universal design for learning - lcsc

Universal Design for Learning

Angie Kuehl

Lori Mjones

Trisha Rux

Author’s in

the Making

Website

Today’s Meet-

Scan To ask

questions during

presentation

Have you heard of UDL?

Scan the QR code or

click on the Socrative link on

our website to respond to this

question.

Meeting the needs of all learners

One size does not fit all

Flexible Teaching

Engaging learners through the use of

No Tech

Low Tech

High Tech

No Tech

Create interest through books/read alouds

White boards and dry erase markers

Offer a variety of writing instruments

Word Walls

No Tech

Anchor Charts

No Tech

Allow for student choices in where they write

Active learning/seating options

Low Tech

Engagement through listening and interacting

with print (Listening Centers)

Alternatives to paper/pencil (chalk, magic

erase)

High Tech

Smartboards

iPads

Writing Apps

Spelling Apps

Publishing Apps

How do you foster authors in your classroom?

Writer’s Workshop - writing that is ongoing.

Writers work at their own pace

Folders keep everything organized

Narrow the focus

We name the genre, but the writer chooses the

topic. (this makes it meaningful for them)

Things we have

People we know

Things we do

Places we go

Use books to show how an author writes

about what they know

Kevin Henkes – Author Study

Books create interest

Writer’s Workshop - writing is meaningful

and authentic.

Students engage when they write about what

they know

Story elements help them keep track

S.T.O.R.Y S is for setting, when and where

T is for talking characters

O is for oops! We have a problem

R is for resolve it, how do we fix it?

Y Yeah! We did it!

Model, Model, Model…

Write a “Class Story”

Is it a good sentence?

Capital letter at the beginning

Spaces in between

Period at the end

Set aside time to share

Writer’s Workshop

To introduce students to the writing process,

as recommended using the Writer’s Workshop

model. To engage and motivate students as

they begin the journey of becoming young

writers.

Introducing students to writing through books.

Students engage in the writing process through

the use of technology.

Students use multiple means of engagement

Spelling Apps – (Spelling City)

Writing Apps – (Book Creator)

Handwriting Apps (Handwriting Without Tears)

Students Author books

Students strengthen writing skills with modeled

writing process and independent practice

Students choose topics of interest

Benchmarking and Data Collection

Fall, Spring, Winter benchmarks

How does writing improve over time?

Student Samples Student Code:

Picture Count

Word Count

Mechanics of

Writing

Spacing # Spaces Correct: # Total Spaces:

Letter Orientation Legibility: Orientation:

Phonetic Spelling vs. Correct Spelling # Words Correct: # Total Words:

Picture Representation of Words Evident: Not Evident:

Syntactic Sentence Structure Evident: Not Evident:

Engage young writers

Choice of topics within a genre

Writing at their own pace

Freedom to spell phonetically

Creates excitement and sense of accomplishment

Children see themselves as authors

What do you like about Writer’s Workshop?

Strengthening the project/research by

Use writing apps as well as paper/pencil

Add an additional benchmark

More opportunities for writing/collecting data

Setting a more uniform time limit for writing

Should time increase with subsequent benchmarks?

Should time writing be recorded for each student?

A huge thank you to MSUM, for collaboration

on this project, and their time and talent

with data collection and interpretation!

Scan the QR code or click on the link to Quizizz