Presented at MACULThe Michigan Association for Computer Users in Learning

March 6, 2008

Gayle UnderwoodTechnology Integration Consultant

Allegan Area Education Service AgencyMichigan Integrated Technology Supports

Darryl RobbinsState Improvement Grant Partner Educator

Office of Special Education and Early Intervention ServicesEducational Consultant

Michigan Integrated Technology Supports

Thanks for coming! Get this power point online at: http://protopage.com/

gunderwood#My_public_category/Macul_08

Or search for it at slideshare.net

Dee’s email: ◦ MRDROBBINS@aol.com

Gayle’s email: ◦ gayle.underwood@gmail.com

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Teachers must deliver instruction to diverse groups of students who come from a variety of cultures with varying languages, learning styles, abilities and disabilities.

These students are included in the General Education classroom.

Educational demands are on the rise◦ Shift from acquiring knowledge to integrating knowledge◦ Higher curriculum standards◦ All students are held to the same standards

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No Child Left Behind (NCLB) state assessment participation rate.

Adequate Yearly Progress (AYP) disaggregate subgroups, 1% participation cap.

Individuals with Disabilities Education Act of 2004 (IDEA 2004) ◦ Match state benchmark and standards ◦ Access for every student

Response to Intervention (RtI) Equity In Every Instructional Opportunity (EIEIO)

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◦ with good curriculum,◦ flexible materials,◦ engaging assignments and◦ built in universal access features

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All students need to be able to:

Recognize information, ideas, and concepts,

Apply effective strategies to process the information and

Be engaged in the process.Vygotsky

When the task is too difficult for the learner

When the task is too easy for learner

ZONE OF PROXIMAL

DEVELOPMENT

Right amount of support

KEEP and modify

High engagement

Challenge is appropriate

Universal Design for Learning (UDL) is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning.

UDL calls for the design of curricula with the needs of all students in mind, so that methods, materials, and assessment are usable by all.

UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.

•Universal does NOT suggest that there is a single solution that works for everyone.

•Employs Flexibility

•Includes Alternatives

•Sets Appropriate Goals

•Separates the Goal from the Methods

•Fixes the Curriculum NOT the Learner

Learning Difference

s

TheLearning

Brain

Recognition

Networks Strategic Networks

Affective Networks

UDL is based on the 3 key networks of the brain. They are all interconnected.

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KEEP Recognition networks

Gathering facts. How we identify and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks—the "what" of learning.

Strategic networksPlanning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks—the "how" of learning.

Affective networksHow students are engaged and motivated. How they are challenged, excited, or interested. These are affective dimensions—the "why" of learning.

Center for Applied Special Technologies, CAST

www.cast.org

Recognition

Provide multiple examples

Highlight critical features (Big Idea)

Provide multiple media format

Support background context knowledge

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Center for Applied Special Technologies, CAST

www.cast.org

Strategic

Provide flexible models of skilled performance. (conspicuous strategies)

Provide opportunities to practice with scaffolds. (supported practice)

Provide on-going relevant feedback.

Offer flexible opportunities to demonstrate skill.

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Center for Applied Special Technologies, CAST

www.cast.org

Affective networks – located at core of brain

Offer choices of content and tools.

Offer adjustable levels of challenge.

Offer choice of rewards Offer choice of learning

context.

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Center for Applied Special Technologies, CAST

www.cast.org

Provide students with multiple means of presentation. (supports recognition network)

Provide students with multiple means of expression. (supports strategic network)

Provide students with multiple means of engagement.(supports affective network)

UDL promotes the use of new technologies to help students, but there are many ‘UDL’ strategies that don’t use technology.

Checking for understanding-paper throwmultiple means of expression, engagement

Highlighting critical features (not cheating!)

multiple means of presentation

Sticky notes, highlighter tape, concept mapstapping into recognition network to support understanding

Provide choicesMultiple means of expression

ScaffoldingFinding the tools to get the job done

Highlight critical features (Big Idea)

Provide multiple media format

Support background context knowledge

Microsoft Word has a feature called ‘auto summarize’

Used inexpensive MP3’s—still cool; much easier to manage than Ipods!

