Dynamic Learning Map Update Lansing, Michigan April 17, 2013 afternoon session
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Transcript of Dynamic Learning Map Update Lansing, Michigan April 17, 2013 afternoon session
Dynamic Learning Map UpdateLansing, Michigan
April 17, 2013afternoon session
Daryl MellardSue Bechard
Michelle ShipmanJudith Gross
The present publication was developed under grant 84.373X100001 from the U.S. Department of Education, Office of Special Education Programs. The views expressed herein are solely those of the author(s), and no official endorsement by the U.S. Department should be inferred.
DLM 2012/2013 updateDepth of Knowledge Taxonomy• Extensions Learning Maps• Claims, conceptual areas• Foundation nodesFirst Contact SurveyInstructionally Relevant Testlets• Testlet development• Example items• Technology Enhanced TemplatesDLM Future Activities
DEPTH OF KNOWLEDGE
DLM Depth of Knowledge Taxonomy
What’s new?
LEARNING MAPS
Making Connections
Claims
Conceptual Areas
EE Map
What are claims?• Communicate the goals we have
for student learning• Provide a framework for
organizing teaching and learning both within and across grades
• Represent the knowledge, skills, and abilities that support understanding and proficiency
Making Connections
Claims
Conceptual Areas
EE Map
What are conceptual areas? • Areas that are organized around
common cognitive processes. • EEs (tied to nodes) are embedded
within conceptual areas.• May be organized/structured
differently in mathematics and ELA.
Claims and Conceptual Areas: ELA
Claims and Conceptual Areas: ELA
Claims and Conceptual Areas: Mathematics
Claims and Conceptual Areas: Mathematics
Foundation Nodes on the Dynamic Learning Map
• Currently have 150 foundation nodes on the map.
• They cover:– Pre-intentional– Attend– Respond
• They are not linked to one academic area but are foundational to all
FIRST CONTACT SURVEYSTUDENT CHARACTERISTICS
First Contact Survey• Teacher demographics• Student demographics• Classroom setting• Sensory capabilities (accessibility
needs)• Motor capabilities• Computer access• Communication• Academic skills• Attention
First Contact Sample: Disability Type
Autism
Blind or lo
w vision
Deaf or h
ard of h
earing
Deaf-blin
dness
Emotional
disturban
ce
Intellec
tual disa
bility
Multiple
disabilit
ies
Orthoped
ic im
pairmen
t
Other h
ealth im
pairm
ent
Specific
learn
ing disabilit
y
Traumati
c brai
n injury
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
45.0
24.5
.3 1.0 .3 .3
41.0
26.9
1.02.8
1.4 .3
Disability Type
Perc
ent
Language Use
Symbolic Language Users
EmergingSymbolic Users
Pre – symbolic Language Users
Kearns, J., Kleinert, H., Harrison, B., Sheppard-Jones, K., Hall, M., Jones, M. (2010). What does ‘ college and career ready’ mean for students with significant cognitive disabilities? Lexington: University of Kentucky.
First Contact Sample: ReadingDoes not read any words when presented in print or Braille (not including environmental signs or logos)
Reads only a few words or up to pre-primer level
Primer to first grade level
Above first grade level to second grade level
Above second grade level to third grade level
Above third grade level
0 5 10 15 20 25 30 35
19
17
13
18
18
15
HighMiddleElem
10% of 1%
INSTRUCTIONALLY RELEVANT TESTLETS
Judith Gross & Michelle Shipman
Testlet Development Essential Element
1
Dynamic Learning
Map
2
Essential Element
Concept Map
3
4
IterativeReview
5
Testletsat 5 levels
Step 1: Aligning the Essential ElementEssential Element
1
Common CoreState Standard
Essential Element
Step 2: Mapping the Essential ElementDynamic Learning
Map
2
Essential Element Node
Match
Analyze connections
Node
Node Node
FractionsM.EE.3.NF.1-3 Differentiate a fractional part from a whole
Feelings of CharactersELA.EE.RL.3.3 Identify the feelings of the characters in a story
Character Responds to a ChallengeEE.RL.6.3 Can identify how a character responds to a challenge
in the story
Step 3: Completing the Essential Element Concept Map
• Essential Questions• Vocabulary• Nodes• Questions to Ask• Misconceptions/Errors• Accessibility/Barriers
Essential Element
Concept Map
3
Essential Element Concept Map
Step 4: Creating Instructionally Relevant Testlets
Testletsat 5 levels
4
Step 4: Creating an Instructionally Relevant Testlet Type
Testletsat 5 levels
4
InitialPrecursor
Target
Successors
Connect the map…
Behavior Testlet a
…to the items developed.
