Connecting to serve all 7 6
Transcript of Connecting to serve all 7 6
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Educating the Whole Child
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1. How does this content area prepare students to be future ready?
2. How does this area connect to other content areas?
3. What are the implications for meeting the needs of all learners as related to this content area?
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By the time many
students hit middle
school, disengagement
has become a learned
behavior
Keely Potter, Reading Specialist
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Universal Design
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Universal Design for
Learning (UDL) is Universal Design for Learning
(UDL)
A set of principles for curriculum
development that applies to the general
education curriculum to promote learning
environments that meet the needs of all
learners
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UDL
Principles
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•
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Principle I: Multiple Means of
Representation:
The what of learning
• To give diverse learners
options for acquiring
information and knowledge
• Present content in a variety
of formats and modalities
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UDL requires: Multiple Means of Representation
Multiple Means of Representation
Examples:
Manipulatives
Visual Displays
Anticipatory Guides
Graphic Organizers
Artifacts
Videos
Music
Movement
Text Readers
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Principle II: Multiple Means
of Action and Expression:
Judy Augatti
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UDL requires: Multiple Means of Action and Expression
Examples:
Thumbs Up/Thumbs Down
Gallery Walks
Pair/Share
Chalkboard/Whiteboard Splash
Response Hold-Up Cards
Quick Draws
Numbered Heads Together
Line-Ups
and
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Principle III: Multiple Means of
Engagement
Taps into
learners’ interests, offers
appropriate
challenges, and
increases
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UDL requires: Multiple Means of Engagement
Examples:
Bounce Cards
Air Writing
Case Studies
Role Plays
Concept Charades
Response Hold-Up Cards
Networking Sessions
Simulations
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With UDL
more students
are:
• Engaged
• Learning
• Achieving
• Motivated
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Multiple Means of Representation
for ELLs Non-verbal
• Modeling
• Pictures
• Realia/Concrete objects
• Gestures
• Manipulatives
• Demonstrations
• Hands-on
• Picture dictionaries
Language Support
• Word banks
• Word walls
• Labels
• Graphic organizers
• Sentence starters
• Sentence frames
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Multiple Means of Expressing
for ELLs • Role-play
• Illustrations/ Drawings / Visuals
• Gestures
• First language
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Multiple Means of Engagement
• Student Interaction
– Oral comprehension supports reading and
writing development
– Differentiate Collaborative Activities
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Learning about Language
• What does it say?
• What does it mean?
• What does it matter?
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Implications for the Classroom explicit teaching of language
• Create a language-sensitive
classroom
• Deconstruct/reconstruct complex text
• View other languages as assets
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Just as there are strategies for
assisting the ELL student, there are
strategies to move the AIG student
even farther…
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Gifted Education and new NCSCOS
• An opportunity for growth and collaboration with regular
education and within the field of gifted.
• Students may access more rigorous standards
throughout the day, which would impact direct gifted
education services and ensure access to more advanced
education throughout the day.
– A rising tide raises all ships.
• CC/ES standards align with and validate gifted education
best practices, such as concept-based learning,
integration of disciplines, and inquiry-based options.
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Why Gifted Students Need
Differentiated Learning
For most.…
•Faster pace of learning (2-3 repetitions)
•Precocity for information
•Ability to synthesize information within and
across disciplines (conceptual understanding)
•Intensity of learning in area of interest
•Asynchronous development
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What do gifted learners
need in order to maximize
their learning?
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Learning Needs of Gifted: Some, Not All
• Complexity: Abstract-thinking, Variety of
concepts, subjects and strategies
• Depth: Higher levels of thinking, concepts
• Creativity: Open-endedness, choice
• Acceleration: Rapid pacing, Focus on
Growth
• Relevance: Personal interest, Real-world
problems and audiences, Connections
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What does this mean for my
classroom?
• Enrich, extend and accelerate the
SCOS.
• Differentiate through content,
process and product.
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Tools and Strategies for
Challenging Gifted Learners
– Concept-Based Teaching
– Tiered Assignments
– Project-Based Learning
– Curriculum Compacting
– Independent Study with Rubrics
– Seminars
Other:
All with appropriate challenge!
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Non–Negotiables for Gifted Learners
• Gifted Children Vary in Needs and Strengths
• Mindset of Differentiation in Class, School, LEA
• Pre-assessment to understand needs and
strengths; Flexible Grouping
• Social and Emotional Needs Addressed
• Academic and Cognitive Growth Addressed
AIG: ALL DAY, EVERY DAY
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NCDPI Arts Education
Literacy Institute 2004 29
Serving All is a Process
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Problems & Problem Solving
• Problem: Difference between expected/desired
outcome and current outcome
• Problem identification: Finding a difference &
determining if it is significant enough to require
action now
• Problem solving: Figuring out how to eliminate
or reduce difference
(Newton et al, 2009)
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RtI
• NC DPI has identified RtI
as a research-based
school improvement
model and provides
support to district and
school implementation
through professional
development, technical
assistance, and coaching.
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Problem-Solving, Data,
& Decision-Making
• Decision making is aided by access to data
• Providing instruction on a problem-solving model
(TIPS) will result in problem solving that is – Thorough
– Logical
– Efficient
– Effective
• Structure of meetings lays foundation for
efficiency and effectiveness
(Newton et al, 2009)
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Collect
& Use
Data
Develop
Hypothesis
Discuss &
Select
Solutions
Develop &
Implement
Action Plan
Evaluate &
Revise
Action Plan
Problem Solving
Meeting Foundations
Team Initiated
Problem
Solving (TIPS)
Model
Identify
Problems (Define & Clarify)
(Newton et al,
2009)
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The Problem-Solving “Mantra”
• Do we have a problem?
• What is the precise nature of our problem?
• Why does the problem exist, & what can we do about it?
• What are the actual elements of our plan?
• Is our plan being implemented, and is it working?
• What is the goal?
(Newton et al, 2009)
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Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.
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Day 1 Evaluation
• You will receive a link via email before the
day ends. Please complete the survey
before the next day OR during the last
few minutes of this session.