Student’s are in charge!

Activities: audio book, teacher’s grade papers, students projects (study guide with visual support)

I, ___________________________________, do solemnly swear to take good care of the MP3 player assigned to me. I promise to return it in perfect shape to Mrs. Laughlin by ___________________________. I also promise to use my own headphones for this MP3.

In addition, if I should somehow damage this MP3, I promise I will pay the replacement fee of $35.00 to Mrs. Laughlin.

I have checked out number _______________ MP3.

“…I enjoyed listening to the mp3 player while I was getting ready for bed, looking for clothes to pack…I would love to use one for review for another class anytime”

“…it was a lot easier than reading the whole book”

“…the mp3 player makes it easier to comprehend.”

“These mp3 were very useful when using these I was able to also clean my room and do laundry.”

"I liked it because it helped meunderstand what I did wrong.  It was easier than reading comments by theteacher.“

"amazing” "I thought it was one of the best

experiences in my English classes.  It made it fun to learn.“

"It was easy for me to know what I didwrong."

               

One way to help support background knowledge is to show video clips of familiar activities and relate it to the concept you are trying to teach.

For example, if you are teaching Force As you recall….Newton stated that change of motion is caused by forces. In

other words force is “something” which can change the state of motion.

A video on tug of war would be a great discussion starter. http://www.youtube.com/watch?v=ApORwKIQYAM

Academic videos are on TeacherTube –finding the right video is easier

Google video and TeacherTube get most of their videos from YouTube—will still be blocked

Zamzar will convert videos from google and Youtube but NOT Teacher tube.

Bottom line is, you will have to be able to work from a computer that isn’t blocked.

Included in a 5th class Working at a 1-2 grade level Every student in class goes to lab and works

on their Districts software for DI. Software is to high for her. Created her own protopage so she is doing

similar activities as her peers. http://

protopage.com/gunderwood#My_public_category/Lorna

Provide flexible models of skilled performance. (conspicuous strategies)

Provide opportunities to practice with scaffolds. (supported practice)

Provide on-going relevant feedback.

Offer flexible opportunities to demonstrate skill.

Provide flexible models of skilled performance. (conspicuous strategies)

http://protopage.com/gunderwood#My_public_category/Math

http://protopage.com/gunderwood#My_public_category/Science

Provide on-going relevant feedback.

Using Wiki’s and Blogs teachers can easily provide feedback to students’ projects◦ http://spfractions.wikispaces.com/ (Math Wiki)

◦ http://blogs.oaisd.org/wiki/doku.php?id=myrmel:student_pages (3rd Graders Wiki)

◦ http://gayleincyprus.blogspot.com/ (My blog during my trip to Cyprus)

Offer flexible opportunities to demonstrate skill. Students should be able to use their

technology skills creatively! www.voicethread.com (ppt on steroids)

www.YouTube.com (create your own video right from the YouTube site or use cheap, so-easy-to-use-even-a-teacher-can-use-it video camera)

Students love technology so it’s easy to get them engaged!

Third Grade Fluency Site Words ppt.

Offer choices of content and tools

Offer adjustable levels of challenge

Offer choices of content and tools. Check out the difference between these 2

sites: www.CNN.com vs http://Current.com Which site do you think students would rather

get their current events??? Audacity-http://audacity.sourceforge.net/

download/ Free software to create and edit audio files

◦ http://www.edhsonline.org/other/audacity/ tutorial◦ Students just need a microphone.

Offer adjustable levels of challenge Moodle-”a course management system

(CMS) - a free, Open Source software package designed using sound pedagogical principles, to help educators create effective online learning communities”

The ‘group’ feature in Moodle allows you to provide different activities (including tests) to different students.

http://docs.moodle.org/en/Groups

Thanks for coming! Get this power point online at: http://protopage.com/

gunderwood#My_public_category/Macul_08

Or search for it at slideshare.net

Dee’s email: ◦ MRDROBBINS@aol.com

Gayle’s email: ◦ gayle.underwood@gmail.com