A mistake we often make in education is to plan the curriculum materials very carefully, arrange all the instructional materials wall to wall, open the doors of the school, and then find to our dismay that they’ve sent us the wrong kids.

(Crawford, fcrr)

When a teacher tries to teach something to the entire class at the same time, chances are, one-third of the kids already know it;

one-third will get it, and the remaining third won’t. So two-thirds of the children are

wasting their time.

Lillian Katz

• As a student, I was in the 1/3 who…• As a teacher, I was in the 1/3 who...• As a parent, my child is in the 1/3

who…

Reflect on this quote by completing these phrases:

Activity

Brain Compatible Strategies

  Truth – Truth – LieLike some of the others on this list you

may have used this before. Remember that the bigger your

repertoire the more options you have “in the moment.”  Have students in

groups of three or more. Each comes up with two truths and one lie. These

can be personal or content based. This is another way to check for

understanding and review content. They try to determine which is the lie.

0707.3.1 Process of Photosynthesis - Associate the fundamental processes of photosynthesis and respiration with appropriate cell structure

Materials and Methods Student Qualities Potential Barriers/Missed Opportunities

Printed textbook Kevin—Low visionBill—Loves computer graphicsBrian—Limited English

Difficulty seeing small textTextbook does not tap into this interest and skillDifficulty decoding and understanding the word meaning 

Lecture/whole class presentation

Jose—Limited EnglishHelen—Home problemsKiwa—Loses focus, dreams

Difficulty comprehending meaningMay not engage with material, distracted from listeningMay not engage with material, distracted from listening 

Library research Brian—Organizational problemsKiwa—Trouble with key concepts

May have trouble keeping track of what he is learningMay not be able to abstract the important content for project 

Written report Sarita—Poor writing mechanicsJake—Talented at drawing

Difficulty expressing her ideas effectivelyDoes not tap into Jake’s drawing skill 

Graphic Organize Phillip—Fine motor problems Drawing is physically arduous—may not engage him 

Oral report Jorge—Saxophone playerBrian—Easily discouraged

Does not tap into Jorge’s musical talentMay intimidate Brian

Independent project 

James—Strong leadership and collaboration skillsHelen—Distracted, personal concernsElizabeth—Deep knowledge of plants

Context won’t draw on his leadership and collaboration skills.  Helen could have difficulty working alone. 

Curriculum Barriers Model TemplateGrade: 7 Teacher: Mr. Bordan Subject: Science Standard: Goal: Research and present information Process of Photosynthesis

Snowball Game Number a sheet of paper 1-7 DO NOT include your name Answer these questions:

1. I like country music? Yes or No2. I grew up in a home with both biological

parents? Yes or No3. I am considered short? Yes or No4. I like Sushi? Yes or No5. It’s important to do the right thing in all

circumstances? Yes or No6. I was the first one in my family to graduate

from college? Yes or No7. I excel at sports? Yes or No

Reflection

• Which questions relate to your diverse interests?

• Which questions relate to your diverse background?

• Which questions relate to your diverse physical characteristics?

0707.3.1 Process of Photosynthesis - Associate the fundamental processes of photosynthesis and respiration with appropriate cell structure

Materials and Methods Student Qualities Potential Barriers/Missed Opportunities

Printed textbook Kevin—Low visionBill—Loves computer graphicsBrian—Limited English

Difficulty seeing small textTextbook does not tap into this interest and skillDifficulty decoding and understanding the word meaning 

Lecture/whole class presentation

Jose—Limited EnglishHelen—Home problemsKiwa—Loses focus, dreams

Difficulty comprehending meaningMay not engage with material, distracted from listeningMay not engage with material, distracted from listening 

Library research Brian—Organizational problemsKiwa—Trouble with key concepts

May have trouble keeping track of what he is learningMay not be able to abstract the important content for project 

Written report Sarita—Poor writing mechanicsJake—Talented at drawing

Difficulty expressing her ideas effectivelyDoes not tap into Jake’s drawing skill 

Graphic Organize Phillip—Fine motor problems Drawing is physically arduous—may not engage him 

Oral report Jorge—Saxophone playerBrian—Easily discouraged

Does not tap into Jorge’s musical talentMay intimidate Brian

Independent project 

James—Strong leadership and collaboration skillsHelen—Distracted, personal concernsElizabeth—Deep knowledge of plants

Context won’t draw on his leadership and collaboration skills.  Helen could have difficulty working alone. 

Curriculum Barriers Model TemplateGrade: 7 Teacher: Mr. Bordan Subject: Science Standard: Goal: Research and present information Process of Photosynthesis

Are they Ready?

SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1992–2000 Reading Assessments.

SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1992–2000 Reading Assessments.

Significantly different from 2000.

Reading Scores Nationwide are Flat; Do You Have a Theory?

National Literacy Crisis

Below Basic Basic Proficient/Advanced

42%

29% 29%

8th Grade Students (2005)

(Source: National Center for Education Statistics)

Reading Math

32%29%

39%

Readers are Leaders

• Many factors exist that affect the degree of success or failure.

• Some are beyond the control of the teacher and the school staff

Think About It

My only skill is taking tests.

The Achievement Gaps Continues…Comparison of CST Math Achievement Over Time By Demographic Groups

0%

10%

20%

30%

40%

50%

60%

Year and Grade

Perc

en

t P

rofi

cien

t or

Ad

van

ced

All Students

Econ Disadv (55%)

Parent no college(35%)

EL (20%)

African Am. (7%)

Latino(46%)

Students from traditionally underserved demographic population continue to under-achieve over the past 7 years.

