performance• Increased accountability • Strong parental participation• High expectations for student
achievement • Linked to the general education
curriculum• Accessible instructional materials
Requires consideration of AT in the IEP processPlaces responsibility for decision-making with IEP
committees Requires accessible instructional materials
IDEA 2004 affirms emphasis on Assistive Technology as a
means to support educational achievement
Congressional Intent of IDEA 2004
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Why Technology is a good resource for
students with Reading Differences
10 Tech Trends Students Say Are Changing Their Education (The Journal) Feb 5, 2014
2013 Speak Up Survey from Project Tomorrow, which CEO Julie Evans – preliminary survey results
The 2013 results :• 400,000 surveys from 9,000 schools and 2,700 districts
across the country• Respondents included: • 325,279 students• 32,151 teachers and librarians• 39,986 parents• 4,530 district administrators
# 10 What Devices Belong in the "Ultimate School"
Ranking of the relative importance of devices in their classroom experience: – Laptops (56%)– Digital readers (51%)– Tablets (48%)
# 9 Social Media in Schools
Student use of twitter, Facebook, Instagram, and other social media outweighed Administrators, Teachers and Parents.
Students are looking at social media as a pervasive part of the way they are living
#8 Gaming is growing; and the Gender Gap is Closed
#7 An Increased Interest in Online Learning
Students desire to have more control over their own individual learning
#6 Paying Attention to the Digital Footprint
64% of HS students admitted to being careful about the things they post online
39% said they advise friends about the content they post -- 32% saying they stopped interacting with friends who post inappropriate content
44% of high school students said they believe a positive digital profile is an important part of their future
#5 Using Different Tools for Different Tasks
“They like the devices, but they are more focused on using the right tool for the task at hand,” and many times tablets don’t seem to fit.
#4 Mobile Devices for Schoolwork
Use mobile devices for day-to-day tasks and leverage their learning process
• 12% of respondents said they used their mobile device to text their teacher during class
#3 Use of Video for Classroom and Homework
46% of teachers are using videos in the classroom
33% are using video to supplement their own learning – “Kahn Academy effect”
23% of students are accessing video created by their teacher
#2 Internet Connectivity
64% using a 3G or 4G enabled device to connect to the internet at home
and 23% additionally through internet enabled TV or Wii console
#1 Personal Access to Mobile Devices
– 62% wanted to bring their own devices to the classroom
Discussion: The future of technology…
• to improve student performance
• a tool to lift student educational and life expectations
• built-in features access for everyday technologies
• to prepare our students to advocate for their own accommodations in a digital world
• addressing student needs which are foundations for good AT implementation
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Tools & Accommodations
Everyone Uses Tools/Accommodations to do things they normally cannot do
Stephen “Broken Ninja” France American Ninja Warrior
Ford ‘s kick-activated tailgate
Skill DevelopmentBa
sic
Adva
nced
Common Core
Reading & Writing Across the Curriculum
How Many Words do Students Need to Know in order to Keep
Pace with Objectives?
➢ 96% of spoken language is made up for 4,000 words
➢ To read written text, you need a vocabulary of 1 million words
Intrigood Harry flicked the envelope opened to pulled out the sheaf of perch inside More curly silver writing on a front page said: Fill out of step in the world of modem modern magic? Find yourself making excuses not to perform simple spells ever been rented taunted for your willful wendword? There is an answer! Kwikspent is at all-new fail-safe, quick-reset, easy-learn course. Hundreds of witches of wizards have benefits from the Kinwhich spell method! Madam Z Nettled of Topshum writes I had not memory for incononotions and my positions were a family joke now, after a Kiwikinspell course I am the center of attention at parties and friends beg for the recipe of my Sinstiation Solutation. Would Warlock D.J. Prod of Dissburg says: “My wife used the sneer at my feeble charms, but one month into our famulous Kwikspell course and I suggusted in turning her into a yak! Thank You, Kwikspell”
-Harry Potter Passage As Read by Anthony
Reference: Edyburn, D.L. (2004). Rethinking assistive technology. Special Education Technology Practice, 5(4), 16-23.
