udl to solve problems presentation
TRANSCRIPT
UDL To Solve Problems
Stefanie Trentacoste
SPED 644
• Common Core standards
• Implementation of small group
instruction
Woodholme Elementary’sSchool Improvement 2013-2014
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What goals are we trying to achieve through small group instruction?
Problem
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“Small Group instruction of grade level standards by increasing the rigor of the texts read (including texts beyond the enrolled grade level), increasing work on drawing inferences and evidence from texts, and increasing the time on task for comparing and synthesizing ideas across texts over that provided for the
In addition, this group extends learning through using and to develop skills in ,
, and .
Students also using above-grade level standards.”
Small Group Instruction
Retrieved from http://www.bcps.org/offices/gt/curriculum-default.html
What does the research say?
• Schools with effective reading programs
facilitate a variety of instructional
practices including whole group, small
group, and individualized instruction.
• Scheduling an uninterrupted block of time
for reading is ideal in order to maximize
opportunities for differentiated instruction.
Teacher Barriers…
But how do we do all of these changes
with …
Heterogeneously grouped classrooms
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problem…• Too many diverse learners who are not having
instruction facilitated or scaffolded from the teacher.
• Curriculum is absent and not enough resources are given to
support implementation of successful small group instruction.
• Teachers are burning out from working overtime in producing
materials to help meet student’s needs in the classroom.
• Providing appropriate resources and instructional
implementations to support students engagement, expression,
and representation for the extreme diversity in each classroom.
Teacher’s Goal:
To increase awareness of tools available for UDL by applying
principles of UDL to Maryland’s Common Core State
Curriculum in order to implement small group instruction and
establish a differentiated and meaningful learning
environment for students.
But how can we do this????
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Universal Design For Learning
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Access for All
• Embedding flexible strategies into the curriculum
during the planning process
• Reduces the need for retrofitting
accommodations for individual students
• Flexible teaching and carefully planned choices
for all students to demonstrate their knowledge
Retrieved from www.udlcenter.org
Putting It Into Practice
I Generated lists of tools/strategies to be used to
support using my educator’s Checklist
1. Multiple means of representation-process
2. Multiple means of engagement-process/product
3. Multiple means of action and expression-product
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Considering teachers pulling
small group, I figured the main problem
would be differentiating for each group.
Especially because there are so many
different ability levels in each classroom.
So I knew this would require taking a look at
each UDL principle carefully on my Educator
Checklist.
First Step!
What I noticed…
• All the principles are applicable
• when it comes to small group instruction
with heterogeneously grouped
classrooms.
• But, teachers want to feel more
comfortable using these resources from
UDL and not feel like it is “one more thing
on OUR checklist!”
Don’t throw the baby out with the bathwater!
I think it’s important that teachers use the
materials and resources that are available
on a daily basis. The philosophy of UDL does
not say we must go out and buy new
technology.
Using technologies and resources that are
already in the classroom and the curriculum
to meet the needs of our students is the key!
Work smarter not harder?
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Low to Lite Tech Supports
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•Foldables (Dinah Zike)
•Color support
•Reading Guides
•Highlighter tape
Windows 7 Ease of Access
• Magnifier
• Onscreen Keyboard
• Speech Recognition
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Windows 7 Readability Statistics
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Microsoft Word-AutoSummarize
For example, a student could use Office Word 2007 to create
an automatic summary of a number of long science articles or
to quickly create an abstract for a finished history report. The
student runs AutoSummarize and then edits the summary. AutoSummarize analyzes a document and then assigns a
score to each sentence. You decide the amount of detail you
want, and AutoSummarize uses the scoring system to extract
the key points and assemble them for you. Choose one of the
four types of summaries, and Office Word 2007 displays the
extracted text.
After AutoSummarize finishes, you can edit the results to fit your
needs.
• Struggling readers
• Struggling writers
• Lack of motivation
• Study skills
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V.11 Writing Supports
Graphic Organizer Outlining
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Word PredictionHere we are talking
about two distinct third
party word prediction
software programs: Word
Q and co writer.
Both programs work with
any word processor
providing the students
with an onscreen writing
support. They also
provide for students who
have significant difficulty
with spelling and use it
invented spelling.
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Clicker 5
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Offers both text and picture support
to help students with reading and
writing.
You can see from the screen there is
a typing or writing window as well as
a grid window. The grid is totally
customizable. Allowing for students
to write what they are capable of
writing.
Online support and activity bank
Classroom Suite
This program is similar
to the clicker 5 -offers
a report generating
feature as well as a
correction feature.
The correction feature allows the correct
answers to be put into
the activity giving the
students get
immediate feedback.
Activity exchange
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Web-Based ResourcesBCPS Databases
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CAST TOOLS and Cool Websites!
• Case Stories– http://www.cast.org/teachingeverystudent/casest
ories/cs2/index.cfm?page_id=42
• Videos from the field– http://www.udlcenter.org/resource_library/videos/
fromthefield
• Planning Self Check– http://udlselfcheck.cast.org/check.php
• Lesson Builder– http://lessonbuilder.cast.org/
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References
•Tracey E. Hall, A. M. (2012). Universal Design for Learning in the
Classroom. New York: Guilford Press.
•Retrieved online at http://udlexchange.cast.org/home
•Digital Text: Rose, D., and Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning.
ASCD. Retrieved online at
http://www.cast.org/teachingeverystudent/ideas/tes/
(this text is currently under revision- Spring 2014)