Colorado june 2014
description
Transcript of Colorado june 2014
![Page 1: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/1.jpg)
Universal Design for Learning
& Differentiated Instruction
![Page 2: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/2.jpg)
Kirk D. Behnke, M.Ed., [email protected] Twitter @KBehnke
![Page 3: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/3.jpg)
Digital Materials and Resources
Wikisite: http://agcforalllearners.wikispaces.com Orhttp://bit.ly/AGCALL
Back Channel: https://todaysmeet.com/AGC0623
![Page 4: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/4.jpg)
Learning Choices
Me preschoolMy son
Kindergarten
Digital ImmigrantDigital Native
![Page 5: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/5.jpg)
ObjectivesParticipants will be able to identify...
• legal evolution of special education & AT• national technology-based trends and why technology is
a good resource for students with reading differences• overview of assistive technology and SETT Framework for
consideration• Universal Design for Learning (UDL) principles,
guidelines, checkpoints and implementation strategies which support students with reading difficulties
• an overview of the need for and access to accessible instructional materials (AIM)
• effective instructional practices that create the climate for integration of technology and support effective instruction
• resources for audio and digital books
![Page 6: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/6.jpg)
SMILE BREAK
![Page 7: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/7.jpg)
The Legal Evolution of Access
EHA 1975 Access to schools
IDEA 1990 Access to classrooms
IDEA 1997 Access to general education curriculum
IDEA 2004 Access to instructional materials
![Page 8: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/8.jpg)
Congressional Intent of IDEA 2004
• Improved student performance• Increased accountability • Strong parental participation• High expectations for student
achievement • Linked to the general education
curriculum• Accessible instructional materials
![Page 9: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/9.jpg)
Requires consideration of AT in the IEP processPlaces responsibility for decision-making with IEP
committees Requires accessible instructional materials
IDEA 2004 affirms emphasis on Assistive Technology as a
means to support educational achievement
Congressional Intent of IDEA 2004
![Page 10: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/10.jpg)
SMILE BREAK
![Page 11: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/11.jpg)
Why Technology is a good resource for
students with Reading Differences
![Page 12: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/12.jpg)
10 Tech Trends Students Say Are Changing Their Education (The Journal) Feb 5, 2014
2013 Speak Up Survey from Project Tomorrow, which CEO Julie Evans – preliminary survey results
The 2013 results :• 400,000 surveys from 9,000 schools and 2,700 districts
across the country• Respondents included: • 325,279 students• 32,151 teachers and librarians• 39,986 parents• 4,530 district administrators
![Page 13: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/13.jpg)
# 10 What Devices Belong in the "Ultimate School"
Ranking of the relative importance of devices in their classroom experience: – Laptops (56%)– Digital readers (51%)– Tablets (48%)
![Page 14: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/14.jpg)
# 9 Social Media in Schools
Student use of twitter, Facebook, Instagram, and other social media outweighed Administrators, Teachers and Parents.
Students are looking at social media as a pervasive part of the way they are living
![Page 15: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/15.jpg)
#8 Gaming is growing; and the Gender Gap is Closed
![Page 16: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/16.jpg)
#7 An Increased Interest in Online Learning
Students desire to have more control over their own individual learning
![Page 17: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/17.jpg)
#6 Paying Attention to the Digital Footprint
64% of HS students admitted to being careful about the things they post online
39% said they advise friends about the content they post -- 32% saying they stopped interacting with friends who post inappropriate content
44% of high school students said they believe a positive digital profile is an important part of their future
![Page 18: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/18.jpg)
#5 Using Different Tools for Different Tasks
“They like the devices, but they are more focused on using the right tool for the task at hand,” and many times tablets don’t seem to fit.
