Educating the Whole Child

1. How does this content area prepare students to be future ready?

2. How does this area connect to other content areas?

3. What are the implications for meeting the needs of all learners as related to this content area?

By the time many students hit middle school, disengagement has become a learned behavior

Keely Potter,Reading Specialist

Universal Design

Universal Design

for Learning (UDL) isUniversal Design for Learning

(UDL)

A set of principles for curriculum

development that applies to the general

education curriculum to promote learning

environments that meet the needs of all

learners

Universal DesignUniversal Design for Learning

DifferentiatedInstruction

Individualized Instruction

Representation

EngagementActions and Expressions

UDL Principles

UDL

•

Principle I: Multiple Means of Representation

The what of learning

• To give diverse learners options for acquiring information and knowledge

• Present content in a variety of formats and modalities

UDL requires:Multiple Means of Representation

Multiple Means of RepresentationExamples:

Manipulatives

Visual Displays

Anticipatory Guides

Graphic Organizers

Artifacts

Videos

Music

Movement

Text Readers

Principle II: Multiple Means of Action and Expression

Judy Augatti

UDL requires:Multiple Means of Action and Expression

Examples:

Thumbs Up/Thumbs Down

Gallery Walks

Pair/Share

Chalkboard/Whiteboard Splash

Response Hold-Up Cards

Quick Draws

Numbered Heads Together

Line-Ups

Principle III: Multiple Means of Engagement

Taps into learners’ interests, offers appropriate challenges, and increases

UDL requires:Multiple Means of Engagement

Examples:

Bounce Cards

Air Writing

Case Studies

Role Plays

Concept Charades

Response Hold-Up Cards

Networking Sessions

Simulations

With UDL more students are

• Engaged

• Learning

• Achieving

• Motivated

Multiple Means of Representation

for ELLsNon-verbal• Modeling

• Pictures

• Realia/Concrete objects

• Gestures

• Manipulatives

• Demonstrations

• Hands-on

• Picture dictionaries

Language Support• Word banks

• Word walls

• Labels

• Graphic organizers

• Sentence starters

• Sentence frames

Multiple Means of Expressing for ELLs

• Role-play

• Illustrations/ Drawings / Visuals

• Gestures

• First language

Multiple Means of Engagement

• Student Interaction

– Oral comprehension supports reading and writing development

– Differentiate Collaborative Activities

Learning about Language

• What does it say?

• What does it mean?

• What does it matter?

Implications for the Classroomexplicit teaching of language

• Create a language-sensitive classroom

• Deconstruct/reconstruct complex text

• View other languages as assets

Just as there are strategies for assisting the ELL student, there are strategies to move the AIG student even farther.

Gifted Education and new NCSCOS

• An opportunity for growth and collaboration with regular education and within the field of gifted.

• Students may access more rigorous standards throughout the day, which would impact direct gifted education services and ensure access to more advanced education throughout the day.– A rising tide raises all ships.

• CC/ES standards align with and validate gifted education best practices, such as concept-based learning, integration of disciplines, and inquiry-based options.

Why Gifted Students Need Differentiated Learning

For most.…•Faster pace of learning (2-3 repetitions)•Precocity for information•Ability to synthesize information within and across disciplines (conceptual understanding)•Intensity of learning in area of interest•Asynchronous development

What do gifted learners need in order to maximize their

learning?

Learning Needs of Gifted: Some, Not All• Complexity: Abstract-thinking, Variety of

concepts, subjects and strategies

• Depth: Higher levels of thinking, concepts

• Creativity: Open-endedness, choice

• Acceleration: Rapid pacing, Focus on Growth

• Relevance: Personal interest, Real-world problems and audiences, Connections

What does this mean for my classroom?

• Enrich, extend and accelerate the SCOS.

• Differentiate through content, process and product.

Tools and Strategies for Challenging Gifted

Learners• Concept-Based Teaching• Tiered Assignments• Project-Based Learning• Curriculum Compacting• Independent Study with Rubrics• Seminars• Other:

All with appropriate challenge!

Non–Negotiables for Gifted Learners• Gifted children vary in needs and strengths

• Mindset of differentiation in class, school, LEA

• Pre-assessment to understand needs and strengths; Flexible Grouping

• Social and emotional needs addressed• Academic and cognitive growth addressed

AIG: ALL DAY, EVERY DAY

NCDPI Arts Education Literacy Institute 2004

30

Serving All is a Process

Problems & Problem Solving

• Problem: Difference between expected/desired outcome and current outcome

• Problem identification: Finding a difference & determining if it is significant enough to require action now

• Problem solving: Figuring out how to eliminate or reduce difference

(Newton et al, 2009)

RtI• NC DPI has identified RtI

as a research-based school improvement model and provides support to district and school implementation through professional development, technical assistance, and coaching.

Problem-Solving, Data, & Decision-Making

• Decision making is aided by access to data• Providing instruction on a problem-solving model

(TIPS) will result in problem solving that is – Thorough– Logical– Efficient– Effective

• Structure of meetings lays foundation for efficiency and effectiveness

(Newton et al, 2009)

Identify Problems

Develop Hypothesis

Develop and Select Solutions

Develop and

Implement Action Plan

Evaluate & Revise

Action Plan

Team Initiated Problem Solving (TIPS) Model

(Newton et al, 2009)

Collect & UseData

Problem Solving Meeting Foundations

The Problem-Solving “Mantra”

• Do we have a problem?

• What is the precise nature of our problem?

• Why does the problem exist, & what can we do about it?

• What are the actual elements of our plan?

• Is our plan being implemented, and is it working?

• What is the goal?(Newton et al, 2009)

Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.