new goals differentiation in inclusive classrooms using...
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Differentiation in Inclusive Classrooms using UDL, Technology and Other Instructional Strategies
Lisa A. Dieker, Ph.D. Profes s or and Loc kheed Martin Eminent Scholar
Univ ers i ty Central Florida Col lege of Education and Human Performance
Orlando, Florida l is a.d iek [email protected]
Handouts: http://handouts.pbworks.comLogin: UCFPassword: UCF
New Goals
AchildwithalearningdisabilityhasanIQabove70andbydefinitioncanNOTbeintellectuallydisabled.AchildwithLDcan,however,begifted!
IQ scores
ID
LD
ASD
IQ scores
Traditionalcriteria foreligibility incategoryLD:Discrepancy betweenIQtestscores &achievementtestpercentilerankings.
A child with an IQ of 100 would be expected to perform at the 50Percentile. When achievement problems can ’t be explained byIntelligence factors, learning disability was determined.
IQ scores
IntellectualDisability:significant limitations inintellectual functioning:Expecteds imilarities between IQtestscores &achievementtestpercentilerankings.
A child with an IQ of 70 would be expected to perform at the 2n d
Percentile, or better than 2 out of 100 students.
http://www.delicious.com/ldieker
7 Strategies that Work
1) Creating a School-Wide Culture2) Celebrating the Success of All Students
3) Developing Interdisciplinary Collaboration4) Implementing Effective Co-Teaching5) Establishing Active Learning Environments6) Implementing Successful Evidence-Based
Instruction 7) Improving Grading and Assessment
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School-Wide How consistent (and flexible) is your school in these
areas? ü Technology Accessü Grading – no letter gradesü Homework – rules and processü Team work/Co-Teaching – grade level,
content or PLCü Behavior – PBISü Active Learning – cooperative learning
and peer tutoring
These basics alignwithUDL!Universal Design forLearning is
–anapproachtodesigningcourseinstruction,materials,andcontenttobenefitpeopleofalllearningstyleswithout significantadaptationorspecializeddesign
Universal Design forLearning calls for . . .–Multiple meansof
• Representation• Actionandexpression• Engagement
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S&R-UDinEd
ucation
• Universaldesign strivestobeabroad-spectrum solution thatproduces buildings, products andenvironments thatareusableandeffective ______________, notjustpeoplewithdisabilities.
2 2
for everyone
UniversalDesign forLearningwasbirthed outof thefield ofArchitecture
Examples:–AutomaticDoors–Curbsideramps–LoweredSwitches–WiderDoorways
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S&R-UDinEducation
UDL
UDL
Engagement
Representation
Action
andExpression
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WebsitesforYou
• http://www.udlcenter.org
• http://www.cast.org
• https://teal.ed.gov/tealguide/udl
Universal Design for Learning
• What are the “Big Ideas” in the general education curriculum?
• What are the “Big Ideas” in the students Individualized Education Plan (IEP)
• Are these compatible?• Will curriculum and/or instruction
need to be adapted/modified?
C am pano, 2012
Universal Design for Learning (UDL)
Universal Instructional Design (UID)
“How good teachers teach”
Universal Instructional Design
Universal Design1. Architectural
adaptations designed to make buildings more accessible to people with disabilities
2. Beneficial to most
3. Curb cuts, automatic doors, television captioning
UID/UDL1.Instructional
adaptations and teaching strategies developed to make course content more accessible to students with diverse learning needs
2. Beneficial to mostC am pano, 2012
Representation
Complete a 9 week curriculum snapshot
Now decide how you will represent the content for kids who…
Page 25
Oneweekofplans
• Createasingleorco-taughtplanofbigideasfornextweek
• BereadytoaddUDL,technologyandotherinnovativeideastoyourplans
Big Idea Instructional Method
Standard Assessment
Modified Assessment
Page35
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Type of Co-teaching
Behavioral Strategies
Instructional Strategies
Data Collected/Notes
Page35
SoWhenPlanning,Assume…
• Youhaveastudentwhocannottalk• Whocannotwalk• Whocannotwrite• Whocannotread• Whocannotbehave
Thisisuniversaldesign
UDL:Representation
Whichtypeofintelligencedoesthisuse?
