Common Core Coaches Network December 13, 2010 ELA Math 21 st Century Skills ALL Students Educators...
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Transcript of Common Core Coaches Network December 13, 2010 ELA Math 21 st Century Skills ALL Students Educators...
Common Core Coaches Network
December 13, 2010
ELA
Math 21st
Century Skills
ALL Students
Educators
Facilitating Learning
Web 2.0
Collaboration
Teamwork
&
Educational Policies
PBL UDL
Today’s Meet
Login: pubuser
Password: greendogruns
URL: http://bit.ly/fhRav4
Overview of the Day • Welcome – Review of first meeting – Share district
conversations – CCCN Outcomes• Shifts in Education Activity• Readings with Protocols – Students with Disabilities
(SWD) and English Language Learners (ELL)• UDL Lesson Ideas• Lunch – 1 hour on your own or with your team• Change in Instruction• CCSS Structural Overview – Curriculum Crafter • Unit Work
Shifts in Education
From: To: Google Sketchup
Shifts in Education
• “These Standards are not intended to be new names for old
ways of doing business. They are a call to take the next step.
It is time for states to work together to build on lessons
learned from two decades of standards based reforms…”
• “All students must have the opportunity to learn and meet the
same high standards if they are to access the knowledge and
skills necessary in their post-school lives. The Standards
should be read as allowing for the widest possible range of
students to participate fully from the outset, along with
appropriate accommodations to ensure maximum
participation of students with special education needs.” (Math
Introduction, pg. 4)
Faces in the crowd
• If you had 30 students in your classroom…−14 would be male−15 would be female−12 would be eligible to receive free or reduced
lunch−3 would be an English Language Learner−5 would have an IEP−1 would end up in an alternative high school−3 would drop out
(based on statistics from Kent County)
Students With Disabilities
Who are they?
Visible
Invisible
What do the Common Core Standards say?
•Team•Support Personnel•Instructional Supports•Alternative Materials
SWD Wordle
Put your heads together on SWD and the CCSS
5 minutes at your table
Identify and highlight
Universal Design for Learning
What is Universal Design?
• Not one size fits all – but alternatives for
everyone.
• Not added on later – but designed from the
beginning.
• Not access for some – but access for
everyone.
Universal Design (UD)
The design of products
and environments to be
usable by all people, to
the greatest extent
possible, without the
need for adaptation or
specialized design.
*See Connell, et al. (1997, April 1).
Doylesaylor. (2007, September 17). Afternoon sun raking curb cut. In Flickr [Photograph]. Retrieved June 4, 2008, from http://flickr.com/photos/doyle_saylor/1399859064/
• Drawbacks of
Retrofitting
−Each retrofit solves
only one local problem
−Retrofitting can be
costly
−Many retrofits are
UGLY!
What is Universal Design?
What is Universal Design?A Universal Design approach is simply more practical,
elegant and effective, since it is always better to build in
flexibility from the beginning, rather than try to add it on
later.
What is Universal Design for Learning (UDL)?
The process of building in (rather than adding on) accessibility and achievement supports for diverse learning needs is known as Universal Design for Learning
“Consider the needs of the broadest possible range of users from the beginning”
-- Architect, Ron Mace
•Ramps
•Curb Cuts
•Electric Doors
•Captions on Television
•Easy Grip Tools…
What is Universal Design?
One Simple UD Example
Automated Door
• People carrying things• People in wheelchairs• People with service animals• Everyone!
Can be used by:
Universal Design for Learning (UDL)
“The burden of adaptation should be first placed on the curriculum, not the learner. Because most curricula are unable to adapt to individual differences, we have come to recognize that our curricula, rather than our students, are disabled.”
*See Center for Applied Special Technology (2008). Universal design for learning guidelines version 1.0 (p. 4).
UDL PrinciplesProvide Multiple Means of Representation(the "what" of learning).
Provide Multiple Means of Expression (the "how" of learning).
Provide Multiple Means of Engagement (the "why" of learning).
