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QLE Model with Differentiated Instruction & Universal Design: Learner Centered Methods HST 423 Fall 2013 Mrs. Megan Tipton.

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Presentation on theme: "QLE Model with Differentiated Instruction & Universal Design: Learner Centered Methods HST 423 Fall 2013 Mrs. Megan Tipton."— Presentation transcript:


2 QLE Model with Differentiated Instruction & Universal Design: Learner Centered Methods HST 423 Fall 2013 Mrs. Megan Tipton

3 Quality Learning Experience (Tonya Huber, PhD)  Goals  Stress Importance of Self-Esteem  Focus on Learner Experience  Teaching to Multiple Intelligences  Inclusion of Multiple Perspectives  Build Conceptual Interdisciplinarity

4 QLE Model

5 Differentiated Instruction What is it?

6 Challenged AverageGifted CONTENT What Three crucial points Three concepts All aspects of the topic In-depth study PROCESS How Direct instruction of each step in the research process Modeling Independent work Review and practice Minimal instruction with probing questions for independent study PRODUCT Evaluation Group paper of one page Five page paperPower point presentation with computer generated graphics and tables How Differentiated Instruction Works

7 Universal Design Learning Framework Area 1 Presentation: To support recognition learning, provide multiple, flexible methods of presentation Area 2 Expression & Apprenticeship: To support strategic learning, provide multiple, flexible methods of expression and apprenticeship. Area 3 Engagement: To support affective learning, provide multiple, flexible options for engagement.

8 Activity 1: Activate prior or life experience knowledge  Class Brainstorm Web  Write one word on the board with a circle around it  Have students write as many words or phrases around the word  Use the web throughout the entire chapter/unit, adding to it as the students learn more information

9 Abnormal

10 Activity 2: Provide for background knowledge Buzz Groups Divide the class into groups of 3 or 4. In each group hand out notecards that have a term on each one. The group is responsible for brainstorming as many examples as they can for each particular term. Once complete, one member from each group will present the discussed examples. The instructor will guide the class toward a comprehensive definition of the term based on the groups’ contributions.

11 Unusualness of behavior/deviation from average Subjective Discomfort Inability to function/ Maladaptiveness Cultural Relativism/deviation from ideal

12 Activity 3: Provide Contextual Knowledge  Hand out a copy of David Rosenhan’s study On Being Sane in Insane Places (1973).  Have students use summarization strategies to get a good idea of how labels have a possible negative connotation in the field of psychology.  i.e., use the Argumentation Frame (Fig. 3.7) from Marzano

13 The Argumentation Frame  What information is presented that leads to a claim?  What is the basic statement or claim that is the focus of the information?  What examples or explanations are presented to support this claim?  What concessions are made about the claim?

14 Activity 4: Provide Content Critique & Processing  Hand out a copy of Myth #37: Psychiatric Labels Cause Harm by Stigmatizing People.  Have students complete an Advanced Organizer, using this article and the handout of Rosenhan’s study.  Once the students have completed the Organizer, have them write down their reaction to the following statement:  Psychiatric labels stigmatize people. Do you agree/disagree? Why? Use the articles to provide background information for your argument.

15 Advanced Organizer ArgumentsRosenhanSpitzer Hypothesis Scientific Evidence Results

16 Activity 5: Provide Opportunity for Analysis  Since Rosenhan’s study is widely critiqued, students will complete a handout arguing whether or not Rosenhan’s study is or is not a valid test of the problems associated with labeling.

17 Activity 6: Interdisciplinarity  Students can either watch the film or read the book. Recalling information giving from previous articles, namely by Rosenhan and Spitzer, students will recognize the problems with the portrayal of mental disorders and mental facilities in One Flew Over the Cuckoo’s Nest. Students will then research how modern psychiatry and mental facilities have changed (if they have) and if there is or is not a stigma associated with mental illness in society today. One Flew Over the Cuckoo's Nest

18 Quality Learning Experiences: Advantages  Provides appropriate learning time  Interdisciplinary approach – range of methods and content areas  Supports Differentiated Instruction  Compatible with Universal Design Principles  Multicultural content – in-depth exploration of perspectives and experiences  Holistic context – emphasis on human aspect of social studies

19 Sources  Alber, R. Class brainstorm web. Retrieved August 16, 2013, from tapping-into-often-classroom-rebecca-alber tapping-into-often-classroom-rebecca-alber  Hock, R. R. (2009). Forty studies that changed psychology: Explorations into the history of psychological research. New Jersey: Pearson Prentice Hall, 227-235.  Lilienfeld, S.O., Lynn, S.J., Ruscio, J., & Beyerstein, B.L. (2010). 50 great myths of popular psychology: Shattering widespread misconceptions about human behavior. UK: Wiley-Blackwell.  Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2005) Classroom instruction that works. New Jersey: Pearson Merrill Prentice Hall.  One flew over the cuckoo’s nest. Retrieved from

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