![Page 19: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/19.jpg)
#4 Mobile Devices for Schoolwork
Use mobile devices for day-to-day tasks and leverage their learning process
• 12% of respondents said they used their mobile device to text their teacher during class
![Page 20: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/20.jpg)
![Page 21: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/21.jpg)
#3 Use of Video for Classroom and Homework
46% of teachers are using videos in the classroom
33% are using video to supplement their own learning – “Kahn Academy effect”
23% of students are accessing video created by their teacher
![Page 22: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/22.jpg)
#2 Internet Connectivity
64% using a 3G or 4G enabled device to connect to the internet at home
and 23% additionally through internet enabled TV or Wii console
![Page 23: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/23.jpg)
#1 Personal Access to Mobile Devices
– 62% wanted to bring their own devices to the classroom
![Page 24: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/24.jpg)
Discussion: The future of technology…
• to improve student performance
• a tool to lift student educational and life expectations
• built-in features access for everyday technologies
• to prepare our students to advocate for their own accommodations in a digital world
• addressing student needs which are foundations for good AT implementation
![Page 25: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/25.jpg)
SMILE BREAK
![Page 26: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/26.jpg)
Tools & Accommodations
Everyone Uses Tools/Accommodations to do things they normally cannot do
Stephen “Broken Ninja” France American Ninja Warrior
Ford ‘s kick-activated tailgate
![Page 27: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/27.jpg)
![Page 28: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/28.jpg)
![Page 29: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/29.jpg)
Skill DevelopmentBa
sic
Adva
nced
![Page 30: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/30.jpg)
Common Core
Reading & Writing Across the Curriculum
![Page 31: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/31.jpg)
How Many Words do Students Need to Know in order to Keep
Pace with Objectives?
➢ 96% of spoken language is made up for 4,000 words
➢ To read written text, you need a vocabulary of 1 million words
![Page 32: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/32.jpg)
Intrigood Harry flicked the envelope opened to pulled out the sheaf of perch inside More curly silver writing on a front page said: Fill out of step in the world of modem modern magic? Find yourself making excuses not to perform simple spells ever been rented taunted for your willful wendword? There is an answer! Kwikspent is at all-new fail-safe, quick-reset, easy-learn course. Hundreds of witches of wizards have benefits from the Kinwhich spell method! Madam Z Nettled of Topshum writes I had not memory for incononotions and my positions were a family joke now, after a Kiwikinspell course I am the center of attention at parties and friends beg for the recipe of my Sinstiation Solutation. Would Warlock D.J. Prod of Dissburg says: “My wife used the sneer at my feeble charms, but one month into our famulous Kwikspell course and I suggusted in turning her into a yak! Thank You, Kwikspell”
-Harry Potter Passage As Read by Anthony
![Page 33: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/33.jpg)
Reference: Edyburn, D.L. (2004). Rethinking assistive technology. Special Education Technology Practice, 5(4), 16-23.
![Page 34: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/34.jpg)
➢ Assistive Technology for students with Learning Disabilities is defined as: any device, piece of equipment or system that helps bypass, work around or compensate for an individual's specific learning deficits
➢ Over the past decade, a number of studies have demonstrated the efficacy of Assistive Technology for individuals with Learning Disabilities
➢ Assistive Technology doesn't cure or eliminate learning difficulties, but it can help students reach their potential because it allows them to capitalize on their strengths and bypass areas of difficulty
➢ Assistive Technology compensates for a student's skill deficits or area(s) of disability
➢ Utilizing Assistive Technology does not mean that a child can't also receive remedial instruction aimed at alleviating deficits
Assistive Technology
![Page 35: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/35.jpg)
The SETT Framework
S = StudentE = EnvironmentT = TasksT = Tools
Adapted from Joy Zabala, www.joyzabala.com
![Page 36: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/36.jpg)
![Page 37: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/37.jpg)
Student
Educational Needs & Motor Cognition, Memory,
& Attitude Language
& Processing Sensory
Module 9: Assistive Technology
![Page 38: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/38.jpg)
Environments
Library Classroom
Lab
Home
Module 9: Assistive Technology
![Page 39: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/39.jpg)
Mechanics of Writing
Reading
Communication
Computer Access
Task
Module 9: Assistive Technology
![Page 40: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/40.jpg)
Tools
Module 9: Assistive Technology
![Page 41: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/41.jpg)
Likes history Wants to help othersPoor handwritingDifficulty with organizationEasily FrustratedPoor spellingStruggles in SpanishDyslexia, Dysgraphia,
Does he enjoy listening to books? Does Dragon help him get thoughts on paper?
History tests
Foreign Language
Homework is always a struggle
Where are the error patterns on tests?
What can he have access to at both home & school?