DistalPrecursor
ProximalPrecursor
Behavior
Behavior
Behavior
Behavior
Testlet b
Testlet c
Testlet d
Testlet e
Step 5: Iterative Review ProcessIterativeReview
5
Internal:• Item development
teams• Editing content and
graphics• Sensitivity and bias• Accessibility External:
• State visits
FractionsFrom Foundation to 4th
grade
Essential Element Concept Map
• M.EE.3.NF.1-3 – Differentiate a fractional part from a whole– Math– Essential Element– Grade 3– Numbers and Fractions– Standards 1-3
• Covers 5 levels from Foundational Skills (Initial precursors) through 4th Grade (Successor skills)
M.EE.3.NF.1-3Differentiate a fractional part from a whole
Initial PrecursorsF-62 Attend
F-13 Recognize some
Distal PrecursorsF-38 Explain set
F-69 Recognize wholenessF-84 Recognize separateness
Proximal PrecursorsF-59 Explain sub-setF-72 Partition sets
F-2392 Partition lengthM-248 Partition shapes
TargetsM-561 Explain part-whole relationship
M-2411 Explain fraction
Successors (M.EE.4.NF.3)M-2537 (area), M-2538 (length), M-2539 (sets) - Identify wholeM-2350 (area), M-2349 (length), M-2348 (sets) - Identify half
Another related fraction EE
M.EE.4.NF.1-2Identify ½ and ¼
Initial Precursor TestletHenry and Mudge are Happy
– ELA.EE.RL.3.3 Identify the feelings of characters in a story.
– 3rd grade– Initial precursor level testlet– Task 1
• General task and blind/low vision task• F-18 Seeks attention of others• Precursor of ELA-766
– Task 2 • General task• F-766 Can identify feeling states in self
TEACHER DIRECTIONS
You are going to read the familiar story, Henry and Mudge, with the student.
You will record the student’s response when you:• show the student a favorite object OR• show the toy you have used to represent Mudge
Put the object out of the student’s sight or reach, but within your reach.
After you finish reading, you will ask the student a question and record the response.
Henry and Mudge are HappyDLM
Henry was a boy.
Henry wanted a dog.
TEACHER DIRECTIONS (general)
Stop reading. Present the object just out of reach but within sight of the student.Move the item in an effort to attract the students attention, but do not speak or otherwise prompt.Record the student’s response (check only one).
Communicates desire to have the object by: Reaching for objectGazing/looking at objectVocalizing Using other gesture or indicator
No response
Smiles, laughs or shows excitement Whines, cries, or appears frustrated
TEACHER DIRECTIONS (blind/low vision)
Stop reading. Allow the student to touch, smell, or otherwise interact with the object for a moment.Remove the item and do not speak or otherwise prompt. Record the student’s response (check only one).
Communicates desire to have the object by:
No response
Reaching for objects or searching with handsTurning to you and reachingVocalizing
Smiles, laughs or shows excitementUsing other gesture or indicator
Whines, cries, or appears frustrated
Mom and dad wanted to make Henry happy.
They got him a dog. Henry named him Mudge.
Henry loved Mudge.
Henry was a happy boy.
Mudge was a happy dog.
TEACHER DIRECTIONS
Ask the student, “Henry and Mudge are happy. Are you happy?”