EssentialQuestion
• DidIrepresentmyquestions/objectivesinasmanywaysaspossible?
EssentialQuestion Closed Captioning (CC) andSubtitles
• Wordify (wordifyapp.com)• Rewordify (rewordify.com)• Yak ittome(yakitome.com)• Newsela
Websitestohelp… What is UDL
Multiple Means of: RepresentationEngagementAssessment/Action
Multiple Inputs
Begin with the Basics
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Memory• Memory is a process not a thing.• How does memory relate to our
teaching?–Sensory input (sight, sound, smell, taste, touch)
–90% of what goes in is dismissed
Page 46 • Signals are turned into perceptions.
• We move from perception to attention.
–We don’t pay attention. We are always attending.
–We don’t attend to things we cannot make sense out of for meaning.
Page 46 Working Memory
• Typically information remains here for only 15-20 seconds
• 7 things at a time (e.g., phone number)
• Chunking information
• Association with other knowledge
• Emotional hook-up
Page 46
Studies show that over a period of three days, the retention of learning is as follows:
ActiveLearning
10 % of what we read
20 % of what we hear
30 % of what we see
70 % of what we talk about
50 % of what we see & hear
90 % of what we say as we do it
10 % of what we read
20 % of what we hear
30 % of what we see
70 % of what we talk about
50 % of what we see & hear
90 % of what we say as we do it
10 % of what we read
20 % of what we hear
30 % of what we see
70 % of what we talk about
50 % of what we see & hear
90 % of what we say as we do it
10 % of what we read
20 % of what we hear
30 % of what we see
70 % of what we talk about
50 % of what we see & hear
90 % of what we say as we do it
10 % of what we read
20 % of what we hear
30 % of what we see
70 % of what we talk about
50 % of what we see & hear
90 % of what we say as we do it
10 % of what we read
20 % of what we hear
30 % of what we see
70 % of what we talk about
50 % of what we see & hear
90 % of what we say as we do it
Are You Smarter Than Your Right Foot?
1. While sitting in your chair, lift your right foot off the floor and make clockwise circles.
2. Now, while doing this, draw the number "6" in the air with your right hand.
Don’t want to work?Don’t have the capacity?
OR
TheBodyAre You Smarter Than Your Right Foot?
TheBody
How much would you learn if I did it for you?
Haven’t developed the Pathways?
How often - do for or make choices for?
passive recipient or active participant?
Multiple Rehearsals How many days to form a habit?
Frequent, fast
rehearsal ensures
retention!
Quizlet MultipleOutputs
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InShapeGroups
• Bringanydeviceyouhaveandseehowmanyfeaturesyoucouldturnontouseintheclassroom.
• Howmightyouusethosefeaturesinyourclass?
• Gobacktoyourtableandsharewhatyoulearned.
Universal Design• http://starchild.gsfc.nasa.gov/docs/StarChild/• http://www.cast.org• www.pbis.org• Plan Lessons
– See– Walk– Talk– Hear– Behave - teach behavior is language
• http://www.windows.ucar.edu/
Make-up BoardMake-up Policy – Any assignment that is late willbe reduced by 10% for each week it is late. Youmay not turn in any missing assignment 1 weekprior to the end of the quarter.Cynthia
Zoobee
Gwenetta
Joshua
Samuel
Toby
Jose
Page 9
Classroom Discipline Checklist
• Make-up policy (PBIS p. 54)• 10 positives to 3 negatives• 3 second rule
• What do you see as ther relationship of UDL and discipline
Page 56
UDLReview
• Evidence based practice?• Whatarethe3components?• Howdo youadvocate?• http://www.cast.org
Camp an o , 201 2
EveryStudentSucceedsAct
• AddsUniversalDesignforLearning(UDL)conceptstoencouragecoursematerialsthathelpeachindividualstudent,whethertheyarestrugglingortheyareworkingabovetheirgradelevelcontent.
Four Modes of Instruction
Telling Asking Showing Doing
%
%
%
%
Expository
Inquiry
Demonstration
Activity
Page 59 NEED SUPPORT WITH CREATIVEASSIGNMENTS?NEED UNLIMITEDACCESS TOCONTENT?