Pass history exams
Write essays to prepare for high school
Complete homework with support
What options are there for state foreign language requirements?
What testing options are there in history?
Computer based testing instead of scantronAudio sources for foreign language practiceAudio books for Spanish textGoogle Translate
Is there a computer option for the history tests? Is Rosetta Stone appropriate for middle schoolers? Does Learning Ally have foreign language learning audio books for his iPad?
![Page 42: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/42.jpg)
![Page 43: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/43.jpg)
SMILE BREAK
![Page 44: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/44.jpg)
Universal Design for Learning (UDL)
![Page 45: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/45.jpg)
What is UDL?
“A framework for instruction organized around three principles based upon the learning sciences” (Rose & Gravel, 2010).
![Page 46: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/46.jpg)
“Based on two decades of research into the nature of learning differences and the design of supportive learning environments” (Rose & Meyer, 2002).
What is UDL?
![Page 47: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/47.jpg)
What is UDL?
Video: UDL Principles and Practice http://www.udlcenter.org/resource_library/videos/udlcenter/guidelines
![Page 48: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/48.jpg)
UDL Principles and Practice
![Page 49: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/49.jpg)
![Page 50: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/50.jpg)
What is UDL?
To Support Learning Provide Multiple Means of:
• Representation• Action & Expression• Engagement
Learning Differences
TheLearning
Brain
Recognition
Networks
Strategic
Networks
Affective Network
s
![Page 51: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/51.jpg)
![Page 52: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/52.jpg)
How does UDL help students with reading difficulties?
• Design of lesson plans incorporates built-in scaffolds and supports
• Richer learning environment• Flexible goals, methods, materials and
assessments• Learner directed choices • Based on brain research and uses the
three brain learning networks: Recognition, Strategic, & Affective
![Page 53: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/53.jpg)
SMILE BREAK
![Page 54: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/54.jpg)
Brain networks
Universal Design for Learning
![Page 55: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/55.jpg)
40 years of research
No “typical” student
Individual learning is
unique
Abilities are not static
Variability is the “norm”
Variability is systematic
![Page 56: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/56.jpg)
Three Distributed Systems
2. Strategic1. Recognition
3. Affective
Graphic © Don Johnston Inc. 2007
![Page 57: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/57.jpg)
Recognition Networks: The “WHAT” of Learning
Recognition
“Specialized to sense and assign meaning to patterns we see; they enable us to identify and understand information, ideas and concepts”
(Hall, Meyer & Rose, 2012, pp. 3)Graphic © Don Johnston Inc. 2007
![Page 58: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/58.jpg)
The “WHAT” of Learning
“Present to Cement”
Recognition Networks
![Page 59: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/59.jpg)
Strategic Networks: The “HOW” of Learning
Strategic
“Relate primarily to the executive functions and specialized to generate and oversee mental and motor patterns. They enable us to plan, execute, and monitor actions and skills”
(Hall, Meyer & Rose, 2012, pp. 3)
Graphic © Don Johnston Inc. 2007
![Page 60: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/60.jpg)
The “HOW” of Learning
“Show what you
Know”
Strategic Networks
![Page 61: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/61.jpg)
Strategic Network Works with Recognition Network
During Learning
ReadWriteComputeSolve ProblemsPlan and execute
project
Doing a projectTaking a testTaking notesListening to lecture
![Page 62: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/62.jpg)
Why it’s important to explicitly teach strategies…
![Page 63: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/63.jpg)
Affective Networks: The “WHY” of Learning
Affective
“Are specialized to evaluate patterns and assign them emotional significance; they enable us to engage with tasks and learning and with the world around us”
(Hall, Meyer & Rose, 2012, pp. 3)
![Page 64: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/64.jpg)
Affective Networks: The “WHY” of Learning
![Page 65: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/65.jpg)
Networks are interconnected…
Recognition
AffectiveStrategic
![Page 66: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/66.jpg)
The “WHY” of Learning
Affective
“Connect to Affect”
Graphic © Don Johnston Inc. 2007
Affective Networks
![Page 67: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/67.jpg)
Understanding the Interrelations
Helps us to understand that there is no single solution that works for everyone.
