No technology? No Problem! Creative Ways of Using UDL without Technology (July 2012) (Columbus, IN)
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Transcript of No technology? No Problem! Creative Ways of Using UDL without Technology (July 2012) (Columbus, IN)
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No Technology? No Problem!
Simple Methods of Implementing UDL in Your Classroom
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A Little About Matt…
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Paper Activity
Find someone with papers that look like
yours and share
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“The way we learn is as different as our DNA
or fingerprints”
- CAST
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We each bring our own…
Strengths (access) & Weaknesses (barriers)
…to learning
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Think of a specific student in your class and their
strengths (access) and weaknesses
(barriers)
Turn & Talk
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Barrier Activity
Barrier
Strength
ON 1 Bag, write a strength on one side and a barrier on the other side of the bag!
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It’s important to remember…What is a barrier for one student,
can be a strength for another student.
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Hmm….What do these numbers have in common?
8549176320
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It was a cold January Alberta evening, when Roger and his family had just settled into their seats to watch their beloved Lethbridge Broncos play.
Most of the young men on the ice had been playing Canada’s national sport since the day they could walk. It was no surprise that many of these young men were considered to be professional hockey’s future stars.
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Take a Moment to Find a Partner
Modified Inner Circle / Outer Circle
Activity
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Decide Who Will Be…
Person A
Person Bhttp://timeme.com/timer-stopwatch.htm
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PERSON A
PERSON B SHARE WHAT YOU KNOW ABOUT HOCKEY!
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PERSON A
PERSON B SHARE WHAT YOU KNOW ABOUT HOCKEY!
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PERSON A
PERSON B SHARE WHAT YOU KNOW ABOUT HOCKEY!
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PERSON A
PERSON B SHARE WHAT YOU KNOW ABOUT HOCKEY!
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The puck had hit the ice and both teams collided into a fury of speed, sweat, and controlled aggression. Roger’s wife, Paula, eyed her way through the program and was astonished to notice that the young men ages 16 to 20 all had something in common…
Talk with each other about your
prediction
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The puck had hit the ice and both teams collided into a fury of speed, sweat, and controlled aggression. Roger’s wife, Paula, eyed her way through the program and was astonished to notice that the young men ages 16 to 20 all had something in common…
SHARE YOUR PREDICTIONS
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Roger’s wife, Paula, eyed her way through the program and was astonished to notice that the young men ages 16 – 20 all had something in common, they were born in either January, February, or March.
Roger went home that night and looked up the birth dates of as many professional hockey players as he could find. He saw the same pattern. There were 5 times as many January birthdays as there were November Birthdays.
Why is this?
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In Canada, the eligibility cut-off is January 1. Therefore a player who turns 10 on January 2nd can be playing alongside another player who doesn’t turn 10 until the end of the year, a huge advantage for an adolescent.
This is also the age when coaches start dividing the “best of the best,” into travel squads. These players often get more coaching, more games, and more experiences than their peers. Age makes a huge difference.
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In Canada, the date you are born is a barrier for
some and an access point
for others
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The Matthew Effect
Keith Stanovich
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A+
F
Success With
Reading
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Today’s Session:UDL looks at overcoming barriers that
exist in our classrooms and creating a flexible curriculum to create access for ALL students!
How can we implement UDL without technology?
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Barriers vs. AccessWhat can we control vs. what we cannot control
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Vocabulary can be a
barrier for ALL!
How can it become an access point?
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It comes down to helping ALL of our students
understand vocabulary!
Without vocabulary – the rich get richer and the poor get poorer!
- The Matthew Effect
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Questions we should ask when planning vocabulary
instruction:
What do students
already know about topic?
Which vocabulary terms are
high frequency and critical
to understand?
Will the students be
able to derive
meaning through context clues?
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How do you choose words to teach?
Tier 3 – Domain Specific
Tier 2 – General Academic
Tier 1 – Everyday words that we use
Beck, I.L., McKoeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: The Guilford Press.
COMMON
CORE
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What are some of the most
effective ways of teaching
vocabulary to your students?
TURN AND TALK
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What are some of the least
effective ways of teaching
vocabulary to your students?