COULD SOMESTUDENTSWATCH VIDEOSGEARED TOWARDIEPGOAL WHILEOTHERS WORKON ALTERNATIVEACTIVITY?
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https://www.mindmeister.com
NEED WAYS TO CREATE VISUAL ORGANIZERS? freeology.com/graphicorgs
UniversalDesign:Whatlayerscouldyouuse?
ChecklistDictate PapersImagesAudio componentsVideo demonstrationsVisual NotesOther
Engagement
Complete a 9 week curriculum snapshot
Now decide how you will represent the content for kids who…
Speed Sharing• Move until the music stops• Share one idea related to
technology• Share your best instructional
strategy for inclusion• Time saving tip
• Practice Social skills
• (Skillstreaming Goldstein,1998)
• Partner with assigned role
• Quote of the day (from students)
• Classroom forums (once a week)
Building an Inclusive Climate
Pages 50• Pass a problem• Base groups (numbers, letters
and shapes)• Pairing with a clock (or use tools
related to subject area e.g., maps, times tables, etc.)
• T-chart• Confess, create and commit
Pages 51-52
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• Three things I know p. 53• Excuse book p. 53 example
• IEP Summary p. 55• Peer mentoring
• Clear the Air
Pages 46-47
Name Excuse What you plan to do about the missing assignment?
Lisa Dieker Forgot my assignment
I will bring it to you 3rd
hour.
Zobee J. Didn’t do it Nothing
Excuse Book(Please print clearly so your
parent/guardian can read your excuse)
Page 53
PEER MENTORING
CLEAR THE AIR
Co-Teaching Backpacks
••
Page 66
solo plastic plates - cut up tshirts/ragslow odor dry erase markerswiki stixcalculator (talking)clipboardpapergraph papergolf pencils
koosh ball (2)stress ball (2)fun writing penserasable highlighterspencil gripsTeach timersKagan chartsLivescribe penVibrating watchFlip camera
Motivation / Active Participation
• Finger Signals
• Unison Response– Do you think teachers should be paid
more?
• Flash Answers in Groups– Buy shower board and markers– Buy chalkboard spray paint or – contact paper
Page 84
A Day at the Firehouse
Pat and Chris went to visit firefighter Tim at the local firehouse.
Firefighter Tim explained to them the fire engine’s full complement of hose and water capabilities. The following is a list of some of the fire engine’s
components
Modified Literature Circles-p. 64
PredictorClarifierQuestionerSummarizerartist
Page 64
Vision of K-12 Students Today
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• Rip Van Winkle awakens in the 21st century after a hundred-year snooze and is, of course, utterly bewildered by what he sees. Men and women dash about, talking to small metal devices pinned to their ears.Young people sit at home on sofas, moving miniature athletes around on electronic screens.
• Older folk defy deathand disability with metronomesin their chests and with hips made of metal and plastic. Airports, hospitals, shopping malls–every place Rip goes just baffleshim.
• But when he finally walks into a schoolroom, the old man knows exactly where he is. ‘This is a school,’ he decla res.‘We used to have these back in 1916. Only now the blackboards are white.’”
Bookshare Google Docs
Learning Ally
What percentage of the time do your students in your school spend using print?
Today’s freshmen...
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...never twisted the coiled handset wire aimlessly around their wrists while chatting on the phone.
...never recognized that pointing to their wrists was a
request for the time of
day.
and they seldom if ever use snail mail.
