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Building Success into the K- 12 Journey Susan M. Connolly Combined Summer Institute 2009 Universal Design for Learning.

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Presentation on theme: "Building Success into the K- 12 Journey Susan M. Connolly Combined Summer Institute 2009 Universal Design for Learning."— Presentation transcript:

1 Building Success into the K- 12 Journey Susan M. Connolly Combined Summer Institute 2009 Universal Design for Learning

2 The Beginning…

3 The Destination Prepared for LIFE!

4 The Educational Journey Learning experiences Based upon a common set of standards Designed to enable each child to engage in the experiences……….. AND SUCCEED!

5 Challenges All students face challenges

6 Appropriate Level of Challenge To challenge a child appropriately is an essential part of the process What is appropriate challenge? Zone of Proximal Development IndependentWith support ≤ ZPD ≥ (Vygotsky, 1962)

7 An Easy Way to Remember….. Goldilocks Principle! “Not too difficult, not too easy, but just right!”

8 Hazards Along the K-12 Journey

9 The Hazards Many factors CAN become hazards Vary according to the child Vary in impact

10 Examples of Hazards Learning experiences….  Require knowledge or skills missing or inconsistently present  NOT considerate of the child’s learning strengths and learning challenges  NOT considerate of the child’s special needs

11 Roadblocks

12 Hazards + Roadblocks = Missed Connections Incomplete understanding Carry forward from school year to school year Ripple effect

13 Universal Design for Learning Neuroscience Research Informing Educational Decisions

14 Universal Design for Learning Designing curriculum with access in mind Learning experiences designed to support individual learning differences using multiple, flexible means

15 History of Universal Design

16 Universal Design in Education Access to the curriculum Multiple sources of content Multiple formats and media Multiple options (choices)

17 The Learning Brain 1 trillion neurons and 10 trillion connections create a dense and complex network 3 primary, specialized sub-networks, functionally distinguishable yet highly connected Equally essential in learning

18 Neuro-networks and Learning (L. Vygotsky) 3 networks parallel conditions for learning  Recognize information to be learned  Apply strategies to process that information  Engage with the learning task (Lev Vygotsky as referenced in Meyer & Rose, (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD, Virginia.)

19 Universal Design for Learning: Network Functions Recognition Networks  Function: Assign meaning to patterns  In classroom: Identify, understand, classify ideas and concepts Strategic Networks  Function: Plan and generate processes - cognitive or physical  In classroom: Organize, decide how to proceed, execute, and reflect on all tasks and processes Affective Networks  Function: Evaluate patterns and assign emotional significance  In classroom: Motivation to participate in and engage with tasks and learning; Sense of self and abilities; Confidence

20 Implementing UDL Understand the the strengths and challenges of each child Understand the potential barriers in the curriculum Design learning experiences to support the networks & minimize barriers

21 Recognition Networks To see connections To recognize patterns To identify, name, classify Tasks

22 Strategies to Support Recognition Learning  Connect to student’s background knowledge and experiences  Use a variety of media and formats  Provide multiple examples  Highlight critical features

23 Strategic Networks To plan or execute any action, skill or process Tasks

24 Strategies to Support Strategic Learning Scaffolds: Practice with support On-going, relevant feedback Models of skilled performance in variety of contexts Flexible opportunities to demonstrate learning

25 Affective Networks Engage with learning Participate in environment Understand why the task is important Responsible for

26 Strategies to Support Affective Learning Choice of content and tools Adjustable levels of challenge Choice of context Choice of how to demonstrate learning OR

27 Designing Learning Experiences the UDL Way Let’s Try It!

28 Our Classroom

29 Our Process Learning experience “traditionally designed” Decide if your student can be successful Hold up the appropriate signal

30 Our Traffic Signals Appropriate for student Support or change needed Student cannot complete task

31 Re-designing the Experience with UDL The learning experience will then be re-designed to reflect principles of UDL Re-evaluate: Now can your student succeed? Hold up the appropriate signal.

32 Example 1: Social Studies Grade 4 WA GLE 4.3.1 Understands that there are multiple perspectives regarding the interpretation of historical events and creates an historical account using multiple sources.

33 Example 1: Goal Students will construct an historical account of Lewis and Clark’s exploration of the Pacific Northwest using evidence from artifacts and primary sources, such as journal entries. WA GLE 4.3.1 Example

34 Examples of Traditional Learning Experiences Read from text on Lewis & Clark Answer text questions Read diary excerpts Write summary of diary excerpts Complete worksheets on analyzing pictures of artifacts Prepare written report on Lewis & Clark

35 Supporting Recognition Networks Listen to audio version of text while following along Watch short video clip Read article at a different reading level Listen to guest speaker acting the part of Lewis or Clark

36 Supporting Strategic Networks Work with a partner to discuss questions Complete or create a graphic organizer of key concepts Create a drawing/map/diagram Use a teacher-created scaffold to guide the research processteacher-created scaffold

37 Supporting Affective Networks Students choose the media/format for the historical account  Written report  Drawings, cartoons, diorama, etc  Create a video: historical fiction or documentary  Create a radio program script Students can work alone, with a partner, or a small group

38 Example 2: Science Grades 2-3 WA GLE 2-3 LS1A Describe the life cycle of a common type of plant (e.g., the growth of a fast-growing plant from seed to sprout, to adult, to fruits, flowers, and seeds).

39 Traditional vs. UDL Read from text Listen to teacher present information Research individual plants Create written report Draw plant life cycle Electronic media Graphic organizers; partially completed outlines and pictures Research scaffolds: tagged web sites, process scaffolds Presentation, story board, video, concept map, etc, as alternatives to written report Electronic media and tools for drawing/creating pictures TraditionalUDL

40 YOUR turn! Work with a partner. Be prepared to share!

41 Example 3: Literature WA EALR 2: The student understands the meaning of what is read Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.

42 Examples of Traditional Learning Experiences Text: Tuck Everlasting by Natalie Babbitt Read a section together Summarize Discuss Answer questions

43 Thinking Reader An electronic alternative Utilizes authentic literature Human voice Supported environment 7 research-based reading strategies

44 Where can I Learn More? Rose, David H. & Meyer, Anne. (2005) Teaching every student in the digital age: Universal Design for Learning. ASCD: Virginia.

45 The end, or the beginning, of our Journey “By considering the nature of the three networks critical to learning and by selecting media and tools wisely, we can extend learners’ abilities and open pathways to success for every one.” Teaching Every Student in the Digital Age: Universal Design for Learning. P. 173.

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