Embedded Files
Research
Research
Through the use of Universal Design for Learning (UDL) supports, students will explore the process of food elaboration from farm to factory to consumer and come to understand that food comes from dairies, fields, and animals rather than just the supermarket.
Read Aloud - Las tortillas del burro
This story is a fun way for students to see the process of changing maize into tortillas. This, along with the observation of real, dry corn, will hook students and increase engagement. As the story progresses, students will be encouraged to ask and answer questions, make predictions, and actively engage in other group reading activities.
Gallery Walk - Los platillos del maíz
In this hands-on gallery walk students will work to meet several goals. First and foremost, they will participate in the walk with their peer buddy, which will encourage peer to peer interactions and connections. As they move from station to station, students will be exposed to new information. Each new station will require that students not only participate in collaborative conversations, but also that they practice phonemic awareness by repeating the name of each dish and breaking the word into syllables.
Group Discussion
This discussion will allow students the time to synthesize their learning. They will be able to speak about their experience, share their likes and dislikes and practice using kind and respectful language. At its conclusion, students will be able to vote for their favorite food using a chart and tally marks.
Inquiry Cycle
Inquiry Cycle
Equity Theme:
How can we utilize Universal Design for Learning (UDL) to increase access to content, encourage peer to peer interactions and help foment peer to peer connections?
Hypothesis:
If we implement a variety of UDL supports (including peer buddies, visuals, multiple means of expression and task cards), while students actively engage in understanding the true origin of the foods different cultures consume and using kind, accepting and respectful words to express their opinions, then students will be able to access content through peer to peer interactions that result in peer to peer connections, as evidenced by student participation in a peer buddy gallery walk and group discussion.
Reflection
Reflection
We want students to be able to use kind, respectful and accepting language when referring to culturally different foods that they may or may not be familiar with. To do this we will introduce sentence frames that students will use during their gallery walk as one of their tasks. Prior to the lesson, students will participate in a series of culturally sensitive children’s books about food identity in order to explore how food is different in different communities and parts of the world.
PDSA 1
PDSA 1
The change idea: Peer Buddies
The change idea: Peer Buddies
Social buddies - pairing students who struggle with connection up with students who are connectors. We created thoughtful pairings with the students in class based on their social and academic abilities to help compliment their strengths and areas of growth.
Implementation:
Implementation:
Moved focus students around to sit next to focus friends
Buddies working together over a couple of days in small groups
Had conversation with students beforehand about the purpose of buddies
Outcomes:
Outcomes:
Something we learned is that buddies can be helpful when given guidance in the classroom
Having someone assigned directly to support them, lessened the idea that the teacher has to be there to constantly support high needs students
It teaches responsibility to buddies
We are hopeful he buddies are learning empathy
PDSA 2
PDSA 2
The change idea: Positive Interdependence
The change idea: Positive Interdependence
Highlight student strengths and encourage academic dialogue by students working with each other towards a common goal
Implementation:
Implementation:
Implement a counting round robin within our established buddy system to highlight student strengths and have students teach each other counting.
Outcomes:
Outcomes:
Buddies used their own interpersonal skills to help lift up the other partner’s skills.
Students are working towards relying on others so that they can learn from one another.
Lesson Study
Lesson Study
Lesson Goal: Students will understand that many dishes can come from one source and that most of our food comes from living things found on farms. They will be able to participate in partner discussions regarding food and will use respectful and sensitive language to express their thoughts about different foods.
Lesson Standards:
SL.TK.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
SL.TK.1.a. Follow agreed upon rules for discussion
SL.TK.6. Speak audibly and express thoughts, feelings, and ideas clearly.
RSL.TK.1. With prompting and support, answer questions about details in a text.
RFS.TK.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
RFS.TK.2.b. Count, pronounce, blend, and segment syllables in spoken words.
Diversity 6. Students will express comfort with people who are both similar to and different from them and engage respectfully with all people.
Task: Students will participate in a gallery walk, where they will have the opportunity to sample culturally different dishes that all originate from one source: corn. They will complete this walk with their peer buddy and will use a task card/punch card to help guide their walk. Students will then participate in a discussion about the foods they explored and vote on which was their favorite.
Data Collection Plan: Task/Punch card: Students will carry with them a task card outlining what they should accomplish at each station. Each task is designed to be completed with a peer buddy. Once each step is accomplished, students will receive a stamp. Students will receive 4 stamps for each station—assuming they complete every task. Punch cards will be collected at the end of the activity.
UDL Strategies:
UDL Strategies:
Sentence Frames
Task/Punch Card
"I go/we go/you go"
(Peer Buddies)
Visual Aids
Focal Students
Focal Students
Focal Student 1:
Focal Student 1:
FS1 was distracted and needed redirection at first, but his peer buddy was doing a great job at redirecting and supporting him. His buddy and classroom adults prompted and supported in transitions. FS1 was fidgeting in his seat for most of the lesson. He seemed to be a bit overstimulated by the whole experience, but he was trying his best to follow the expectations. He actually covered his ears when it came to the bell as a transition. Another noticing was that he only tried the tortillas. For the most part, he was responding in English except when he was repeating what someone said. Sentence frames helped. He followed the expectations when prompted. He also responded with I need to throw up instead of the sentence frames at first, but was able to correct himself with prompting.
Focal Student 2:
Focal Student 2:
FS2 usually has difficulty making friends, struggles with sensory overload, and he usually responds unexpectedly. We wanted to help him access the content and make friends. He was really engaged in the activity. He wasn’t crying or having a sensory overload. He listened to directions and followed the expectations. He tried all the food and was a risk taker in trying lots of food. He communicated with his body, he responded in other ways. He tried all of the foods. His peer buddy was absent, but he had a new peer buddy for this activity. Students could access the learning through teachers and eating the food. I could see the UDL with multiple means of representation, engagement and expression in this lesson study. FS2 heard the word arepas, saw it in the picture, and it made people be able to see the learning in different ways. He didn’t get disengaged or start crying. He tried everything, was engaged and took risks! He ate everything and at the end he found his favorite food with sugar pan de maiz! It was great to use fingers or claps for the food. He was able to try out things and learn from this lesson. Tasting the food was an essential component for him. He will not forget what an arepa is!
Focal Student 2:
Focal Student 2:
FS3 had a difficult time engaging with the content. He was disengaged most of the time because he was more interested with what was going on around him rather than the activity. He responded when there was a lot of prompting. He was fidgety and was looking at other things that were more interesting. He seemed to have sensory overload, and even stamped his own passport! He didn’t try any of the foods, but he did say some of the words back with the sentence starters. He did become more engaged with the class discussion when his peers shared in front of the class.
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