* See Center for Applied Special Technology (2008). Universal design for learning guidelines version 1.0 (pp.3-4).
http://www.youtube.com/watch?v=SkhpmEZWuRQ
GraphCalc
Algebra
NLVM
FX Graph
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From eBooks toLearning Books
http://www.assistivetechnology.vcu.edu/at_for_math/
how people
How people learn
• Old model of learning: Stimulus,
Response, and Reinforcement.
How people learnContextual, Distributed, Variable
Working memory
DistributedContextual Variable
Universal Design for Learning
Universal Design for Learning• UDL Guidelines have three primary
principles:
http://www.udlcenter.org/aboutudl/udlguidelines
WHAT? (Recognition) HOW? (Strategic) WHY? (Affective)
32
From eBooks to Learning Books
Put your heads together on UDL
5 minutes at your table
Identify and highlight
UDL Strategies for ELA
Visual
Supports
Video
Supports
Auditory
Supports
UDL Strategies for Math
Manipulative
s
Visual
Support
Video
Break
English Language Learners
• Casey Gordon
• English Language Learners and
World Languages Coordinator
• 616.365.2337
ELL Wordle
UDL Lesson Ideas
• Ron Houtman
• Educational Technology Consultant
• 616.365.2272
Afternoon Work
• Dive into the standards
• Apply UDL concepts to lesson design
• But first…there is one more
requirement put forth in the
Common Core…
English for Mathematicians
• Please diagram the following sentence:
“The ship of my dreams sank quickly on
Tuesday.”
• Answer
• How is this grammar instruction similar
to traditional math instruction?
• www.khanacademy.org
• www.wolframalpha.com
• Open a new tab and type in:
http://bit.ly/fhRav4
• Click on “ACT Common Core Report”
Procedure vs. Concepts
Lunch – 1 Hour (On Your Own)
Comparing Two Mathematical Tasks
• Martha was re-carpeting her bedroom which was 15 feet long and 10 feet wide. How many square feet of carpeting will she need to purchase?
− (Stein, Smith, Henningsen, and Silver, 2000, p. 2)
Comparing Two Mathematical Tasks
• Ms. Brown’s class will raise rabbits for their spring science fair. They have 24 feet of fencing with which to build a rectangular rabbit pen in which to keep the rabbits.
• If Ms. Brown’s students want their rabbits to have has much room as possible, how long would each of the sides of the pen be?
• How long would each of the sides of the pen be if they had only 16 feet of fencing?
• How would you go about determining the pen with the most room for any amount of fencing? Organize your work so that someone else who reads it will understand it.
How to Read the CCSS
• Strands/Domains: are larger groups of related
standards. Standards from different strands/domains may
sometimes be closely related.
• Clusters: summarize groups of related standards. Note
that standards from different clusters may sometimes be
closely related, because mathematics is a connected
subject.
• Standards: define what students should understand and
be able to do.
• Common Core Website
Curriculum Crafter• Compare/Contrast look of Curriculum Crafter to
Common Core
• Use 6th Grade as example grade
• CCSS document correlation
• Connect with UDL Guidelines− www.curriculumcrafter.org − Login: Math CCCN− Password: secondary
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Closing the Achievement Gap• “Teaching procedures without an
understanding of the concepts is like
having Christmas ornaments with no
tree. If there is nothing to hang the
procedures on, the ornaments will
be lost.”
Christmas Tree• Choose a unit from Algebra I or Geometry • Determine what concepts and what procedures
need to be taught• Utilize Curriculum Crafter, your computer, your
own genius to develop teaching strategies for your unit
• Green cutouts = concepts and teaching strategies for the concepts
• Ornament cutouts = procedures and teaching strategies for the procedures
• Label the specific UDL guidelines you are hitting with each teaching strategy listed
OR…
• Create your own visual analogy that
displays and separates the concepts
from the procedures in a particular
unit and labels the UDL guidelines
Check your work
• Read through Critical Areas and Unit
Overview from the Common Core
Appendix to see if there is anything
you would like to add to your tree.
Next Steps• Share ACT research with colleagues
• Re-create a Christmas Tree (or some such
visual like it)
• A forum will be created in Moodle after
the New Year in order for you to provide
feedback on how it went
• See you on February 1, 2011 (Happy
Holidays!)