universal design for learning - lcsc
TRANSCRIPT
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