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Simple Methods of Implementing UDL in Your Classroom.

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Presentation on theme: "Simple Methods of Implementing UDL in Your Classroom."— Presentation transcript:

1 Simple Methods of Implementing UDL in Your Classroom

2 A Little About Matt…

3 Paper Activity

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5 “The way we learn is as different as our DNA or fingerprints” - CAST

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8 Think of a specific student in your class and their strengths (access) and weaknesses (barriers)

9 Barrier Activity ON 1 Bag, write a strength on one side and a barrier on the other side of the bag!

10 It’s time to Double Bag!

11 Time to stack!

12 It’s important to remember… What is a barrier for one student, can be a strength for another student.

13 Hmm…. What do these numbers have in common?

14 It was a cold January Alberta evening, when Roger and his family had just settled into their seats to watch their beloved Lethbridge Broncos play. Most of the young men on the ice had been playing Canada’s national sport since the day they could walk. It was no surprise that many of these young men were considered to be professional hockey’s future stars.

15 Take a Moment to Find a Partner Modified Inner Circle / Outer Circle Activity

16 Decide Who Will Be…

17 PERSON A PERSON B SHARE WHAT YOU KNOW ABOUT HOCKEY!

18 PERSON A PERSON B SHARE WHAT YOU KNOW ABOUT HOCKEY!

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20 PERSON A PERSON B SHARE WHAT YOU KNOW ABOUT HOCKEY!

21 PERSON A PERSON B SHARE WHAT YOU KNOW ABOUT HOCKEY!

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23 The puck had hit the ice and both teams collided into a fury of speed, sweat, and controlled aggression. Roger’s wife, Paula, eyed her way through the program and was astonished to notice that the young men ages 16 to 20 all had something in common…

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27 Roger’s wife, Paula, eyed her way through the program and was astonished to notice that the young men ages 16 – 20 all had something in common, they were born in either January, February, or March. Roger went home that night and looked up the birth dates of as many professional hockey players as he could find. He saw the same pattern. There were 5 times as many January birthdays as there were November Birthdays. Why is this?

28 In Canada, the eligibility cut-off is January 1. Therefore a player who turns 10 on January 2nd can be playing alongside another player who doesn’t turn 10 until the end of the year, a huge advantage for an adolescent. This is also the age when coaches start dividing the “best of the best,” into travel squads. These players often get more coaching, more games, and more experiences than their peers. Age makes a huge difference.

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30 The Matthew Effect Keith Stanovich

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32 Today’s Session: UDL looks at overcoming barriers that exist in our classrooms and creating a flexible curriculum to create access for ALL students! How can we implement UDL without technology?

33 Barriers vs. Access What can we control vs. what we cannot control

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35 It comes down to helping ALL of our students understand vocabulary! Without vocabulary – the rich get richer and the poor get poorer! - The Matthew Effect

36 Questions we should ask when planning vocabulary instruction:

37 How do you choose words to teach? Beck, I.L., McKoeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: The Guilford Press. COMMON CORE

38 TURN AND TALK

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40 Vocabulary Instruction: What doesn’t work Looking up words in dictionary. Simply telling students “use the context” to figure out word meanings. Unplanned vocabulary teaching. Dr. Timothy Shanahan

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43 Research-based Principle Students must encounter new words in context more than once to learn them.  At least 6 encounters to “ensure” deep learning.  “In context”: having students encounter/read word in a text OR having students or teachers apply word in speaking or writing.

44 Do you remember the 3 principles of UDL?

45 UDL is a framework for designing curriculum that addresses the diverse needs, strengths, backgrounds, and interests of students in today's classrooms.

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48 Prefix Word Square (pg 6)

49 Suffix Word Square (pg 7)

50 Circles Of Activity (pg 8) Take 1 – 2 minutes to fill in 3 – 4 circles with a word that describes what UDL is to you

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52 Excellent way of providing Multiple Means of Representation and Action / Expression UDL Frayer Model (pg 4)

53 An approach to designing curriculum to benefit all learning styles from the beginning, providing equal access to learning.

54 Elementary Friendly Frayer Model (pg 5)

55 Bumper Sticker Activity Vocabulary Term Slogan 2 – 3 pictures to describe

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57 Word Pyramid (pg 9)

58 Word Walls Word Wall

59 Albertville, FranceMexico City, Mexico Amsterdam, NetherlandsPasadena, CA Atlanta, GASalt Lake City, UT Berlin, GermanySquaw Valley, CA Dallas, TXSt. Louis, MO Detroit, MITokyo, Japan Indianapolis, INTorino, Italy Vancouver, Canada Take the words above and categorize them in 3 different categories. You must determine the category and how to organize the words: Categories (pg 12)

60 What do they have in common? Amsterdam, Netherlands Albertville, France Atlanta, GA Berlin, GermanySalt Lake City, UT Dallas, TX Mexico City, Mexico Squaw Valley, CA Detroit, MI St. Louis, MOTorino, ItalyIndianapolis, IN Tokyo, JapanVancouver, Canada Pasadena, CA