• We must employ flexibility
• Include alternatives
• Appreciate differences
• Set appropriate learning goals
• Focus on reducing barriers within curriculum
![Page 68: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/68.jpg)
…Reflection…
Based on what you’ve learned so far, what are two key points you might share with a colleague about the
relationship between brain networks and learning?
![Page 69: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/69.jpg)
SMILE BREAK
![Page 70: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/70.jpg)
UDL provides a blueprint for
creating flexible…GoalsMethodsMaterials
and assessments that accommodate learner differences
![Page 71: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/71.jpg)
UDL Curriculum…Defined
GoalsDesigned to offer options—varied pathways, tools, strategies, and scaffolds for reaching mastery
Do Not prescribe the methods and materials
Methods–Instructional decisions, approaches, procedures, or routines used to accelerate or enhance learning
![Page 72: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/72.jpg)
UDL Curriculum…Defined
Materials–Materials are variable and flexible–Multiple media and embedded, just-in-time supports
assessments Process of gathering information
about a learner’s performance Uses a variety of methods and
materials
![Page 73: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/73.jpg)
Effective Instruction: Equal Access for All Students
Accessible Instructional Materials (AIM)
![Page 74: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/74.jpg)
Accessible Instructional Materials: Things to consider…
Learner’s needs Recommendations from team Availability Implementation and support Parental involvement Environments Technologies
![Page 75: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/75.jpg)
Access for all studentsAccessible Instructional Materials
➢Text to speech (i.e. Read and Write Gold, Kurzweil 1000, Kurzweil 3000)
➢Audio and screen readers➢Learning Ally➢Braille➢Screen magnification hardware and software➢Technology to access Interactive Boards and White Boards➢Use of iPads, Kindles, Nooks etc. ➢Keyboarding skills note takers, apps for writing and note taking
![Page 77: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/77.jpg)
AIM Explorer by CAST
![Page 79: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/79.jpg)
THOUGHT BREAK
Used with permission - Vince Low Designs https://www.behance.net/VinceLow
![Page 80: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/80.jpg)
Effective Instructional Practices that create the climate for integration
of technology
![Page 81: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/81.jpg)
CLASSROOM MANAGEMENTI’ve come home exhausted and frustrated every day since we returned to school! I have two little guys who I’ve tried all my tricks on and nothing is helping. Feeling really frustrated and upset with my attitude towards my class. Hoping I will find something that will motivate and help them and will then help me and the rest of the kids in my room.
Laurie Irby, Elementary Teacher
![Page 82: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/82.jpg)
Time Management & Smooth Transitions – The Why?
![Page 83: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/83.jpg)
Examples: EC-6
CHOREOGRAPH THE CLASSROOM
123 FINGER STRATEGIES
MYSTERY WALKER
![Page 84: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/84.jpg)
Examples: 6-8
Paradigm WORD OF THE DAY
TIME ESTIMATION
MY TIME – YOUR TIME
![Page 85: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/85.jpg)
Examples: 9-12
PARKING LOT
COUNTDOWN CLOCK
ATTENTION ZONE
![Page 86: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/86.jpg)
Proactive Strategies
Characteristics of Good Classroom Rules:– Keep them to a minimum– Keep the wording simple– Represent basic expectations– Keep the wording positive– Make rules specific– Make them observable & measurable– Post the rules in a public place– Tie rules to problem areas
![Page 87: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/87.jpg)
![Page 88: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/88.jpg)
Directly teach concrete social skills expected in each relevant school environment
Pre-teaching skills DAILY
› Skill Review: first 15 minutes of the school day› Design brief lessons to teach the rules by:
• Teaching the skill• Providing examples and non-examples• Conducting activities: Role playing, modeling,
performance feedback› Teach in the moment!
Teach Behavioral ExpectationsWhen?
![Page 89: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/89.jpg)
Active Supervision
Scanning – examining the area for rule followers and rule violators
Moving – consistently traveling around the room where problems are more likely to occur
Interacting – initiating brief pro-social interactions with students (e.g., brief praise)
![Page 90: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/90.jpg)
![Page 91: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/91.jpg)
Why? – Develop Habits
› The goal is for students to develop positive behavior habits.
› Some students will also have to get rid of bad habits.
