universal design for learning , differentiation, rti region 4 pd leads

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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 - PowerPoint PPT Presentation

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Page 1: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

Universal Design for Learning, Differentiation,

RtI

Region 4 PD Leads

Page 2: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

Graphing Me

Page 3: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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

Page 4: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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!

Page 5: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

Serving All is a Process

Page 6: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

Individualized InstructionIndividualized

Instruction

Differentiated Instruction

Universal Design

Page 7: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

Universal Design for Learning

Page 8: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads
Page 9: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

Universal Design

Page 10: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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

Page 11: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

A Different Way

http://www.youtube.com/watch?v=bDvKnY0g6e4

Page 12: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

Meeting the Needs of ALL Learners

Page 13: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

Universal Design

Individualized

Instruction

Differentiated Instruction

Universal Design

Page 14: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

Representation

EngagementActions and Expressions

UDL

UDL Principles

Page 15: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads
Page 16: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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

Page 17: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

UDL requires:Multiple Means of Representation

Multiple Means of Representation• Manipulatives

• Visual Displays

• Anticipatory Guides

• Graphic Organizers

• Artifacts

• Videos

• Music

• Movement

• Text Readers

Page 18: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

Principle II: Multiple Means of Action and Expression:

Judy Augatti

Page 19: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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

Page 20: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

Principle III: Multiple Means of Engagement

Taps into learners’ interests, offers appropriate challenges, and increases

Page 21: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

UDL requires:Multiple Means of Engagement• Bounce Cards

• Air Writing

• Case Studies

• Role Plays

• Concept Charades

• Response Hold-Up Cards

• Networking Sessions

• Simulations

Page 22: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

With UDL more students are:

• Engaged

• Learning

• Achieving

• Motivated

Page 23: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

Differentiated InstructionIndividualized

Instruction

Differentiated Instruction

Universal Design

Page 24: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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

Page 25: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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.

Page 26: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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…

Page 27: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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.

Page 28: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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

Page 29: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

When the switch is in the LOWposition:•Brain waves are in the sleepposition•relaxation•off-duty•depression•Bright kids who aren’t learning

Page 30: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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!

Page 31: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

What does all this mean?Two adverse conditions are dangerous:

1. Anxiety – when we expect too much

2. Boredom – when we expect too little

Page 32: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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)

Page 33: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

What does a differentiated classroom

look like?

Page 34: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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

Page 35: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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

Page 36: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads
Page 37: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

Preschool children can “Dump their Brain” in a modified way: Show me all the ways we can

make “three.”

+ = 3

three

Page 38: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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.

Page 39: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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

Page 40: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

Student choice is KEY!

Students work in the learning style that suits them best.

Students work at a comfortable level of readiness.

Page 41: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

Some important strategies for students:

Tiered Lessons

Cubing

Anchor Activities

Page 42: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads
Page 43: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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.

Page 44: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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

Page 45: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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

Page 46: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

What Is Tiered Instruction?

• “Tiered instruction is like a wedding cake; all one flavor, same color icing but multi-layered”

Page 47: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads
Page 48: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads
Page 49: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

Offer a different task at varying degrees of difficulty on each side of the cube.

Page 50: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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

Page 51: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

• 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:

Page 52: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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.

Page 53: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

Individualized InstructionIndividualized

Instruction

Differentiated Instruction

Universal Design

Page 54: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

“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?

Page 55: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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.

Page 56: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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.

Page 57: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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.

Page 58: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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

Page 59: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

System Prior to ChangeSpecial Education

General Education

Sea of Ineligibility

Page 60: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

Changing Special Education: 1990s...Bridging the Gap

Special Education

General Education

Interventions

Page 61: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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

Page 62: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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

Page 63: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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

Page 64: Universal Design for  Learning , Differentiation,  RtI Region 4 PD Leads

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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Questions?