...believe E-mail is just too slow,
•Timetoadoption:OneYearorLess•FlippedClassroom•MOOC–massiveopenonlinecourses•MobileApps•TabletComputing
•Timetoadoption:TwotoThreeYears•TheInternetofThings•LearningAnalytics•AugmentedReality•Game-basedLearning
•Timetoadoption:FourtoFiveYears•3DPrinting•FlexibleDisplays•NextGenerationBatteries•WearableTechnology
Grit•A new way of thinking about success in life and the relationship of technology
February,2014
Time toadoption: One Year or Less•Flipped Classroom•Learning AnalyticsTime toadoption: Two toThreeYears•TheInternet of Things�3DPrinting�Games and GamificationTime toadoption: Four toFiveYears�Quantified Self�VirtualAssistants
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Tools forworkingwithGenerationM
ü Reminder101ü Vokiü ClassroomDojoü BookshareorLearningAlly(disabilityfocusedsites)ü Skype orGoogleHangoutü Google docsü Quizlet, f lashcardexchanngeü TwitterandSocrativeü Preziü Edmodo orFacebookorSchoologyü Augmentedormixedrealityü Google Glasses http://delicious.com/ldieker
The Flipped Curriculum
http://teachers.schooloftefl.com
http://www.delicious.com/ldieker
Technology for working with Generation M (p. 65)
• Skype or Google Hangout• Online course tools• ref works or easy bib• Google docs• Quizlet or flashcardexchannge• twitter• glogster• Prezi• Facebook or Schoolology• Augmented or mixed reality• (TeachLivE)
K-N-W-SK
What facts do IKNOW from theinfo rmation
presented in theprob lem?
N
Which info rmation isNOT needed?
W
WHAT does theprob lem ask me
to find?
S
WhatSTRATEGY/Operation/Too ls
will Iuse to so lv eth isprob lem?
Page 78Math Adaptations
• KNWS• Place Value Chart• Calculators• Math Chair• Error Analysis
–student-centere d approach
Pages 75-78
Yard Hundreds
Tens Ones Yard Hundreds
Tens Ones Yard Hundreds
Tens Ones
1 3 4 , 6 5 3 , 9 0 3
Page 70
Place Value Chart Example
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• Share a quick, clean and funny story with a neighbor
Laughter Break
Kel ly J. Gril lo
Kel ly J. Gril lo Kel ly J. Gril loKelly J. Grillo Kel ly J. Gril lo
Kel l y J. Gr i l l o
Kelly J. Grillo
• Brainpop • How Stuff Works• What’s the Connection? • Alternative Lesson or Outcome• Ask Peer to Construct Knowledge• Online Frog and Pig Dissection• www.froguts.com• www.whitman.edu/biology
Pages 78-80Science (All of the reading strategies apply to
this area too.)5E Learning Cycle
• Engagement: The activities in this section capture the student's attention, stimulate their thinking and help them access prior knowledge.
• Exploration: In this section students are given time to think, plan, investigate, and organize collected information
• Explanation: Students are now involved in an analysis of their exploration. Their understanding is clarified and modified because of reflective activities
• Extension: This section gives students the opportunity to expand and solidify their understanding of the concept and/or apply it to a real world situation
• Evaluation: Student learning is measured and assessed
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• Alternative Outcomes• Multi-sensory Focus• Coordinate with Content Areas• Reduce Number of
Materials/Requirements
Page 81
Art, Music and Physical Education
• Readability• Multisensory• Collaborative Box• Great Websites• http://tenbyten.org/• http://www.newsmap.jp/• http://www.newseum.org/
Social Studies(all reading strategies work too)
Pg.82-83PositiveAttitudesandPerceptions
• Classroom Climate– Acceptance
• Teacher• Peers
– Comfort and Order
• Classroom Tasks– Value– Ability– Clarity
Page 81
Michael Jordan once said, • “I’ve missed more than 9000 shots in my
career. • I’ve lost more than 300 games.• 26 times I’ve been trusted to take the game
winning shot, and missed.• I’ve failed over and over again in my life,
that’s why I succeed.”
Michael Jordan who is a
• 9 time All-Star• 5 time MVP• 2 time Olympic Gold
Medalist.
• The man who shackled gravity and courted flight
Sample: brainpop.com
Animated video lessonsOn ALL of these topics!
