What’s golden? DAY 3

Agenda Norms Morning Jumpstart RTI and UDL Designing lesson #1 Lunch Jump!?!? Building height Reflecting on SMCs and SMPs Daily Evaluation

Evolving Norms for this PD We will be ready for class and use our class time effectively. We will keep our focus on learning and use technology for personal reasons during breaks. We will be respectful of each other’s time and space and work efficiently. We will actively participate by (a) listening to each other, (b) giving others our attention, (c) not speaking when someone else is talking, and (d) regularly sharing our ideas in class. If we disagree with someone or are unclear, we will ask a question about his or her idea and describe why we disagree or are confused. We will ask questions when we do not understand something. We will comment on others’ ideas rather than the person.

Evolving Norms for this PD We will take advantage of opportunities to share ideas and gather feedback through presentations. We will encourage one another to share ideas. We will show our appreciation to one another for their ideas. If we disagree with someone or are unclear about their ideas related to mathematics content and pedagogy, we will ask a question about his or her idea and describe why we disagree or are confused. We will ask questions when we do not understand something about mathematics content and pedagogy. We will comment on others’ ideas about mathematics content and pedagogy rather than the person.

Evolving Norms for this PD We will always look for another approach to solve problems. We will use pictures, graphs, tables, symbols, numbers, manipulatives, and/or words to assist us while doing mathematics. We will persist with every problem and examine it from multiple perspectives. We will be mathematically precise whenever possible. We will explain and justify our ideas in a way that everyone can understand.

Morning Jumpstart

TTLP, UDL, and RTI In Table groups, review the Thinking Through Lessons Protocol. What are the key questions you need to consider in each Part? – Part 1: Selecting and Setting up a Mathematical Task – Part 2: Supporting Students’ Exploration of the Task – Part 3: Sharing and Discussing the Task How does this protocol help you to support all learners in your class?

1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Response to Intervention Academic SystemsBehavioral Systems

Goals of RTI? Ensure all students receive rich learning experiences every year, in every setting Enable schools to flexibly use resources in ways that help every child be successful Prevent minor problems from becoming/looking like a disability – Universal Intervention reduce the number of new cases of a disability – Targeted Interventions eliminate or counteract the effects of risk factors – Intensive Individualized Interventions prevent the effects of a disability from worsening

So then what is UDL? Universal Design for Learning (UDL) is based in the principles of Universal Design

Translating Universal Design to Learning Environments UDL is a set of principles for curriculum development that gives all individuals equal opportunities to learn “UDL at a Glance” video (4:38 min) – fudl fudl

UDL perspective on curriculum Goals – Knowledge, concepts, and skills all students should master – Aligned with the standards Methods – Instructional decisions, approaches, procedures, and routines – Application of evidence-based methods – Differentiate those methods according to goals Materials – Media used by teacher to present content – Media used by learner to present knowledge Assessment – Process of gathering information about learners’ performance

Principles of UDL The Three Principles video (6:36) – es es Ultimate goal = mastery of the learning process – Turn novice learners into expert learners UDL helps teachers design curricula that meets the needs of all learners from the start Each principle divided into guidelines to assist teachers – Reduce barriers – Optimize challenge and support

UDL Guidelines Structure (3:45)

Examine the UDL Guidelines JIGSAW Activity 1.Identify JIGSAW groups and assign sections Handout or go to Read your assigned section (15 minutes) Look for… 3.Meet with you EXPERT group (15 minutes) Verify information Choose a way to present to JIGSAW groups 4.Meet with your JIGSAW group (15 minutes) Present your assigned section Each individual must be prepared for a quiz

Quiz on UDL Guidelines

How can UDL address barriers in the curriculum? Goals – Does the goal require one form of student expression? Materials – Do materials create barriers for some students? Methods – Do methods encourage passive acquisition of content? Assessment – Does the assessment limit students’ expression of understanding

How do Materials create Barriers? Text-based Materials (e.g., textbook, handout) require students to – See and process visual information – decode and comprehend written text Audio-based Materials (e.g., lectures, video) require students to – Hear and process auditory information – Identify key points – Be physically/cognitively able to take notes Image/graphic-based materials (e.g., video, handouts) require students to – See and process visual information

What Methods support UDL? Representation – Build or Activate Background Knowledge – Provide multiple examples – Present using multiple media and formats – Highlight important information Action and Expression – Model skills in a variety of ways – Practice with scaffolds – Provide corrective feedback – Allow alternatives for expression of learning Engagement – Offer choices of content and tools – Provide adjustable levels of challenge – Utilize flexible grouping – Allow students to choose from a variety of reinforcers

Adapting Good Lessons for UDL? Go to Resources/Lessons/ Resources/Lessons/ Look at: Learn the Game Graphical Representations for Number of Hits

Lesson Design Work in grade-level teams to plan a set of lessons that everyone can use. Think about: – Who is focusing on what SP content standards? – How will all 8 SMPs be addressed across the group’s lessons? – What TTLP questions will you (individually) focus on? – How will students be assessed? (This doesn’t have to be formal!)

LUNCH

Launch after lunch: JUMP!?!?JUMP!?!?

Building heights As you engage in this task, think about: – How are the instructor(s) are promoting a learning experience promoting equity? – How did the instructor(s) use a RTI and UDL to promote instruction that reaches a variety of learners at different levels?

Synthesizing from Equity 1.Examining our lesson as a mathematics teacher 2.Reflecting on your engagement as a mathematics student

Reflecting on SMCs and SMPs Share across your table with different SMPs and SMCs addressed by today’s activities. – Be purposeful indicating what specific behaviors or habits led you to conclude that you engaged in a specific SMP. – Similarly, what did the instructor(s) do to encourage/foster/facilitate that SMP?

Take Care Please complete the assessment and give it to one of the instructors. You may leave personal items in the room (e.g., books, calculators, and notebooks). Please help us keep the room in order by throwing away any trash and tidying your area. Bring snacks, drinks, and/or other food to share! See you tomorrow and travel safely!