Download - Meeting Rigerous Standards Macul2007
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The Promises of Universal Design for Learning
Meeting School Standards in a Digital World
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Our UDL Team
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Susan Hardin Assistive Technology Consultant
Dr. Maureen StaskowskiSpeech-Language Consultant
Carrie WozniakSecondary ELA Consultant
Mike Klein Science Consultant
http://www.e3t.orgPhil Jankowski
Vice PrincipalFitzgerald HS
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Anticipation Guide
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Classroom
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Diversity
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Rigor
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World Economy
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Rapid Changes in the NEW Economy
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A Whole New Mind
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Changing Technology
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Rapid Changes in Technology
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Rapid Changes in Technology
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Student Learning
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What we know about student learning:
Students need to be able to: Recognize information, ideas, and
concepts, Apply strategies to process the
information and Be engaged in the process.
Vygotsky, 1978
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Brain research
Recent research in neuroscience confirms that…
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each brain processes information differently.
The way we learn is as individual as DNA or fingerprints.
Center for Applied Special Technologies, CAST
www.cast.org
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When the task is too difficult for learner
ZONE OF PROXIMAL
DEVELOPMENT
When the task is too easy for learner
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Right amount of support
High engagement
Challenge is appropriate
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How we’ve been doing business…
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Today’s learning technology
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The Results
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Statistics
Freshman failure rate: 30% of all freshman fail one or more classes
High School Drop out rate…it depends– www.michigan.gov/documents/Grad-DropOut01-0
2_52935_7.pdf– http://www.unitedhealthfoundation.com/shr2005/c
omponents/hsgrad.html
Example: 450/freshman class – 128 of them would not graduate
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Universal Design: Designed to meet everyone's needs.
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UDL Definition – a closer look
UDL is an educational approach to teaching, learning, and
assessment, drawing on new brain research and new media technologies to
respond to individual learner differences.
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method
research
21st century technology
ALL
students
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Universal Design
for Learning
Recognition Network Strategic
Network
Effective Network
Multiple means of
Engagement
Process
The “why” of learning
Multiple means of
Expression
Product
The “how” of learning
Multiple means of
Representation
Content
The “what” of learning
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Representation
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Expression
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Engagement
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World History
Problem Not viewed as relevant
or connected to students lives
Difficulty identifying big ideas
Its big ideas are overwhelming
Vocabulary is new/difficult
SolutionRepresentation Small World Video SlideShare Google Earth/Maps
Strategic/Expression Mindmeister
Engagement Simulation Collaboration33
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Other ways to use Google Maps, Mindmeister
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Brainstorm
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Science – the Periodic Table
Problem Lesson is boring Not much interaction Students don’t
understand the relationship between elements
Difficulty studying the content
SolutionRepresentation Elements song Sticky note atoms Study Guide
Strategic/Expression Diigo with web site Choice of assessment
Engagement Element song part 2
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Other ways to use Diigo
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Brainstorm
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Language Arts- Reading Reflection
Problem Students have difficulty
understanding main ideas Reflections are short, not
well thought out, private Don’t see need to reflect Reports are difficult for
some students, not very motivating
SolutionRepresentation Vocabulary Podcasts
Strategic/Expression Blog Voice Thread Podcast
Engagement Choice Collaboration
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September 25, 2007
November 6, 2007
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September 25, 2007
November 6, 2007
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September 25, 2007
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November 6, 2007
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Other ways to use podcasts, blogs, voicethread
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Brainstorm
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Algebra – Solving Equations
Problem Students can’t remember
steps to the problem Students can’t remember
how to do it once they get home
The topic is boring, not relevant
Not sure if they really understand it
SolutionRepresentation Sketchcast TeacherTube 2
Strategic/Expression Ta-da List Blog Scribe 2 Discovering Expert Voices
Engagement Choice
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Other ways to use Sketchcast, Ta-da list, TeacherTube
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Brainstorm
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UDL Paradigm Shift: how UDL changes the way we think about students and education
Old Assumptions Students who learn
differently constitute a separate category.
New Assumptions Students who learn differently
fall along a continuum of learner differences.
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Instructional adjustments need to be made for at risk students.
• Learning is centered on a single text book.
• The problem is with the student – remediate, remediate, remediate..
• Instructional adjustments need to be made for all learners.
• Learning materials are
varied, digital.• The solution is within the
curriculum. A flexible curriculum adapts to the
needs of all students.
Center for Applied Special Technologies, CAST
www.cast.org
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A UDL Curriculum…
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Universal Design for Learning….
Is an alternative to the one-size-fits-all approach to education.
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Universal Design for Learning
Provides teachers with the tools and strategies they need to remove curriculum barriers and increase learning opportunities for every learner.
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Universal Design for Learning
Helps teams efficiently and effectively differentiate instruction with technology, so that ALL students can successfully complete the rigorous school curriculum.
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Practical First Steps
Start small One unit Connect with others Share Cast Resources
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Thank you.
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