Connecting to Serve All
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Transcript of Connecting to Serve All
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.