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					Universal Design for Learning:
 A Workshop in Three Parts


Kathy L. Howery
University of Alberta

Calgary AT Presentation
           Resources

• CalgaryATA@ wikispaces
             The Series
• Day 1 - Introduction to Universal Design
  for Learning

• Day 2 - The UDL Guidelines & Tools

• Day 3 - Building a UDL Implementation
  Plan for my district/school/classroom.
          Today’s Session
• Review from last session
  – UDL
  – Learner Profiles
  – Guidelines
  – Tools and Resources


• Pulling it together… Building a UDL
  Action Plan
 Universal Design for Learning
• UDL provides a blueprint (framework) for
  creating flexible goals, methods,
  materials, and assessments that
  accommodate learner differences.
                                 CAST, 2002
                  UDL…
• An educational approach that aims to
  increase access to learning for all
  students by reducing physical,
  cognitive, intellectual, organizational
  and other barriers.
        Key Concepts in UDL
•   Leveraging Diversity
•   Clearly understood Goals
•   Teaming
•   Flexibility
•   Proactive Approach
•   Change the Environment not the
    Learner
        Learner Profiles…
• Key Resources for today’s session:
  Making a Difference (Alberta Education,
   2010)
  Teaching in Today’s Inclusive Classroom
   (Gargiulo & Metcalf, 2010)
  What might I need to know about my students:
             Strengths
             Challenges
             Preferences
Recognition Networks:       Strategic Networks:    Affective Networks:
The “What”of Teaching      The “How”of Teaching   The “What”of Teaching
     & Learning                  & Learning            & Learning

Perception                 Physical Action        Interest(s)

Language                   Expression &           Effort & persistence
                           Communication


Comprehension              Executive Function     Self-regulation
    Using CAST Resources
UDL Class Profile Maker
• http://www.cast.org/teachingeverystude
  nt/tools/classprofile.cfm
Learner  Class Profile
             Table Talk
• Developing Learner Profiles
• Resources on Wiki


                                 QuickTime™ and a
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          Curriculum?
• How do you define curriculum?
            The Curriculum



              Programs of Study




                                  Assessment

Resources



               Instruction
           Clearly Defined Goals
• You need to know what your goal is to
  understand and set up how this will
  work!
        Clearly defined goals…

If teachers and students
   don’t know what the
   goal of the lesson is it
   is just like putting
   nothing into the GPS
   and driving around…
     Understanding by Design
• Big Ideas!
• Enduring
  Understandings!
• Backward Design!            QuickTime™ and a
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• Performance Tasks!
• Planning!
The Planning Pyramid
  Separating the Goal from the Means:
 Writing Goals and Objectives that Increase Access*
Goals/Objectives that LIMIT Access:   Goals/Objectives that ALLOW Access:
Instead of …                          Try …

The student will write…               The student will express…
                                      The student will generate…
The student will read…                The student will receive information…


The student will spell…               The student will select…


The student will compute…             The student will solve…


The student will define…              The student will show…

                                            * From Gargiulo & Metcalf (2010) p. 270
          CAST UDL Goal Setter


    http://www.cast.org/teachingeverystudent/




http://www.cast.org/teachingeverystudent/tools/udlgoalsettertool.cfm
Consider…
Reflecting on UDL Goals?



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Materials & Resources
When new technologies move beyond their
  initial stage of development, innovations in
  curriculum design, teaching strategies and
  policies will be driven by the needs of
  students “at the margins”, those for whom
  present technologies are least effective- most
  prominently, students with disabilities.
The beneficiaries of these innovations will be
  ALL students.
                                   Rose & Meyer, 2000
Teach Today with Today’s Tools
Technology & Digital Media



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       Sources of Digital Text

•   Digital Repository of Textbooks
•   New Alberta Education Resources
•   Ebook sites
•   Project Guttenberg
•   Scanning…
   Universal Design for Learning
Using digital materials & “assistive” technologies
 into the classroom we can create a more
 accessible and flexible environment for all
 students.
     Last sessions resources:
UDL Guidelines - Version 2.0: Examples
 and Resources
http://www.udlcenter.org/implementation/examples