TURN AND TALK
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Vocabulary Instruction: What doesn’t work
Looking up words in dictionary.
Simply telling students “use the context” to figure out word meanings.
Unplanned vocabulary teaching.
Dr. Timothy Shanahan
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Robert Marzano’s Six Steps for
Learning Vocabulary
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1. Teacher gives a description, explanation, example, and visual for
the new term.
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Research-based Principle
Students must encounter new words in context more than once to learn them.
At least 6 encounters to “ensure” deep learning.
“In context”: having students encounter/read word in a text OR having students or teachers apply word in speaking or writing.
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Do you remember the 3 principles of UDL?
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UDL is a framework for designing curriculum that addresses the diverse needs, strengths, backgrounds, and interests of students in today's classrooms.
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2. Ask the learner to give a description,
explanation, or example of the new
term in his/her words.
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Prefix Word Square (pg 6)
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Suffix Word Square (pg 7)
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Circles of UDL
Circles Of Activity (pg 8)
Take 1 – 2 minutes to fill in 3 – 4 circles with a word that describes what UDL is to you
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3. Ask the learner to draw a picture, symbol,
or locate graphic to represent the new term.
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Excellent way of providing
Multiple Means of
Representation and Action / Expression
UDL Frayer Model (pg 4)
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UDL
An approach to designing curriculum to benefitall learning styles from the beginning, providing equal access to learning.
Flexible Materials
1 Size Fits All
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Elementary Friendly Frayer Model (pg 5)
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Bumper Sticker Activity
• Vocabulary Term• Slogan • 2 – 3 pictures to describe
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4. Periodically, have the learner
participate in activities that
provide deeper knowledge of their
word.
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Word Pyramid(pg 9)
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Word Walls
Word Wall
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Albertville, France Mexico City, Mexico
Amsterdam, Netherlands Pasadena, CA
Atlanta, GA Salt Lake City, UT
Berlin, Germany Squaw Valley, CA
Dallas, TX St. Louis, MO
Detroit, MI Tokyo, Japan
Indianapolis, IN Torino, Italy
Vancouver, Canada
Take the words above and categorize them in 3 different categories. You must determine the category and how to organize the words:
Categories (pg 12)
WORD WALL GAME
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What do they have in common?Amsterdam, Netherlands
Albertville, France
Atlanta, GA
Berlin, Germany Salt Lake City, UT
Dallas, TX
Mexico City, Mexico
Squaw Valley, CA
Detroit, MI
St. Louis, MO Torino, Italy Indianapolis, IN
Tokyo, Japan Vancouver, Canada
Pasadena, CA
Summer Olympic Host
City
Winter Olympic Host
City
Super Bowl Host City
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5. Periodically, have the
learners discuss terms with each
other.
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Word Splash Word Wall
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6. Periodically, students are
involved in games that allow them to review / play with
the terms.
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Wordo (pg 13)
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3 Hole PunchHere
Flashcards
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Flashcard Game: Tic Tac
Toe
DEFINITION
x
x
x
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Memory
2 students
• 1 set of cards with term facing up
• 1 set of cards with term facing down
Flashcard Game: Memory
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Vocabulary Twister
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Engaging Kids in
Different Ways
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4 Corners Quiz Activity Net Generation
Statistics taken from:Grown Up Digital By: Don Tapscott
4 Corner Interactive Multiple Choice
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Directions
A. You will be given several multiple choice questions
B. Each of the 4 corners of the room will be labeled as A, B, C, or D
C. You will answer the question by walking to the corner of your choice.
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This company created an internal company Wiki to gather new trends and information
from its young employees.
A. FacebookB. Best Buy C. Wal-MartD. Google
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1 in __ Internet users worldwide are under the age of 16.
A. 5B. 7C. 10D. 12
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It is estimated that there is a computer for every __ children in America.
A. 3B. 4C. 6D. 9
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The Net-Generation watches an average of __ hours of television a week.
A. 17.4B. 18.3C. 19.5D. 24.4
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___% of the Net Generation engages in some sort of content creation (websites, blogs, mashups,
etc.)