➢ Assistive Technology for students with Learning Disabilities is defined as: any device, piece of equipment or system that helps bypass, work around or compensate for an individual's specific learning deficits
➢ Over the past decade, a number of studies have demonstrated the efficacy of Assistive Technology for individuals with Learning Disabilities
➢ Assistive Technology doesn't cure or eliminate learning difficulties, but it can help students reach their potential because it allows them to capitalize on their strengths and bypass areas of difficulty
➢ Assistive Technology compensates for a student's skill deficits or area(s) of disability
➢ Utilizing Assistive Technology does not mean that a child can't also receive remedial instruction aimed at alleviating deficits
Assistive Technology
The SETT Framework
S = StudentE = EnvironmentT = TasksT = Tools
Adapted from Joy Zabala, www.joyzabala.com
Student
Educational Needs & Motor Cognition, Memory,
& Attitude Language
& Processing Sensory
Module 9: Assistive Technology
Environments
Library Classroom
Lab
Home
Module 9: Assistive Technology
Mechanics of Writing
Reading
Communication
Computer Access
Task
Module 9: Assistive Technology
Tools
Module 9: Assistive Technology
Likes history Wants to help othersPoor handwritingDifficulty with organizationEasily FrustratedPoor spellingStruggles in SpanishDyslexia, Dysgraphia,
Does he enjoy listening to books? Does Dragon help him get thoughts on paper?
History tests
Foreign Language
Homework is always a struggle
Where are the error patterns on tests?
What can he have access to at both home & school?
Pass history exams
Write essays to prepare for high school
Complete homework with support
What options are there for state foreign language requirements?
What testing options are there in history?
Computer based testing instead of scantronAudio sources for foreign language practiceAudio books for Spanish textGoogle Translate
Is there a computer option for the history tests? Is Rosetta Stone appropriate for middle schoolers? Does Learning Ally have foreign language learning audio books for his iPad?
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Universal Design for Learning (UDL)
What is UDL?
“A framework for instruction organized around three principles based upon the learning sciences” (Rose & Gravel, 2010).
“Based on two decades of research into the nature of learning differences and the design of supportive learning environments” (Rose & Meyer, 2002).
What is UDL?
What is UDL?
Video: UDL Principles and Practice http://www.udlcenter.org/resource_library/videos/udlcenter/guidelines
UDL Principles and Practice
What is UDL?
To Support Learning Provide Multiple Means of:
• Representation• Action & Expression• Engagement
Learning Differences
TheLearning
Brain
Recognition
Networks
Strategic
Networks
Affective Network
s
How does UDL help students with reading difficulties?
• Design of lesson plans incorporates built-in scaffolds and supports
• Richer learning environment• Flexible goals, methods, materials and
assessments• Learner directed choices • Based on brain research and uses the
three brain learning networks: Recognition, Strategic, & Affective
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Brain networks
Universal Design for Learning
40 years of research
No “typical” student
Individual learning is
unique
Abilities are not static
Variability is the “norm”
Variability is systematic
Three Distributed Systems
2. Strategic1. Recognition
3. Affective
Graphic © Don Johnston Inc. 2007
Recognition Networks: The “WHAT” of Learning
Recognition
“Specialized to sense and assign meaning to patterns we see; they enable us to identify and understand information, ideas and concepts”
(Hall, Meyer & Rose, 2012, pp. 3)Graphic © Don Johnston Inc. 2007
The “WHAT” of Learning
“Present to Cement”
Recognition Networks
Strategic Networks: The “HOW” of Learning
Strategic
“Relate primarily to the executive functions and specialized to generate and oversee mental and motor patterns. They enable us to plan, execute, and monitor actions and skills”
(Hall, Meyer & Rose, 2012, pp. 3)
Graphic © Don Johnston Inc. 2007
The “HOW” of Learning
“Show what you
Know”
Strategic Networks
Strategic Network Works with Recognition Network
During Learning
ReadWriteComputeSolve ProblemsPlan and execute
project
Doing a projectTaking a testTaking notesListening to lecture
Why it’s important to explicitly teach strategies…
Affective Networks: The “WHY” of Learning
Affective
“Are specialized to evaluate patterns and assign them emotional significance; they enable us to engage with tasks and learning and with the world around us”
(Hall, Meyer & Rose, 2012, pp. 3)
Affective Networks: The “WHY” of Learning
Networks are interconnected…
Recognition
AffectiveStrategic
The “WHY” of Learning
Affective
“Connect to Affect”
Graphic © Don Johnston Inc. 2007
Affective Networks
Understanding the Interrelations
Helps us to understand that there is no single solution that works for everyone.
• We must employ flexibility
• Include alternatives
• Appreciate differences
• Set appropriate learning goals
• Focus on reducing barriers within curriculum
…Reflection…
Based on what you’ve learned so far, what are two key points you might share with a colleague about the
relationship between brain networks and learning?