› Simple habits can be developed in 14-21 days (e.g., forming a line, lunch procedure)
› More difficult habits can take several months to a year before you get a final result, especially if a current habit must be replaced!
Reinforce Behavioral Expectations
![Page 93: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/93.jpg)
What are the benefits of effective classroom management?
![Page 94: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/94.jpg)
Group Cost Benefit: Administrators Reduction in Office Discipline Referrals
Impact of Minutes Gained
![Page 95: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/95.jpg)
Group Cost Benefit: InstructionReduction in Office
Discipline Referrals
Impact of Minutes Gained
![Page 96: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/96.jpg)
What Does Continuous In-Class Discipline Cost?
Impact on Minutes Lost
![Page 97: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/97.jpg)
The UDL based classroom is the best place to introduce AIM & Assistive Technology
![Page 98: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/98.jpg)
UDL vs. Differentiated Instruction
DI UDL
When During instruction when the teacher notices the students’ needs
When designing the curriculum
How Makes changes or adjustments to the curriculum
Builds resources and options into the curriculum
![Page 99: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/99.jpg)
Differentiated Instruction
![Page 100: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/100.jpg)
Differentiated Instruction Different Routes – Same Outcomes
![Page 101: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/101.jpg)
Differentiated Instruction IS NOT:
![Page 102: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/102.jpg)
![Page 103: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/103.jpg)
Obstacles of Implementation
![Page 104: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/104.jpg)
![Page 105: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/105.jpg)
![Page 106: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/106.jpg)
Differentiated Instruction
Teachers Can Differentiate:
Through a Range of Instructional and Management Strategies
![Page 107: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/107.jpg)
Differentiated InstructionGuiding Principles:
Flexible Grouping:
› Groups don’t have to be the same size › In a classroom of 20 – how many combinations?› Group by Interest, Readiness, Randomly › Doesn’t always have to be chosen by the teacher› Groups know the transitions and group rules › Groups have responsibilities
› Timekeeper› Facilitator› Scribe › Wingman
› Accountability
![Page 108: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/108.jpg)
Differentiated InstructionGuiding Principles:
Continuous Assessments: › Types of Assessment
› KWL – Know, Want to Know, Learned › What I Know Now › Entry and Exit
› Assessments don’t always have to be written› Choral Responding, Thumbs Up, Graffiti Wall,
Solo Cups for Group Work› Allow students to assess themselves and others› Continuous throughout each unit › Use as a teaching tool to extend rather than a
way to grade
![Page 109: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/109.jpg)
We’ve Got It We don’t
need help
We will need help soon,
but can keep working for
now
We cannot keep working without help
Quick AssessmentsSolo Cups
![Page 110: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/110.jpg)
Quick AssessmentsChoral Responding /Response Cards
![Page 111: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/111.jpg)
Quick AssessmentsGraffiti Wall
![Page 112: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/112.jpg)
Teacher gives direct
instruction on a new concept
Class and teacher comes together
to share information and pose questions
Whole class reviews key concepts
Introduction of additional
skills
The whole class discusses study
plans and establishes criteria for success
Small groups- students apply key principles
to solve problems
designed by teachers
Students self select interest areas
through which they extend their
learning
Students work on varied tasks at varied levels of complexity
and varied pacing
Students engage in instruction through
further study based on interest and readiness
1
2
3
4
5
6
7
8
9
Rhythm & Flow of a Differentiated Classroom
![Page 113: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/113.jpg)
Differentiated Instruction
Teachers Can Differentiate:
Through a Range of Instructional and Management Strategies
![Page 114: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/114.jpg)
Differentiated Instruction: Content- “The What”
Using Varied Delivery Methods & Support Materials
![Page 115: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/115.jpg)
Differentiated Instruction: Process- “The How”
![Page 116: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/116.jpg)
![Page 117: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/117.jpg)
Verbal Intelligence
Visual Intelligence
Musical Intelligence
Kinesthetic Intelligence
Write a story using different
resources about traveling
using a map
Make a chart that compares a physical map
to a political map
Make up a song about
maps
Make up or adapt a game
about your state and how
to navigate
Multiple Intelligences
![Page 118: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/118.jpg)
Differentiated Instruction: Product- “The Result”
![Page 119: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/119.jpg)
Differentiated Instruction: Product- “The Result”
![Page 120: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/120.jpg)
Differentiated Instruction
Teachers Can Differentiate:
Through a Range of Instructional and Management Strategies
![Page 121: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/121.jpg)
Differentiation According to Interest
![Page 122: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/122.jpg)
Interest Inventories
![Page 123: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/123.jpg)
Interest Centers
Elementary Middle School
High School
![Page 124: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/124.jpg)
Choice According to Interests
➢iSearch – alternative to a research paper ▪ Topic Immersion & Question Generation ▪ Plan Development▪ Information Gathering ▪ Knowledge Representation
➢Storykit –app for creating books
![Page 125: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/125.jpg)
Differentiation According to Readiness
![Page 126: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/126.jpg)
Tiering Formats
![Page 127: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/127.jpg)
Tiering Formats
Level 1 Level 2 Level 3
![Page 128: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/128.jpg)
Learning Contracts➢ Allow students to:
o Work at an appropriate paceo Target their learning styleo Work independently
➢ This is an excellent way for students to understand what is EXPECTED of them.
