learning in the community callahan corner- garden universal design for learning in community based...
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LEARNING IN THE COMMUNITY CALLAHAN CORNER- GARDEN
UNIVERSAL DESIGN FOR LEARNING IN COMMUNITY BASED INSTRUCTION SETTINGS AND TRANSITION PROGRAMS
DIANA B. GARCIAYUMA UNION HIGH SCHOOL DISTRICT #70TRANSITION SPECIALIST OCTOBER 2012
UDL starting in the classroom and during community based
instruction CALLAHAN CORNER- GARDEN: two high schools, transition programs. (we just added on more school this month and will be expanding )
Transition Program Classrooms
Importance of UDLGuidelines and Approach
•UDL is based on research and development by CAST (Center for Applied Special Technology) •UDL is inspired by the universal design in architecture
•UDL shifts- learning differences
•UDL is based on research and development by CAST (Center for Applied Special Technology) •UDL is inspired by the universal design in architecture
•UDL shifts- learning differences
Learner Differences and The Learning Brain
Why is UDL necessary?
“Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these
differences are as varied and unique as our DNA or fingerprints. Three primary
brain networks come into play:
CAST(2011)
WHY UDL in our classroom and CBI?
Hall, Meyer, and Rose (2012) states:
Many students today’s classroom are confronted with major barriers to learning: inflexible, one-size-fits-all curricula. The UDL Guidelines offer all educators (teachers, administrators, tutors, or parents) a framework for understanding how learners vary and what types of tools and strategies they can use to help overcome unnecessary barriers. There barriers can occur across any of the three UDL principles and in any subject area. When successfully implemented, the Guidelines support teachers in their goal of developing expert learners: learners who are resourceful and knowledgeable, strategic and goal-directed, and purposeful and motivated. (p.23)
I. Provide Multiple Means of Representation
Provides options for perception – the “access” guideline. The guideline focuses on students getting access to content and breaking unintended barriers.
To provide resources that enable students to access transition and community text, content, and gain the opportunity to learn.
Video- of content materials, background knowledge and task analysis if necessary.
Software, apps providing text to speech
Guideline 1: Provide options for perception
I. Provide Multiple Means of Representation
Graphics and Pictures
Tools like UDL Book Builder
Livescribe Smart Pen
Applying UDL in a Transition class and/or Community- Based
Instruction CALLAHAN CORNER- Community Garden Example:
PowerPoint- Book (digital with text to speech)
Videos as resources in order provide access
Video: from beginning stage of the garden
I. Provide Multiple Means of Representation
Importance of supplying background knowledge
Providing models, scaffolds, highlighting critical features, big ideas and relationships
Guide information processing, transfer, and generalization of knowledge
Guideline 3: Provide options for comprehension
I. Provide Multiple Means of RepresentationExamples and Applied to Callahan Corner Garden
11
You will make your soil in a mixing pan. A trowel is used to mix the soil.
Find the mixing pan and trowel.
Example of highlighting critical features:
Provide forms to review background knowledge in different formats, interactive links for example: http://vfd.ifas.ufl.edu for plants and greenhouse videos.
II. Provide Multiple Means of Action and Expression
Varying the methods for response and navigation
Optimize access to tools and assistive technologies
In academic context, successful reading also frequently involves articulating or demonstrating one’s understanding of a text through note taking writing, oral discussion, or other tasks (Hall et al. 2012)
Guideline 4: Provide options for physical action
II. Provide Multiple Means of Action and Expression
Click-N-Type
Microsoft Accessibility Options
TextHelp
Single Switch
Expanded Keyboards
Examples and Applied to Transition Classroom Setting including Community based instruction
II. Provide Multiple Means of Action and Expression
To provide tools for students that enables physical action and encourages learning:
Students will access written materials and will have access to respond using a variety of resources. For examples lessons on planting and transplanting plants at Callahan Corner
II. Provide Multiple Means of Action and Expression
One means of expression, does not meets the needs of all students
Students should have options to use: media such as text, speech, drawing, illustration, design, film, music, dance/movement, visual art, sculpture or video in order to express or communicate
Guideline 5: provide options for expression and communication
“It is important to provide alternative modalities for expression, both to the level the playing field among learners and to allow the learner to appropriately (or easily) express knowledge, ideas and concepts in the learning environment.” Cast (2011).
II. Provide Multiple Means of Action and Expression
PowerPoint
Video
Picture
Tools and software
Guideline 5: provide options for expression and communicationExamples: Students should be able to present materials in different formats
One example and form on next slide
Example of possible symbols
The possibilities of expression and communication are really endless, especially as technology advances everyday. We could use paper- symbols, to ipads – apps, or CAST Learning tools. Finding the correct combination of tools that best fits the individual’s learning needs, is the goal.
III. Provide Multiple Means of Engagement
Give students choice and independence and supports
Increase relevance, value, and authenticity
Small personal connection can gain engagement
Guideline 7: Provide options for recruiting interest
To recruit interest:
(Hall, Meyer, and Rose, 2012)
III. Provide Multiple Means of Engagement
Videos, TeacherTube and YouTube
Voki
Social Networking
Relate Relevance with Careers and Jobs
Examples and Applied to Transition Classroom Setting including Community based instruction
III. Provide Multiple Means of Engagement
Examples and Applied to Transition Classroom Setting including Community based instruction Videos can be used in class as support to objectives and
materials Students can be given choices between the type of how they access the lessons and information whether in the classroom, community setting, and home with social media and networks. Students can get feedback easier and stay engaged with digital technology, they are familiar with and use on a regular basis. For our Community Garden example, we can build a blog or wiki for the project with information, pictures, and questions for students to post and answer. Including, adding text to speech, audio, or video.
Train Staff on UDL- Specifically in relation to Transition and CBI
Training in small chunks for example beginning with this presentation
Building on each training, by adding tools and resources, making trainings interactive so staff can actually try things hands-on
Begin to consider how we can incorporate UDL frameworks in all CBI and Projects
Look at how employers and community agencies can consider UDL frameworks via our Community Transition Team
The problem is having all Transition Programs and CBI with UDL Framework in Mind
Addressing the Problem
Solutions to Consider:
Tools, Resources, and Images
CAST UDL Book Builder: http://www.cast.org/learningtools/book_builder/index.htmlLivescribe Smart Pen http://www.livescribe.com/en-us/Speak it! https://itunes.apple.com/us/app/speak-it!-text-to-speech/id408980592?mt=12TeacherTube http://www.teachertube.com/University of Florida, Virtual Field Day http://vfd.ifas.ufl.edu/ Voki http://www.voki.com/YouTube http://www.youtube.com/WordPress http://wordpress.org/
References
CAST. (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author.Hall, T., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom. New York, NY: The Guilford Press. Rose, D., Meyer A. (2009). A practical reader in universal design for learning Cambridge, MA: Harvard Education PressRose, D., Meyer A. (2002). Teaching every student in the digital age. Alexandria, VA: ASCD PublicationsNational Center on Universal Design for Learning. (2010). UDL guidelines – version 2.0: Examples and resources. Retrieved from http://www.udlcenter.org/implementation/examples/