Check out just the Math lessons!
http://www.brainpop.com
KINDLE Comprehension Strategies• Skim, Rap and Map (See example p. 66)
• Predictions p. 65
• Book Share p. 65
• Spirit Reading p. 65
Pages 65-68
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Writing Strategies• Find Opportunities for Students to Write
across the curriculum• Telementoring• Kamishibai• Peer Editing with credit• Red/Green Pen • Crystal Ball or Yesterday’s News
Pages 70-71Types of Disability issues in
mathematics
• Perseveration• Language Issues• Reasoning• Perceptual Skills• Memory
Page 75
Math Adaptations• KNWS• Place Value Chart• Calculators• Math Chair• Error Analysis
–student-centered approach
Pages 72-75
Yard Hundreds
Tens Ones Yard Hundreds
Tens Ones Yard Hundreds
Tens Ones
1 3 4 , 6 5 3 , 9 0 3
Page 70
Place Value Chart Example
Secrets borrowed fromIMPROVISATIONAL
COMEDY
There is an old saying that a
teacher is an actor and the classroom
is the stage...Actors Move!
Change the Stage Picture
“The idea behind this concept is discovery. Quite often, just by allowing yourself to move to a different part of the stage, you will discover something new. You are opening yourself up to a different “beat” in a scene. This is effective when information seems to have “dried up” and you need to change the energy of what has already been established so things never get stale in an improv.For example, if two people are standing there talk ing about breaking up and one person starts walk ing across the stage, everyone will be interested to see what will happen next because that character crossed for a reason. Perhaps that
Makerspace?Sharing Engagement
Go to your number group and share two engagement ideas
Now go to your Letter group and share 2 more
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Assessment
Get ready to incorporate Assessment ideas into the next 2 weeks
https://photomath.net/
Needwritingsupport?• Createchecklists.Studentanon-reader?Usepeersupports.
Sharing Assessment
Go to your shape group and share two assessment ideas
Now go to your number group and share 2 more
Now represent the concept for kids who: Cannot….
WalkTalkSeeHearBehaveLearn the way you teach
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Assessment vs. Grading
What is the difference in assessment and grading?
How are those confused in your school?How might you use the different types in
co-teaching?Why might co-teaching and inclusion
impact the need and ease for using a wide range of assessment tools
Wormeliongrading
• https://www.youtube.com/watch?v=h-QF9Q4gxVM
Management by Numbers…
3303
•Positives to 1 corrective
•Positive exchanges per hour
•Social interactions per class
GradingStrong secondary schools are finding ways to move away
from a letter system, Marzano, 2001
• IEP/Contract Grading (see example p. 98)
• Checklist
• Shared grading
• Multiple grading/rubrics (see example p. 102)
• Portfolio grading (student led conferences with Power Point )
Pages 83Page 84
T o m J i m Bobby Sally
Respects Others and Property
•
Positive Attitude/Behavior
•
•
Completes Tasks
•
2 Minute Assessment
Different students, different tests!
Ask Questions!
Name_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ __ _ _
Co ncept: Matter1 . Tell me wha t “ma tter” mea ns in y o ur o wn wo rds.
2 . Na me o ne ex a mple o f ma tter in this classro o m.
3 . Na me o ne ex a mple o f ma tter y ou would find in y o ur ho me.
Assessment tools – p. 91• Observation• Sample Analysis• Task Analysis• Inventories• Criterion-Reference Tests• Probes• Checklist• Interviews questionnaires• Learning Environment• Exhibitions
Assess Learning Differently• Test Adaptations
–Rubrics–Before–During –After
• Brown Bag Assessment P. 98-99• Nonfiction Assessment• Exhibition Assessment
Brown Bag AssessmentExample of UDL and
Assessment
Pages 88-89
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Why differentiated Assessment
What does “UDL” tell us?Universal Designfor Learning
in assessment!!!
Before the TestüNote CardüPractice TestsüIndividual/Group ReviewüChunking
Page 90 During the TestüCheck anxiety level
üGive immediate feedback
üComplete one problem / question from each section
üSelf-monitoring
Page 90
After the Test
• Retake• Make Corrections• Alternative Grading
– 30 questions - Test is worth 25– 30 questions – Teachers grade only those 20
identified as important for mastery of topic– 30 questions – Student attempts 22 misses 3, and
grade is based on 19 out of 22– Multiple Grades – One grade for content, one for
mechanics– Give Partial Credit
Page 90
Self Advocacy TrainingShare student’s file
Sharing IEP
Showing FAT City
Writing letter to teachers
Talking to teacher
Page 22
Sharing Assessment
Go to your letter group and share two assessment ideas
Now go back to your tables and share ideas you learned
Are you preparing students for the past or the future?