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UDL provides a blueprint for
creating flexible…GoalsMethodsMaterials
and assessments that accommodate learner differences
UDL Curriculum…Defined
GoalsDesigned to offer options—varied pathways, tools, strategies, and scaffolds for reaching mastery
Do Not prescribe the methods and materials
Methods–Instructional decisions, approaches, procedures, or routines used to accelerate or enhance learning
UDL Curriculum…Defined
Materials–Materials are variable and flexible–Multiple media and embedded, just-in-time supports
assessments Process of gathering information
about a learner’s performance Uses a variety of methods and
materials
Effective Instruction: Equal Access for All Students
Accessible Instructional Materials (AIM)
Accessible Instructional Materials: Things to consider…
Learner’s needs Recommendations from team Availability Implementation and support Parental involvement Environments Technologies
Access for all studentsAccessible Instructional Materials
➢Text to speech (i.e. Read and Write Gold, Kurzweil 1000, Kurzweil 3000)
➢Audio and screen readers➢Learning Ally➢Braille➢Screen magnification hardware and software➢Technology to access Interactive Boards and White Boards➢Use of iPads, Kindles, Nooks etc. ➢Keyboarding skills note takers, apps for writing and note taking
AIM Explorer by CAST
THOUGHT BREAK
Used with permission - Vince Low Designs https://www.behance.net/VinceLow
Effective Instructional Practices that create the climate for integration
of technology
CLASSROOM MANAGEMENTI’ve come home exhausted and frustrated every day since we returned to school! I have two little guys who I’ve tried all my tricks on and nothing is helping. Feeling really frustrated and upset with my attitude towards my class. Hoping I will find something that will motivate and help them and will then help me and the rest of the kids in my room.
Laurie Irby, Elementary Teacher
Time Management & Smooth Transitions – The Why?
Examples: EC-6
CHOREOGRAPH THE CLASSROOM
123 FINGER STRATEGIES
MYSTERY WALKER
Examples: 6-8
Paradigm WORD OF THE DAY
TIME ESTIMATION
MY TIME – YOUR TIME
Examples: 9-12
PARKING LOT
COUNTDOWN CLOCK
ATTENTION ZONE
Proactive Strategies
Characteristics of Good Classroom Rules:– Keep them to a minimum– Keep the wording simple– Represent basic expectations– Keep the wording positive– Make rules specific– Make them observable & measurable– Post the rules in a public place– Tie rules to problem areas
Directly teach concrete social skills expected in each relevant school environment
Pre-teaching skills DAILY
› Skill Review: first 15 minutes of the school day› Design brief lessons to teach the rules by:
• Teaching the skill• Providing examples and non-examples• Conducting activities: Role playing, modeling,
performance feedback› Teach in the moment!
Teach Behavioral ExpectationsWhen?
Active Supervision
Scanning – examining the area for rule followers and rule violators
Moving – consistently traveling around the room where problems are more likely to occur
Interacting – initiating brief pro-social interactions with students (e.g., brief praise)
Why? – Develop Habits
› The goal is for students to develop positive behavior habits.
› Some students will also have to get rid of bad habits.
› Simple habits can be developed in 14-21 days (e.g., forming a line, lunch procedure)
› More difficult habits can take several months to a year before you get a final result, especially if a current habit must be replaced!
Reinforce Behavioral Expectations
What are the benefits of effective classroom management?
Group Cost Benefit: Administrators Reduction in Office Discipline Referrals
Impact of Minutes Gained
Group Cost Benefit: InstructionReduction in Office
Discipline Referrals
Impact of Minutes Gained
What Does Continuous In-Class Discipline Cost?
