universal design for learning , differentiation, rti region 4 pd leads
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Universal Design for Learning, Differentiation,
RtI
Region 4 PD Leads
Graphing Me
Why it Matters• In general, it’s true that no one has
bars that all the same height
• Some people are good at some things and not so terrific at other things
• What does FAIR mean? Everyone doesn’t always get the same. Everyone gets what he or she needs!
• One size fits all instruction does not address the needs of many students
• Kids come in different shapes and sizes as well as interests, learning profiles, and readiness levels
Why it Matters• In general, it’s true that no one has bars that
are all the same height
• Some people are good at some things and not so terrific at other things
• What does FAIR mean? Everyone doesn’t always get the same. Everyone gets what he or she needs!
Serving All is a Process
Individualized InstructionIndividualized
Instruction
Differentiated Instruction
Universal Design
Universal Design for Learning
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
A Different Way
http://www.youtube.com/watch?v=bDvKnY0g6e4
Meeting the Needs of ALL Learners
Universal Design
Individualized
Instruction
Differentiated Instruction
Universal Design
Representation
EngagementActions and Expressions
UDL
UDL Principles
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 Representation• 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• Thumbs Up/Thumbs Down
• Gallery Walks
• Pair/Share
• Chalkboard/Whiteboard Splash
• Response Hold-Up Cards
• Quick Draws
• Numbered Heads Together
• Line-Ups
and
Principle III: Multiple Means of Engagement
Taps into learners’ interests, offers appropriate challenges, and increases
UDL requires:Multiple Means of Engagement• 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
Differentiated InstructionIndividualized
Instruction
Differentiated Instruction
Universal Design
Differentiated InstructionDiscover your learning style
Complete the online survey:http://www.thirteen.org/edonline/concept2class/mi/w1_interactive1.html
Learning Styles Inventory Test:http://www.berghuis.co.nz/abiator/lsi/lsitest2.html
Learning Styles Test:http://faculty.ucc.edu/business-greenbaum/LearningStlyes.htm
Multiple Intelligences:http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm
Why Differentiate?• One size fits all instruction does not
address the needs of many students
• Kids come in different shapes and sizes as well as interests, learning profiles, and readiness levels.
How We LearnSome kids who continually are doing what they already know are just marching in place. Let’s take a look at how we learn…
Like a dog sniffing,the brain scans anew situation.
The reticular activity system(RAS) in the brain is like atoggle switch with threepositions.As in any switch, only oneposition can be activated at atime.
When the switch is in the HIGHposition:
•Brain activity goes from the cortex tothe limbic area (the protectionsystem)
•You can’t think in this area!
•Fight/flight (Can I go to thebathroom?)
•out of control
•ESL/LD
When the switch is in the LOWposition:•Brain waves are in the sleepposition•relaxation•off-duty•depression•Bright kids who aren’t learning
When the RAS switch is in theMIDDLE position:•There is cortical arousal•problem solving can occur•in control•There is moderate challenge•LEARNING CAN ONLYOCCUR IN THIS POSITION!
What does all this mean?Two adverse conditions are dangerous:
1. Anxiety – when we expect too much
2. Boredom – when we expect too little
When & WhyWhen do we differentiate?
• When some work is too hard or too easy
• Change the degree of difficulty not necessarily the learning goal
Why do we differentiate?
• Student variance (one size doesn’t fit all)
• Professionalism (adapt what we know to the kids we serve)
What does a differentiated classroom
look like?
Providing a “Rack of Learning Options”
• We need to do more than “tailor the same suit of clothes”
• Differentiation requires thoughtful planning and proactive approaches
C O N TE N T
R E A D INE S S IN TE R E S T L E A R N IN G P R O FIL E
A C CO R DING TO S TU D E N TS '
P R O C E S S P R O D U C T
W E CA N D IF FE RE N TIA TE
Preschool children can “Dump their Brain” in a modified way: Show me all the ways we can
make “three.”
+ = 3
three
A-B-C BooksBasic• Create a traditional A-B-C
book to demonstrate understanding of a unit or concept
Differentiated• Create a higher level A-B-
C book based on Q is for Duck to demonstrate understanding of a unit or concept. For example, A is for weather. Our weather takes place in the atmosphere.
Show and Tell about Ecosystems (Form A)
Directions: Pick one square f rom each horizontal row to show what you know and tell all about it.
Select one ofthese.
Living/ Non-Living
List five things thatall living things needin their habitat.
Defi ne a living thingand a non-living thing.
Explain the role ofnon-living things(water, sun, space,light, shelter,minerals) in ahabitat.
Create a model of anecosystem. Label theliving and non-livingthings.
Select one ofthese.
Food Chain
Explain howdecomposers help ourenvironment?
Arrange themembers of a foodchain in orderbeginning with thesun.