Make a List
• 5 rules in school that are irrelevant to life
• 5 skills in school that are critical in life
3 Things I know Activity
• From today…–Three things that you now know
more about related to inclusion–One thing you still want to learn
more about –One thing you plan to implement
immediately
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voanews.com/specialenglish PBWorks.com Time toadoption: One Year or Less•Flipped Classroom•Learning AnalyticsTime toadoption: Two toThreeYears•TheInternet of Things•3DPrinting•Games and GamificationTime toadoption: Four toFiveYears•Quantified Self•VirtualAssistants
Technology for working with Generation M (p. 65)
Word - Track Changes and AutosummarizeI-chat, skype or aimWebCT or BlackboardEndnote or ref worksGoogle docsquiz letWiki, flashcardexchanngetwitterglogsterPreziNing or Edmodoor FacebookAugmented or mixed reality
(TeachLivE)
http://pblchecklist.4teachers.org/
NEED SUPPORT WITH CREATIVEASSIGNMENTS?
Hmmm…Am I using the stage?
In co-teaching, for example, this is especially important :
Is one person ALWAYS standing in the front of the room while the other is in back or off to the side?
Do we both have visible roles?
Communication
Remember, behavior is communication.
What is the child saying?
© 2014 DSFOC
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PictureSchedules
Youcancreateoneinafewminuteswith aphoneandPowerPoint!
Picture schedules are visual supports for communication that teach new behaviors, preview the steps of upcoming events, or provide checklists foreveryday tasks.
Let’s look at an example…
StepOne•Decidewhichactivitiesthestudentwillbetransitioning tothroughouttheday.
•Takepicturesofeachactivity/place.
•CreateapicturescheduleusingPowerpoint
•Takepicturesandgetstarted!
Schedule can be easily printed for a student to carry or tape on their desk.
If you have young kids, try this with them as a trial!
Shopping at Publix . Check off the items.
Be Creative!
Think outside the box…http://www.do2learn.com/
Great free resources!!!
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Reciprocity Reflection Gonoodle
PuttingthePiecesTogether =FourThingswecandoRightNow:
• Increaseinteractions
• Addlayersofinstruction
• Thinkdifferentlyaboutbehavior
• Usetechnologytools
BeginwiththeBasics:
EyecontactBodyLanguageCommunication
Technology for AllStudents
What'sin yourpocket?
• DragonDictationorMSWord
• Cameratovideothemselvesreading
• FingerScanorHeartRate
Text?• Support teachertextswords ofpraiseorencouragementduring class
• Messages to/from family topromote reading/writing
• Students textsupportteachersorparents, orSELFwith noteaboutassignments given
• Begin withemojis asa firststep ifneeded!
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Self-Monitoring• AlarmsandReminderssettocuebehaviors
"AmIworking?”
PromotingCommunicationor
Independence
Independence: Covert Audio Coaching
Considerthis:
Couldourstudentscreateonlinequizzesandgames forteachersorpeersasaservice
project?
Thebottomlineis...
Weneedtohelpsupplystudentswiththeconfidence,composure,andskillstobesuccessfulatthenextlevelwhetheritis
elementary tomiddlemiddle tohighschoolhighschooltocollegeorcareer
ForBehaviorBehavioral Approach
Behavior is learned- Can be unlearned
Basic principle: reinforcement
•Broken Record rule100% consistency!!!
Watch Supernanny: What is the reinforcer here?
Data Collection Academic Progress: Tracking Correct Oral Responses
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TryBasicBiofeedback!
stressmarket.com
cognitive
• Changingthewaystudentthinksabouthis/herbehavior
For a FREE management system that automatically creates point cards, reflection sheets, self monitoring sheets, download KidTools at:
http://kidtools.missouri.edu/
Ecological
• Goodness of Fit?• Voice• Change
Something!