Data from star.cde.ca.gov

“I see trouble with algebra”

International Studies of Mathematics

• What’s the most common criticism of U.S. Mathematics?

• A mile wide and an inch deep.

Making Sense????

Sample 8th grade problem I

373 - 194

a) 179b) 189

c) 221d) 289

94% correct

Sample 8th grade problem III

If John drives his car at an average speed of 50 miles per hour, how long will it take him to drive 275 miles?

a) 5 hours, 5 minutesb) 5 hours, 25 minutesc) 5 hours, 30 minutesd) 2 hours, 5 minutes

32% correct

23

4 Reasons for U.S Decline4 Reasons for U.S Decline

1. The language of math matters! Building number connections centered around a base-10 principle is crucial in the development of mathematical efficiency when problem solving.

2. Dry and boring material. Mathematical skill building needs to be FUN, and therefore needs to be presented in the format of games and activities.

3. Too much focus on the answers. In order to become facilitators of mathematical knowledge, students should practice multiple methods of problem solving from both a visual-spatial and verbal approach.

4. Time on task. Most elementary math instruction occurs in the afternoon, just 45 minutes per day.

http://www.sciencecartoonsplus.com/contact.htm

Universal Design for LearningA Paradigm Shift:

The Curriculum is Broken

CONCEPTUAL SHIFT

FROM:

Fixing the student

TO:

Designing the curriculum for all students

Meet Lisa

© CAST, Inc.

Disabilities?

Disability

• Something that hinders, prevents, or

restricts normal achievement (barrier)

American Heritage Dictionary, 2006

Where are the Disabilities?

Universal Design for LearningMinimizing barriers

and

Maximizing opportunities for ALL learners

All students have different learning needs, abilities, and preferences

The Challenge

Why UDL?

• Too many students

• Diverse student needs

• Lack of instructional time

• Lack of resources & supports

• Rigid curriculum & instructional materials

• Cost of time & money for retro-fitting

Origins of Universal Design for Learning (UDL)

UDL believes that “barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.”

Teaching Every Student in the Digital Age, p. vi

Origins of Universal Design for Learning (UDL)

Origins of Universal Design for Learning (UDL)

Definition:

UDL is an educational approach to teaching, learning, and assessment, drawing on new brain research and new media technologies to respond to individual learner differences.

37

UDL Definition – a closer look

UDL is an educational approach to teaching, learning, and

assessment, drawing on new brain research and new media technologies to

respond to individual learner differences.

method

research

21st century technology

ALL

students

All learners are unique and

universal does not mean

“one size fits all”

UDL and the Learning Brain

Uniqueness of the Brain Each brain is unique

because of the genetic makeup and its

experience

• Monday

•Shopping

• Men

• Michael Douglas

Each Brain is Unique

• We are products of genetics and experience

• The brain works better when facts and skills are embedded in real experiences

4

43

Why is UDL important to my students?

44

Helps Students:

Participate in activities.

45

Helps Students:

make progress toward mastery and IEP goals.

46

Helps Students:

Work independently.

47

Helps Students:

Feel like successful learners.

48

Helps Students:

Succeed on state assessments.

49

Universal Design does not remove academic challenges;

it removes barriers to access.

Simply stated, Universal Design is just good teaching.

5%

10%

20%

30%

50%

75%

90%

GroupGroup DiscussionDiscussion

ReadingReading

Teach Teach Others/Immediate Others/Immediate Use of learningUse of learning

DemonstrationDemonstration

AudiovisualAudiovisual

LectureLecture

Practice by DoingPractice by Doing

Average Retention Rates after 24 Hours

What we retain…

Multiple Learning Styles

We Tend to Remember Level of InvolvementReading

Hearing Words

Looking at Pictures

Watching a Movie

Looking at a Exhibit

Watching a Demonstration

Seeing it Actually Done

Participating in a Discussion

Giving a talk

Doing a Dramatic Presentation

Simulating the Real Thing

Doing the Real Thing

10%

20%

30%

50%

70%

90%

VerbalReceiving

ReceivingVisual

Participating

Doing

P

A

S

S

I

V

E

A

C

T

I

V

E

The Cone Of Learning

People generally retain

10% of what they read

20% of what they hear

30% of what they see

50% of what they see and hear

70% of what they say

90% of what they do and sayConclusion: Methods that stimulate the widest variety of senses will generally be the most effective instructionally Innovation

Abstract, vol. No. 25

Vernon A. Magnesen, author

Discussion Question

The majority of learners prefer to gain information using:

a. Kinesthetic methods

b. Visual methods

c. Tactile

d. Auditory methods

e. Technology

f. Multi-modal methods

Learning StylesVisual

Auditory

Tactile

Kinesthetic

Technology

“Have some respect for my learning style!”

“As we start a new school year, Mr. Smith, I just want you to know that I’m an Abstract-Sequential learner

and trust that you’ll conduct yourself accordingly!”

HOW DO INDIVIDUALS PROCESS INFORMATION?

SIGHT

HEARING

TOUCH

TASTE

SMELL

HOW DO INDIVIDUALS PROCESS INFORMATION?

SIGHT - 75%

HEARING - 13%

TOUCH- 6%

TASTE - 3%

SMELL - 3%

Information Flow

• Eyes 10,000,000

Sensory System

TotalBandwith

(Bits/sec)

ConsciousBandwith

(Bits/sec)

• Ears 100,000

• Skin 1,000,000

• Taste 1,000

• Smell 100,000

40

30

5

1

1