Teaching Every Student Blogspot
http://teachingeverystudent.blogspot.com/
• http://www.techmatrix.org/
Some Alberta Resources
Some others resources
    There’s an App for that!
• Apple
http://www.apple.com/education/why-
  apple/
• Free Tech 4 Teachers
http://www.freetech4teachers.com/2010/1
  0/iphone-ipad-apps-for-special-
  education.html
 From our friends to the West:
Resources to Support the BC IRPs
http://bccurriculum.pbworks.com/w/page/30099789/FrontPage
                Methods:
• Student Choice




• Differentiated Instruction
     Content
     Product                          QuickTime™ and a
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     Process
           Strategies and Scaffolds




http://sciencewriter.cast.org/welcome
             Strategy Support


• http://cst.cast.org/cst/auth-login
Cast Strategy Tutor
 Engagement… what do we mean?

Fredricks, Blumenfeld, & Paris (2004)
Synthesis of the research in school
  engagement
• Behavioral
• Cognitive
• Emotional
Behavioral Engagement:
Broadly defined as doing school work and
  following rules.
Examples:
• Positive Conduct: Consists of behaviors that
  illustrate effort, persistence, concentration,
  attention, asking questions, contributing to
  class discussion, following rules, studying,
  completing homework, and participating in
  school-related activities.
• Absence of Disruptive Conduct: Not skipping
  school and not getting in trouble.
Cognitive Engagement:
Essentially defined as motivation, effort and
  strategy use. This includes a psychological
  investment in learning, a desire to go beyond
  the requirements and a preference for
  challenge.
Examples:
Flexibility in problem solving, preference for
  hard work, investment in learning beyond just
  behavioral engagement, mental effort, and
  desire to master a task.
Emotional Engagement:
In general, this includes interests, values
  and emotions.
Examples:
Affective reactions in the classroom,
  attitudes towards school and teachers,
  identification with school, feelings of
  belonging, appreciation of success in
  school.
The antithesis of positive feelings are also
  emotional engagement items.
The Why of Learning!!
           Assessment
How do we appropriately assess in a UDL
  environment?
• Reduce construct-irrelevant variance
• Performance based assessment
• Authentic assessment
             Assessment
• WNCP resource
• http://www.wncp.ca/english/subjectarea/cla
  ssassessment.aspx


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                  Assessment

                           QuickTime™ and a
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• http://jfmueller.faculty.noctrl.edu/toolbox/index.htm

Authentic Assessment Overview
http://www.teachervision.fen.com/teaching-methods-and-
  management/educational-testing/4911.html
          Assessment - Rubrics


http://school.discoveryeducation.com/schrockguide
  /assess.html




 http://cte.uwaterloo.ca/teaching_resources/tips/rubrics.html
                 Assessment
• As applied to Large Scale Assessment
http://cehd.umn.edu/NCEO/OnlinePubs/Synthesis44.html


• What the research says:
 http://escholarship.bc.edu/jtla/vol4/2/

• University of Kentucky
http://www.ihdi.uky.edu/uda/
       My UDL Inventory
Tools on the Wikispaces:
UDL Implementation Rubrics
So where to from here?
                     SETTing the Stage for Success
     Vision                             Skills                          Ince ntive     Resource s   Action Plan    Change




                                        Skills                          Ince ntive     Resource s   Action Plan   Confusion




     Vision                                                             Ince ntive     Resource s   Action Plan    Anxiety



                                                                                                                   Gradual
     Vision                             Skills                                         Resource s   Action Plan
                                                                                                                   Change



     Vision                             Skills                          Ince ntive                  Action Plan   Frustration


                                                                                                                    False
     Vision                             Skills                          Ince ntive     Resource s                  Starts/
                                                                                                                  Treadmill

Fro m Knoste r, T. (19 91) . Pre se nta tio n to TASH Confere nce. Washing to n D.C.
Ada pted by Kn oste r fr om Enter prise Gro up, LTD.
UDL Spheres of Influence
      Building your Toolkit
• Reflecting on where you are & where
  you want to be what do you need to add
  to your toolkit to take next steps?

• Make a plan for today….

• Create a vision for tomorrow …

				
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posted:8/12/2011
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