A. 12B. 34C. 58D. 64
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___% of American teens ages 12 – 17 have a cell phone.
A. 54B. 63C. 72D. 89
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__% of Japanese children ages 7 – 12 have a cell phone.
A. 7B. 18C. 26D. 33
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___% of India’s population is under the age of 25.
A. 43B. 52C. 55D. 62
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Why is this important?
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[Preparing for a career today]… “is like training for the Olympics and not knowing which sport you’ll be competing in.”
- Thomas Friedman
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Friedman also mentions events that have changed the world! Let’s do a brief history lesson on the events that have changed technology!
Sequence Scramble
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Directions: Take the 12 events in your envelop and
put them in the order that you think they occur in!
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1971The first email is sent by Richard W.
Watson
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1975Bill Gates and Paul Allen start a company
called Microsoft
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1977 The Apple II personal computer is
introduced upon the founding of the Apple Computer
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1985Windows 1.0 is invented by Microsoft,
changing the way that we compute.
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1998Google invented by college students Larry
Page and Sergey Brin
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1999 Napster changes the way that we listen
and download music! This illegal downloading service exploded in use among college students.
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2001iTunes and the iPod are invented,
changing the way that we listen and buy music!
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2004Facebook was founded by Mark
Zuckerberg with his college roommates and fellow students Eduardo Saverin, Dustin Moskovitz and Chris Hughes.
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2006Jack Dorsey invents Twitter, a micro-
blogging service.
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2007The iPhone is invented, changing the way
that we use cell phones and introducing us to these new things called “Apps.”
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2010The very first iPad is released to the
public.
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2012Facebook goes public and sells its first
shares of stock
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Writing can be a
barrier!
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For this next activity…
OPTION 1: POWER PARAGRAPH ORGANIZER:• This paper helps a student
organize a paragraph with the • Main idea (red)•Supporting Details (green)•Conclusion (blue)
OR
OPTION 2: SCRAP PAPER
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Writing Prompt: In 2 – 3
sentences, describe how you want to
implement UDL in your
classroom this year.
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Take a Moment to Write a Response…
OPTION 1: POWER WRITING TEMPLATE:• This paper helps a student
organize a paragraph with the • Main idea (red)•Supporting Details (green)•Conclusion (blue)
OR
OPTION 2: SCRAP PAPER
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Organizing my Ideas!
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Totem Pole Timeline
Totem Pole Timeline (pg 16)
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Sticky Notes – Pre-Writing Activity
Instructional Strategy: Writing
Barrier: Student cannot outline and organize ideas
Idea 1
Idea 2
Idea 3
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Sticky Notes – Pre-Writing Activity
Instructional Strategy: Writing
Barrier: Student cannot outline and organize ideas
Idea 1
Idea 2
Idea 3
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IBBBC Strategyhttp://gse.buffalo.edu/org/writingstrategies
/6-12introbodyconcl.htm
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What effective strategies do you use to
have your students organize their ideas /
write?
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Reflecting on Learning
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The importance of reflection!
Learning Log(pg 17)
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What I Already Know (K)
What I Learned (L)
What I Will Do (D)
What is your current knowledge (K) of this topic?
What new or extended learning (L) have you gained from this article?
What knowledge, strategies, and/or practices have you experienced or extended with this content?
How will what you have learned impact what you do (D) in your building?
Think about your current instructional practices and reflect on how they may be changed or revised based on content.
KLD Charts(pg 19)
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3 - Important ideas• • •
2 - Things you want to know more about • •
1 - Question that you have•
3 – 2 – 1 Charts(pg 20)
Take a Moment to Fill out about UDL
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What effective strategies do you use to have your students reflect?
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Engaging Students in
Different Ways
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Social Media Profile(pg 14)
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Tweet the Topic(pg 15)
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How do you engage your students in different ways?
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Hmm….What do these numbers have in common?
8549176320
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eight 8five 5four 4nine 9one 1seven 7six 6three 3two 2zero 0
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Thank You!
[email protected] (email)
@mattbergman14 (Twitter)
bergman-udl.blogspot.com/ (Blog)
learn-lead-grow.weebly.com/ (Website)
PLEASE FILL OUT SURVEY