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62 Word Splash

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64 Wordo (pg 13)

65 Flashcards

66 Flashcard Game: Tic Tac Toe DEFINITION

67 2 students 1 set of cards with term facing up 1 set of cards with term facing down Flashcard Game: Memory

68 Vocabulary Twister

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70 4 Corners Quiz Activity Net Generation Statistics taken from: Grown Up Digital By: Don Tapscott 4 Corner Interactive Multiple Choice

71 Directions A.You will be given several multiple choice questions B.Each of the 4 corners of the room will be labeled as A, B, C, or D C.You will answer the question by walking to the corner of your choice.

72 This company created an internal company Wiki to gather new trends and information from its young employees. A.Facebook B.Best Buy C.Wal-Mart D.Google

73 1 in __ Internet users worldwide are under the age of 16. A.5 B.7 C.10 D.12

74 It is estimated that there is a computer for every __ children in America. A.3 B.4 C.6 D.9

75 The Net-Generation watches an average of __ hours of television a week. A.17.4 B.18.3 C.19.5 D.24.4

76 ___% of the Net Generation engages in some sort of content creation (websites, blogs, mashups, etc.) A.12 B.34 C.58 D.64

77 ___% of American teens ages 12 – 17 have a cell phone. A.54 B.63 C.72 D.89

78 __% of Japanese children ages 7 – 12 have a cell phone. A.7 B.18 C.26 D.33

79 ___% of India’s population is under the age of 25. A.43 B.52 C.55 D.62

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81 [Preparing for a career today]… “is like training for the Olympics and not knowing which sport you’ll be competing in.” - Thomas Friedman

82 Friedman also mentions events that have changed the world! Let’s do a brief history lesson on the events that have changed technology! Sequence Scramble

83 Directions: Take the 12 events in your envelop and put them in the order that you think they occur in!

84 1971 The first is sent by Richard W. Watson

85 1975 Bill Gates and Paul Allen start a company called Microsoft

86 1977 The Apple II personal computer is introduced upon the founding of the Apple Computer

87 1985 Windows 1.0 is invented by Microsoft, changing the way that we compute.

88 1998 Google invented by college students Larry Page and Sergey Brin

89 1999 Napster changes the way that we listen and download music! This illegal downloading service exploded in use among college students.

90 2001 iTunes and the iPod are invented, changing the way that we listen and buy music!

91 2004 Facebook was founded by Mark Zuckerberg with his college roommates and fellow students Eduardo Saverin, Dustin Moskovitz and Chris Hughes.

92 2006 Jack Dorsey invents Twitter, a micro- blogging service.

93 2007 The iPhone is invented, changing the way that we use cell phones and introducing us to these new things called “Apps.”

94 2010 The very first iPad is released to the public.

95 2012 Facebook goes public and sells its first shares of stock

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97 For this next activity… OPTION 1: POWER PARAGRAPH ORGANIZER: This paper helps a student organize a paragraph with the Main idea (red) Supporting Details (green) Conclusion (blue) OPTION 2: SCRAP PAPER

98 Writing Prompt: In 2 – 3 sentences, describe how you want to implement UDL in your classroom this year.

99 Take a Moment to Write a Response… OPTION 1: POWER WRITING TEMPLATE: This paper helps a student organize a paragraph with the Main idea (red) Supporting Details (green) Conclusion (blue) OPTION 2: SCRAP PAPER

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101 Totem Pole Timeline (pg 16)

102 Sticky Notes – Pre-Writing Activity Instructional Strategy: Writing Barrier: Student cannot outline and organize ideas Idea 1 Idea 2 Idea 3

103 Sticky Notes – Pre-Writing Activity Instructional Strategy: Writing Barrier: Student cannot outline and organize ideas Idea 1 Idea 2 Idea 3

104 IBBBC Strategy es/6-12introbodyconcl.htm es/6-12introbodyconcl.htm

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107 The importance of reflection! Learning Log (pg 17)

108 What I Already Know (K) What I Learned (L) What I Will Do (D)  What is your current knowledge (K) of this topic?  What new or extended learning (L) have you gained from this article?  What knowledge, strategies, and/or practices have you experienced or extended with this content?  How will what you have learned impact what you do (D) in your building?  Think about your current instructional practices and reflect on how they may be changed or revised based on content. KLD Charts (pg 19)

109 3 – 2 – 1 Charts (pg 20)

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119 Social Media Profile (pg 14)

120 Tweet the Topic (pg 15)

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122 Hmm…. What do these numbers have in common?

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129 Thank You! (Twitter) bergman-udl.blogspot.com/ (Blog) bergman-udl.blogspot.com/ learn-lead-grow.weebly.com/ (Website) learn-lead-grow.weebly.com/


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