Describe the role ofthe producer andconsumer in a foodchain.
Label a drawing ofthe food chain withplants, herbivores,carnivores,omnivores,scavengers, anddecomposers.
Created by: Barbara Lafer, West Bloomfield Schools
Student choice is KEY!
Students work in the learning style that suits them best.
Students work at a comfortable level of readiness.
Some important strategies for students:
Tiered Lessons
Cubing
Anchor Activities
Anchor Activity• An ANCHOR ACTIVITY is a strategy that allows students to work
on an outgoing assignment directly related to the curriculum that can be worked on independently throughout a unit or semester. An anchor activity is a logical extension of learnign during a unit, an elaboration of important goals and outcomes that are tied to the curriculum and tasks for which students are held accountable.
• The purpose of an anchor activity is to provide meaningful work for students when they are not actively engaged in classroom activities.
Anchor ActivitiesCan be:
• Used in any subject
• Whole class assignments
• Small group or individual assignments
• Tiered to meet the needs of different readiness levels
• Interdisciplinary for use across content areas or teams
Tiered Instruction“When somebody hands you a glob of kids, they don’t hand you a matched set.” ~Carol Tomlinson
• Provides teachers with a means of assigning different tasks within the same lesson or unit
• The tasks will vary according to:
– Readiness
– Interest
– Learning Profile
What Is Tiered Instruction?
• “Tiered instruction is like a wedding cake; all one flavor, same color icing but multi-layered”
Offer a different task at varying degrees of difficulty on each side of the cube.
Provide activities dealing with the same topic at tiered degrees of difficulty by cube OR by learning style (kinesthetic, visual, oral).
Level 1
Level 2
Level 3
• Hands-on projects
• Rubrics
• Learning contracts
• Student Choice
• The way to the end is not always the same for every student.
• Flexible Grouping
Things to look for:
Key Principles of a Differentiated Classroom
“In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide.” ~Carol Tomlinson
• The teacher adjusts content, process, & product in response to student readiness, interests, and learning profile.
• Goals are maximum growth and continued success.
• Flexibility is the hallmark of a differentiated classroom.
Individualized InstructionIndividualized
Instruction
Differentiated Instruction
Universal Design
“The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.”--Wright (2005)
Source: Wright, J. (2005, Summer). Five interventions that work. NAESP Leadership Compass, 2(4) pp.1,6.
Discussion: Read the quote below:
Do you agree or disagree with this statement? Why?
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.
What is ‘Response to Intervention’ (RTI)?
'Response to Intervention' is an emerging approach to the diagnosis of Learning Disabilities that holds considerable promise. In the RTI model:
• A student with academic delays is given one or more research-validated interventions.
• The student's academic progress is monitored frequently to see if those interventions are sufficient to help the student to catch up with his or her peers.
• If the student fails to show significantly improved academic skills despite several well-designed and implemented interventions, this failure to 'respond to intervention' can be viewed as evidence of an underlying Learning Disability.
What are advantages of RTI? • One advantage of RTI in the diagnosis of educational
disabilities is that it allows schools to intervene early to meet the needs of struggling learners.
• Another advantage is that RTI maps those specific instructional strategies found to benefit a particular student. This information can be very helpful to both teachers and parents.
The steps of RTI for an individual case…
Under RTI, if a student is found to be performing well below peers, the school will:
1. Estimate the academic skill gap between the student and typically-performing peers
2. Determine the likely reason(s) for the student’s depressed academic performance
3. Select a scientifically-based intervention likely to improve the student's academic functioning
4. Monitor academic progress frequently to evaluate the impact of the intervention
5. If the student fails to respond to several well-implemented interventions, consider a referral to Special Education
System Prior to ChangeSpecial Education
General Education
Sea of Ineligibility
Changing Special Education: 1990s...Bridging the Gap
Special Education
General Education
Interventions
How We Conceptualize RTI
• More than identification for LD
• Emphasizes prevention and early intervention
• Premised on Data-based Decision-making for all learners within the system
• Assumes effective environments
• Requires instructional grouping
• Employs research-based strategies
• Operationalized as a fluid, non-static system
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Instructional Decision Making for Student Success
LEA Activity: Take the RTI Readiness Survey
• Form into pairs or small groups.
• Together, complete the RTI Readiness Survey.
• When finished, discuss your results and address these questions: – What areas of strength did you
identify?– What areas did you identify that
need work?– What would be your group’s top
three priorities in starting the RTI model in this school?
RTI Readiness Survey available at: http://www.jimwrightonline.com/pdfdocs/survey_rti_wright.pdf
For a comprehensive directory of up-to-date RTI Resources available for free on the Internet, visit RTI_Wire at:
http://www.jimwrightonline.com/php/rti/rti_wire.php
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