➢ Students enter into independent study with an agreed-upon set of tasks supporting adjusted goals.
➢ Can be ever-changing!
![Page 129: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/129.jpg)
Choice Board (Tic-Tac-Toe)Define fraction, decimal,
and percent. Draw apicture to illustrate each
word.
Complete a chart ofconversions for fractions,decimals, and percents.
Play the game Request or Request Challenge. (The game is like Go Fish, but
you need to match up fractions,
decimals, and percents.)
Complete lesson usingequivalent fraction,
decimal, and percentdominoes.
FREE (Student Choice with
teacher approval)
Illustrate ways in whichfractions, decimals, and
percents are used ineveryday life. You needtwo examples for each.
Color equivalent squaresto reveal a hidden pictureof an endangered species!
Play the game Recall orRecall Challenge. (The
game is like Concentration, but you
need to match up fractions, decimals, and
percents.)
Complete the HiddenName Puzzle and thencreate a puzzle of your
own.
![Page 130: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/130.jpg)
Learning MenusAppetizer
❑ Label parts of a map❑ Define parts of a map
Main Dish:❑ Use 2 map resources to compare trade routes❑ Analyze transportation routes from New York to
New Jersey❑ Compare/Contrast a historical map and a current
map
Dessert: YUM! ❑ Create a salt map ❑ Create a brochure for public transportation
![Page 131: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/131.jpg)
Cubing• Students receive foam or poster board cubes
with a different task written on each face; each task has a different complexity level
• Given a topic, students can: • Describe it, • Compare it, • Associate it, • Analyze it, Apply it, • Argue for or against it.
![Page 132: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/132.jpg)
Summarization Pyramid
OTHER GREAT PROMPTSAnalogyThree attributesAlternative title
ReasonsArgumentsIngredientsFormula/sequence
InsightLarger category
ToolsSamplePeoplePossibilities are Endless!
![Page 133: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/133.jpg)
Changing the Verb
Raise or lower the challenge level by
changing the verb in the prompt!
![Page 134: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/134.jpg)
Differentiation According to Learning Profiles
![Page 135: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/135.jpg)
![Page 136: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/136.jpg)
![Page 137: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/137.jpg)
Verbal Intelligence
Visual Intelligence
Musical Intelligence
Kinesthetic Intelligence
Write a story using different
resources about the solar
system
Make a chart that compares
2-3 planets
Make up a song about
planets
Make up or adapt a game
about the solar system
Multiple IntelligencesHoward Gardner
![Page 138: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/138.jpg)
Technology to Help Differentiate
• ReadAbility• Wordle• Simple English Wikipedia- website • TLDR – plug in for chrome only • 30 hands – app • AudioNote – app • Live Binders- website• Edmodo
![Page 139: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/139.jpg)
Follow Up & Resources
Agcforalllearners.wikispaces.com
kbehnke
https://todaysmeet.com/AGC0623
![Page 140: Colorado june 2014](https://reader038.fdocuments.us/reader038/viewer/2022102901/556389dad8b42ad2128b4c6d/html5/thumbnails/140.jpg)
SMILE BREAK