- UDL (universal design for learning)
o Website CAST
§ UDL at a glance.
o Minimizes barriers, maximizes learning
o How, what, and why
§ Recognition (what), skills and strategies (how), caring and prioritizing (why)
· The brain networks.
o Engagement (why) why should my kids care about this lesson, representation (what)what am I using to teach this lesson, action and expression (how) how are they expressing their learning to me
I have utilized a UDL philosophy to critique and improve a planned lesson of instruction.
I have utilized a UDL philosophy to critique and improve a planned lesson of my instruction.
Identifying Barriers on a Past Lesson Plan that was used in EDJH with 6th-grade students.
Barrier: Students may not be able to read a map or see the different colors on the map. It is not identified if the preconstructed map is on paper or digitized.
Assessment Strategy Day 1:
Did not identify if the Bell Ringer would have closed captions or if students could work together if students need help reading, or with auditory differences.
Too many standards for one lesson.
Do students have the option to complete their summative assessment on their computers?
Their summative assessment was to complete a timeline. Did students have the option to type their paragraph responses on computers or did they only have the option to handwrite them?
Presentation over content needed to be more engaging.
Too much information on the slides and the font was too small.
Add more pictures.
Pictures that engage students/ have students ask questions about them but guide them with a leading question about the photographs.
9/1/23
I have now officially done the following: adapted a lesson plan of my creation to differentiate and support students with multiple IEPs.
RTI (Response to Intervention)
o Put into place to help document a student’s needs to then receive services.
o 1. Classroom supports (differentiation, ex. quizzes, tests, observations)
o 2. Intervention, Cross Class/ Group (w/ other teachers)
§ Ex. IEP meeting
o 3. Refer to Services
- Reviewing an IEP
o What does it contain?
10/17/23
Learning Objectives Activity:
I have now learned what a well-rounded and well-written Learning Objective looks like and consists of. I now know how to write a well-rounded and well-written Learning Objective that will be beneficial to my students.
10/18/23
I have now officially done the following: differentiated aspects of my lesson plan in terms of differentiation by ability and differentiation by readiness.
Skills: Understood and have lesson planned a differentiated lesson plan utilizing Sternberg's Triarchic teaching (differentiation by learner profile).
Tiering
Useful Instructional Strategies that Support Differences in Readiness.
Always start with what you believe will challenge your most able learners.
Tiered activities, tiered tasks, tiered products.
In a heterogeneous classroom:
Teachers use varied levels of activities to ensure that students explore ideas that build on their prior knowledge and help them continue with growth.
5 Non-Negotiables for Differentiation
An environment that supports learning.
High-quality curriculum that focuses on understanding.
Ongoing assessment to inform instruction!
Instruction that responds to student differences.
Leadership and flexible classroom management.
Getting to readiness?
How do we know what type of knowledge students have? Need to have?
Reading level.
English-Language proficiency.
IEPs.
Interest in a topic.
Learning profile mismatch with a given task.
Assessment to Guage readiness (content knowledge)
Diagnostic (won't be used very often).
Formative.
Summative.
Types of Knowledge and Learning:
Foundational to Transformational
Readiness to process new information.
Do students need new foundational knowledge? Is the topic entirely new to them?
Do students already have pre-knowledge?
Concrete or Abstract
Understanding of material/ concrete items.
Application of concrete knowledge to abstraction.
Simple to Complex
Big picture evolves and moves to details
Skeleton first, then the nerves.
Differentiation
Differentiation in tiering levels for readiness
1. Above (stretch kids).
2. At.
3. Approaching (kids that are not yet at the standard and struggling with proficiency).
We learn where students are at and where they should be because of DATA!
3 Main Ways to Differentiate
Learner Profile.
Readiness.
Ability.
Examples of Differentiating:
Flexible Grouping (ability and readiness).
Ongoing Assessment.
Respectful Tasks.
A Positive Learning Environment.
Creating Dependency to Independency.
Cube Idea
Read: means stop and that the student needs help.
Yellow: means that the student has a question and can wait a moment to ask it.
Green: means that the student is good for the time being and does not need help.
Fist to Five
Fist: student physically makes a fist and it represents that they are lost/have no idea what they are doing.
1-5 fingers held up: 1 being they are lost and five being they are doing well and understand what is occurring, and do not need help.
Different Grouping Activities