Record the student’s response (check only one).
Clear yes or no response by:
Indicated happiness (laughter, smile) Indicated displeasure (grimace, frown, grunt) No response
Vocalization
Head nod/shakeOther gesture
Initial Precursor TestletAunt Polly
– ELA.EE.RL.6.3 Can identify how a character responds to a challenge in the story
– 6th grade– Initial precursor level testlet– Familiar text
• Common Core State Standards English Language Arts Text Exemplars
• The Adventures of Tom Sawyer– Task 1 and Task 2
• F-11 Can demonstrate understanding of action words.
TEACHER DIRECTIONS
You are going to read the familiar story, Aunt Polly, with the student. You will record whether the student indicates recognition or understanding of the repeated line during and after the story.
Aunt Polly makes Tom do different things. Each of them is a common action. As you read each page that begins, “Aunt Polly makes Tom…”:• model the gesture, • point to the symbol, or• model using the voice output device that matches the action.
As you read each page that begins, “Tom hates…” pause at least 10 seconds to give the student a chance to:• initiate the gesture, • point to the symbol, or • access the single message voice output device.
If the student does not initiate without support after 10 seconds, model the use of the gesture, symbol or switch.
If the student does not respond after the model, use a prompt.
Aunt PollyDLM
This is Tom's Aunt Polly.
Aunt Polly makes Tom wash.
Tom hates to wash.
TEACHER DIRECTIONS
Describe how the student responded after you read the word, “wash” (check only one).
Independently initiated use of:GestureSymbolVoice output device
After presented with a model of the desired behavior, the student used:GestureSymbolVoice output device
After prompting, the student used:GestureSymbolVoice output device
Smiled, laughed, vocalized or otherwise indicated enjoyment Protested, cried, or otherwise indicated displeasure No Response
Aunt Polly makes Tom comb his hair.
Tom hates to comb his hair.
Aunt Polly makes Tom eat at the table.
Tom hates to eat at the table.
Aunt Polly makes Tom go to sleep.
Tom hates to go to sleep.
TEACHER DIRECTIONS
Describe how the student responded after you read the word, “sleep” (check only one).
Independently initiated use of:GestureSymbolVoice output device
After presented with a model of the desired behavior, the student used:GestureSymbolVoice output device
After prompting, the student used:GestureSymbolVoice output device
Smiled, laughed, vocalized or otherwise indicated enjoyment Protested, cried, or otherwise indicated displeasure No Response
Tom hates to do lots of things. Aunt Polly makes Tom do them anyway.
ITEM TEMPLATES FOR TECHNOLOGY ENHANCED ITEMS
Boardmaker Studio Templates
• Accessibility features– One and two-switch scanning– Click to place
• Extensively researched– Informs design of DLM technology
enhanced item templates
DLM Editor Templates• Accessibility features
– One and two-switch scanning– Click to place
• Delivery – HTML packages will upload into
Content Builder• Crosswalk
– Studio items will transition into Editor templates
Sorting
Sorting
Hot Text
Ordering
Labeling
Matching
DLM FUTURE ACTIVITIES
DLM Test Development Research Activities: 2013/2014
Study / Test Development
Phase
Dates Purposes / Research Questions Next Steps
Cognitive Labs/ Sample Items
May-June 2013
To evaluate: Technology enhanced item template
design Student-technology interface Item administration processes Response processes (25 specific research questions have been drafted.)
Identify items Identify and recruit sample Finalize data collection tools Amend IRB Logistics
Internal Data Test #1
Mid-May 2013
Simulation – integration of data systems in KITE
Internal Data Test #2
Sept 2013
Full test of KITE functions for the pilot in Oct
Activities: 2013/2014 (cont.)
THANK YOU!For more information, please contact:
Go to: www.dynamiclearningmaps.org
The present publication was developed under grant 84.373X100001 from the U.S. Department of Education, Office of Special Education Programs. The views expressed herein are solely those of the author(s), and no official endorsement by the U.S. Department should be inferred.