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Connecting to Serve All
Addressing Student Needs in an Addressing Student Needs in an Era Of New Content StandardsEra Of New Content Standards
1.How does this content area prepare students to be future ready?
2.How does this area connect to other content areas?
3.What are the implications for meeting the needs of all learners as related to this content area?
By the time many students hit middle school, disengagement has become a learned behavior. ~Keely Potter, Reading Specialist
• What do we want our students to learn?
• How do we know that they have learned it?
• What do we do if they have not learned it?
• What do we do when they already know it?
Four Critical Questions
“Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.”
•Council of Chief State School Officers’ (CCSSO)
Changing what we think of as “State Assessments”
This is what we’ve known
Summative
Interim Tools
Formative Processes
• Constructed Response• Performance Tasks• Computer Adaptive
Testing
Instructional Improvement System’s flexible tools to•Diagnose Needs•Check Progress•Use data
• NCFALCON • Online Writing Instruction • NC DIGINs • Professional Development
around Formative Strategies
+
Universal Design
Universal Design
Universal Design
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.
Universal Design for Learning (UDL)
Sharing Best Practice
UDL Principles
Principle 1:Representation
Principle 3:Engagement
Principle 2:Action and Expression
Principle I:
Multiple Means of Representation
Represent
Act/Express Engage
http://goo.gl/fvqJS
Principle 1:Representation
Multiple Means of RepresentationExamples: Manipulatives
Visual Displays
Anticipatory Guides
Graphic Organizers
Artifacts
Videos
Music
Movement
Text Readers
UDL requires Multiple Means of Representation.
Represent
Act/Express Engage
Multiple Means of Representation for ELLs
Non-verbal• Modeling
• Pictures
• Realia/Concrete objects
• Gestures
• Manipulatives
• Demonstrations
• Hands-on
• Picture dictionaries
Language Support• Word banks
• Word walls
• Labels
• Graphic organizers
• Sentence starters
• Sentence frames
Represent
Act/Express Engage
Principle II:
Multiple Means of Action and Expression
Represent
Act/Express Engage
http://goo.gl/Rvjod
Principle 2:Action and Expression
Action/Expression
Quick Draw Directions
• Use a sheet of paper to create an image/drawing that depicts a way that you provide students with opportunities to act or express themselves or their ideas.
http://goo.gl/dHJqh
22
Six-Step Partner
• Find a six-step partner and share ideas.
• Share an idea you like.
http://goo.gl/Vb2g8
UDL requires Multiple Means of Action and Expression.
Examples:
Thumbs Up/Thumbs Down
Gallery Walks
Pair/Share
Chalkboard/Whiteboard Splash
Response Hold-Up Cards
Quick Draws
Numbered Heads Together
Line-Ups
Represent
Act/Express Engage
Multiple Means of Expressing for ELLs
• Role-play
• Illustrations/ Drawings / Visuals
• Gestures
• First language
Represent
Act/Express Engage
Principle III:
Multiple Means of Engagement
Represent
Act/Express Engage
Principle 3:Engagement
Multiple Means of Engagement
UDL requires Multiple Meansof Engagement.
Examples:
Bounce Cards
Air Writing
Case Studies
Role Plays
Concept Charades
Response Hold-Up Cards
Networking Sessions
Simulations
Represent
Act/Express Engage
Multiple Means ofEngagement for ELLs
• Student Interaction
– Oral comprehension supports reading and writing development
– Differentiate Collaborative Activities
Represent
Act/Express Engage
BREAK
Universal Design
Just as there are strategies for assisting the ELL student, there are strategies to move the AIG student even further…
What do gifted learners need in order to maximize their
learning?
Table Talk
• How do the Common Core State Standards provide quality opportunities for high-end differentiation?
http://goo.gl/VPVY8
Gifted Education and new NCSCOS• An opportunity for growth and collaboration with regular
education and within the field of gifted.
• Students may access more rigorous standards throughout the day, which would impact direct gifted education services and ensure access to more advanced education throughout the day.– A rising tide raises all ships.
• Common Core State Standards align with and validate gifted education best practices, such as concept-based learning, integration of disciplines, and inquiry-based options.
Why Gifted Students Need Differentiated Learning
For most.…
•Faster pace of learning (2-3 repetitions)
•Ability to synthesize information within and across disciplines (conceptual understanding)•Intensity of learning in area of interest•Precocity for information•Asynchronous development: Vary in Needs and Strengths
Learning Needs of Gifted: Some, Not All:
1. Complexity: Abstract-thinking, Variety of concepts, subjects and strategies
2. Depth: Higher levels of thinking, concepts
3. Creativity: Open-endedness, choice
4. Acceleration: Rapid pacing, Focus on Growth
5. Relevance: Personal interest, Real-world problems and audiences, Connections
Where have you found success?
1. Complexity: Abstract-thinking, Variety of concepts, subjects and strategies
2. Depth: Higher levels of thinking, concepts
3. Creativity: Open-endedness, choice
4. Acceleration: Rapid pacing, Focus on Growth
5. Relevance: Personal interest, Real-world problems and audiences, Connections
Get One – Share One
Leigh Daniels AccelerationI love to use the Teachers’ Domain Middle Grades Literacy Initiative website to focus on acceleration opportunities for my students. This website gives students the opportunity to learn at their own pace. Students are provided with structured modules, yet they have choices about how they want to be assessed.
http://goo.gl/1RDZN
Universal Design
An Overview of RTI
RtINC 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.
Team Initiated Problem Solving (TIPS) Model
CollectCollect & Use& UseDataData
Develop Hypothesis
Discuss & Select
Solutions
Develop &ImplementAction Plan
Evaluate &Revise
Action Plan
Problem SolvingMeeting Foundations
Identify Problems
(Define & Clarify)
(Newton et al, 2009)
RtI Support
Universal Design
Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.
1.How does this content area prepare students to be future ready?
2.How does this area connect to other content areas?
3.What are the implications for meeting the needs of all learners as related to this content area?