Impact on Minutes Lost
The UDL based classroom is the best place to introduce AIM & Assistive Technology
UDL vs. Differentiated Instruction
DI UDL
When During instruction when the teacher notices the students’ needs
When designing the curriculum
How Makes changes or adjustments to the curriculum
Builds resources and options into the curriculum
Differentiated Instruction
Differentiated Instruction Different Routes – Same Outcomes
Differentiated Instruction IS NOT:
Obstacles of Implementation
Differentiated Instruction
Teachers Can Differentiate:
Through a Range of Instructional and Management Strategies
Differentiated InstructionGuiding Principles:
Flexible Grouping:
› Groups don’t have to be the same size › In a classroom of 20 – how many combinations?› Group by Interest, Readiness, Randomly › Doesn’t always have to be chosen by the teacher› Groups know the transitions and group rules › Groups have responsibilities
› Timekeeper› Facilitator› Scribe › Wingman
› Accountability
Differentiated InstructionGuiding Principles:
Continuous Assessments: › Types of Assessment
› KWL – Know, Want to Know, Learned › What I Know Now › Entry and Exit
› Assessments don’t always have to be written› Choral Responding, Thumbs Up, Graffiti Wall,
Solo Cups for Group Work› Allow students to assess themselves and others› Continuous throughout each unit › Use as a teaching tool to extend rather than a
way to grade
We’ve Got It We don’t
need help
We will need help soon,
but can keep working for
now
We cannot keep working without help
Quick AssessmentsSolo Cups
Quick AssessmentsChoral Responding /Response Cards
Quick AssessmentsGraffiti Wall
Teacher gives direct
instruction on a new concept
Class and teacher comes together
to share information and pose questions
Whole class reviews key concepts
Introduction of additional
skills
The whole class discusses study
plans and establishes criteria for success
Small groups- students apply key principles
to solve problems
designed by teachers
Students self select interest areas
through which they extend their
learning
Students work on varied tasks at varied levels of complexity
and varied pacing
Students engage in instruction through
further study based on interest and readiness
1
2
3
4
5
6
7
8
9
Rhythm & Flow of a Differentiated Classroom
Differentiated Instruction
Teachers Can Differentiate:
Through a Range of Instructional and Management Strategies
Differentiated Instruction: Content- “The What”
Using Varied Delivery Methods & Support Materials
Differentiated Instruction: Process- “The How”
Verbal Intelligence
Visual Intelligence
Musical Intelligence
Kinesthetic Intelligence
Write a story using different
resources about traveling
using a map
Make a chart that compares a physical map
to a political map
Make up a song about
maps
Make up or adapt a game
about your state and how
to navigate
Multiple Intelligences
Differentiated Instruction: Product- “The Result”
Differentiated Instruction: Product- “The Result”
Differentiated Instruction
Teachers Can Differentiate:
Through a Range of Instructional and Management Strategies
Differentiation According to Interest
Interest Inventories
Interest Centers
Elementary Middle School
High School
Choice According to Interests
➢iSearch – alternative to a research paper ▪ Topic Immersion & Question Generation ▪ Plan Development▪ Information Gathering ▪ Knowledge Representation
➢Storykit –app for creating books
Differentiation According to Readiness
Tiering Formats
Tiering Formats
Level 1 Level 2 Level 3
Learning Contracts➢ Allow students to:
o Work at an appropriate paceo Target their learning styleo Work independently
➢ This is an excellent way for students to understand what is EXPECTED of them.
➢ Students enter into independent study with an agreed-upon set of tasks supporting adjusted goals.
➢ Can be ever-changing!
Choice Board (Tic-Tac-Toe)Define fraction, decimal,
and percent. Draw apicture to illustrate each
word.
Complete a chart ofconversions for fractions,decimals, and percents.
Play the game Request or Request Challenge. (The game is like Go Fish, but
you need to match up fractions,
decimals, and percents.)
Complete lesson usingequivalent fraction,
decimal, and percentdominoes.
FREE (Student Choice with
teacher approval)
Illustrate ways in whichfractions, decimals, and
percents are used ineveryday life. You needtwo examples for each.
Color equivalent squaresto reveal a hidden pictureof an endangered species!
Play the game Recall orRecall Challenge. (The
game is like Concentration, but you
need to match up fractions, decimals, and
percents.)
Complete the HiddenName Puzzle and thencreate a puzzle of your
own.
Learning MenusAppetizer
❑ Label parts of a map❑ Define parts of a map
Main Dish:❑ Use 2 map resources to compare trade routes❑ Analyze transportation routes from New York to
New Jersey❑ Compare/Contrast a historical map and a current
map
Dessert: YUM! ❑ Create a salt map ❑ Create a brochure for public transportation
Cubing• Students receive foam or poster board cubes
with a different task written on each face; each task has a different complexity level
• Given a topic, students can: • Describe it, • Compare it, • Associate it, • Analyze it, Apply it, • Argue for or against it.
Summarization Pyramid
OTHER GREAT PROMPTSAnalogyThree attributesAlternative title
ReasonsArgumentsIngredientsFormula/sequence
InsightLarger category
ToolsSamplePeoplePossibilities are Endless!
Changing the Verb
Raise or lower the challenge level by
changing the verb in the prompt!
Differentiation According to Learning Profiles
Verbal Intelligence
Visual Intelligence
Musical Intelligence
Kinesthetic Intelligence
Write a story using different
resources about the solar
system
Make a chart that compares
2-3 planets
Make up a song about
planets
Make up or adapt a game
about the solar system
Multiple IntelligencesHoward Gardner
Technology to Help Differentiate
• ReadAbility• Wordle• Simple English Wikipedia- website • TLDR – plug in for chrome only • 30 hands – app • AudioNote – app • Live Binders- website• Edmodo
Follow Up & Resources
Agcforalllearners.wikispaces.com
kbehnke
https://todaysmeet.com/AGC0623
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