£ Paraprofessiona l£ Part-time Co-Teaching£ Full timeCo-teaching£Support facilitation£Nodirectsupportng
ParallelTeaching
StationTeaching£ Discussionstation£ Demonstration station£ Perfo rmancestation£ Assessmentstation£ Writingstation£ Independentpractice
station£ Sk ill reviewstation£ Computerstation£ Reflection station£ Readingstation£ Extensionstation£ Other _____________________________
£ Writingconference£ Demonstration o fmastery£ Oralassessment£ Goal setting£ Reflection on performance£ Coaching£ Other ___________________________
£ Contentdelivery£ Anticipato ryset£ “Bellringer”£ Clarify ingcomments£ Learningstrategies£ Observ ation data£Concreteexample/
demonstration£ Images/graphic support£ Note tak ingskills£ Codingbehaviors
£Selections fromentiremenu
£ Addedattention to :________________________________________________________________________________________________________________________________________________________________________________________
TeamTeaching
£ Inquiry -based option£ Hands-onactivity£ Pro ject-basedoption£ L iteratureconnection£ Direct instruction£ Sk ill-based instruction£ Other_____________________________________________________________________________________________________________________________
AlternativeTeaching
Lead/SupportTypeof Support
Lesson Goal:
Stations
• Engagement• Representation• Action/Expression
• Whatdowecurrentlydo?• Whatisthebarrierforinclusionorlearningingeneral?
• Whatshouldwebedoing?
ü Physical breaks occur at least once a period but ideally every 10 minutes.
ü Knowledge is presented in chunks.ü Reading material used is rich and
diverse and includes material embraced by info-kids.
ü Evaluation goes beyond paper and pencil tests.
ü Students give and receiveü Grading is clear
Characteristics of 21st Century Inclusive Schools – Page 6-7
ü Student behavior is consistent across the school
ü Make-up policies are consistent ü criteria for inclusive and exclusion.ü Cooperative Learning and/or peer
tutoring are a component of every class.
ü All students give and receive
üAll students are celebratedüLiteracy is taught in every subject area
(including electives).üMathematics is taught in every subject
area (including electives).üWriting occurs in a meaningful way every
day in every periodüStudents are taught to self-advocate for
their needs and know how to share their needs with their teachers.
üCo-teaching and/or collaborative environments are at the core of the school
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Experience
EnvironmentWhere – familiar or newWho’s in it – friend or foeTemperatureLightingLevel of sound – background noises
Impact of preferences
Interpretation
Creates the opportunity for their brain to process:
what’s happening, what does it mean to me,what do I want to do about,and then process how do I get my body to do
it
Wait Time
Cognition Experience Environment Personality
Perception BrainInformation
Passive Absorption
Active Construction
Ca m p a no , 2012Campano, 2012
HowWeAllLearn
How To Avoid Theses Road Blocks
Ca m p a no , 2012
TheBrainTheBody&Communication
Reality BestPractice
Communication is Personal Meaningful to Individual
Strongest Sensory Channel Their Strongest Sensory Input
Brain Plastic ~ changes/grows Consistency / Routine
Passive Recipients of Info Active Participation
Human to Human contact!!!!!!! Human to Human contact!!!!!!!
Grit•A new way of thinking about success in life and the relationship of technology
Time toadoption: One Year or Less•Flipped Classroom•Learning AnalyticsTime toadoption: Two toThreeYears•TheInternet of Things�3DPrinting�Games and GamificationTime toadoption: Four toFiveYears�Quantified Self�VirtualAssistants
Tools forworkingwithGenerationM
ü Reminder101ü Vokiü ClassroomDojoü BookshareorLearningAlly(disabilityfocusedsites)ü Skype orGoogleHangoutü Google docsü Quizlet, f lashcardexchanngeü TwitterandSocrativeü Preziü Edmodo orFacebookorSchoologyü Augmentedormixedrealityü Google Glasses http://delicious.com/ldieker
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Kel ly J. Gril loKelly J. Grillo Kel ly J. Gril lo
Kel l y J. Gr i l l o
Kelly J. Grillo
Video Diary
• Choose a representative group of kids
• Give them throw away cameras• Ask them to take pictures from
their viewpoints of your school• Print and discuss pictures
individually• Conduct focus groups as to how to
change your school - consider having content specific cameras and focus groups
Page 22
The IRIS Center Positive Behavioral Supports CEEDAR Center
Think College
Robotics
Personalized Learning