INSTRUCTOR: DEMETRA STATHIS BINDER

Differentiated InstructionPart II

CCNY/RTC

SESSION 1

Differentiated Instruction Part 2

This, or… That…

Universal Design for Learning

Why Differentiate?

• One size doesn’t fit all

• Students learn at different rates

• Students bring different background knowledge to any unit of study

• Students learn best in different ways

Review of DI – 1…

Gardner’s Multiple Intelligence Theory There is no g (general intelligence) but rather

multiple, distinct intelligences. 

People have many multifaceted learning capacities and NOT one global learning capacity A challenge in one area may be countered by

extraordinary ability in another

CAST Center for Applied Special Technology

CAST's MissionTo expand learning opportunities for all

individuals, especially those with disabilities, through Universal Design for Learning. 

Anne Meyer & David H. RoseCo-founders

www.cast.org

Ask yourself…What are some of the barriers that disabled

students face in my classroom?Can you think of a certain student, or group

of students, that have no way of accessing materials in your classroom?

What am I doing to overcome these barriers?What is my school doing?Is your school designed to meet the needs of

disabled students?

What is Universal Design???

"Universal" does not imply a single optimal solution for

everyone. Instead, it is meant to underscore the need for

multiple approaches to meet the needs of diverse learner.

www.cast.org

Universal Design for Learning

How can teachers respond to individual differences? UDL provides a blueprint

for creating flexible goals, methods, materials, and assessments that accommodate learner differences.

Making Curriculum “adjustable” and “flexible” rather than accommodating and modifying for certain students

How did this idea develop?

Universal Design for Learning is an extension of an architectural movement called universal design

The idea behind universal design in architecture is to create structures that are conceived, designed, and constructed to accommodate the widest spectrum of users, including those with disabilities, without the need for subsequent adaptation or specialized design.Ron Mace; architect, product designer and

educator – University of N.C.

Think of…

speakerphonescurb cutsclose-captioned televisions

—all universally designed to accommodate a wide variety of users, including those with disabilities.

Universal Design for ALL…

Curb cuts were originally intended to support individuals in wheelchairs, but many others use them—including those with baby strollers, bikes, skateboards, grocery carts and luggage with wheels. This simple technology developed for the small number of individuals who use wheelchairs, in fact, benefits many in our society.

3 Key Principles…

1. Teachers can offer various ways to REPRESENT essentials core conceptsMultiple ways of presenting material

2. Teachers can offer various ways to encourage student ENGAGEMENT

How will I get everyone’s attention?3. Teachers can offer students various formats

for EXPRESSION of what they have learnedNot just one assessment for all…

Donna PalleySpecial Education Coordinator/Technology Specialist for the Concord, New Hampshire School System

The concept of UDL is the intersection where all our initiatives – integrated units, multi-sensory teaching, multiple intelligences, differentiated instruction, use of computers in schools, performance-based assessments, and others – come together.

So what about technology???

UDL uses technology's power and flexibility to make education more inclusive and effective for all.

You don’t HAVE to use it, but it’s there for people that NEED to use it.

Importance of this???

UDL helps educators meet the needs of diverse learners by removing barriers or blockages from the actual learning process

Providing alternatives will allow students to access and engage in learning

Reduce the need for individualized accommodations and modifications

ESSENTAIL QUALITY ONE Equitable Use

The design is useful and marketable to people with diverse abilities.

ESSENTIAL QUALITY TWOFlexibility in Use

The design accommodates a wide range of individual preferences and abilities.

ESSENTAIL QUALITY THREESimple and Intuitive Use

Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level.

ESSENTIAL QUALITY FOURPerceptible Information

The design communicates necessary information effectively to the user, regardless of the surrounding conditions or the user's sensory abilities.

ESSENTAIL QUALITY FIVETolerance for Error

The design minimizes hazards and the adverse consequences of accidental or unintended actions.

ESSENTIAL QUALITY SIXLow Physical Effort

The design can be used efficiently and comfortably and with a minimum of fatigue.

ESSENTAIL QUALITY SEVENSize and Space for Approach and Use

Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility.

Universal Design for Learning

Flexibility built into the design of the curriculum and materials not added afterwards.

Learning and information are more accessible, not answers.

SESSION 2

Brain Research & Learner Differences

What’s better about UDL?

UDL recognizes the reality of diversity

UDL is built right from the start It is more efficient than individual solutions It benefits more students and teachers It supports access for all students in the General

Education Curriculum as required by NCLB and IDEA

Key principles of UDL

1. Teachers can offer various ways to REPRESENT essentials core conceptsMultiple ways of presenting material

2. Teachers can offer various ways to encourage student ENGAGEMENT

How will I get everyone’s attention?3. Teachers can offer students various formats

for EXPRESSION of what they have learnedNot just one assessment for all…

Key Questions…

Do you wish more of your students understood the concepts, information, and materials you are teaching?

Are you as knowledgeable as you would like to be about meeting the learning styles of ALL of your students?

Do you wish that you knew more ways to take advantage of the teaching technology available today?

Do you want to explore more ways you can make students feel more comfortable and competent in the classroom?

Are you working toward innovative ways to improve your teaching skills?

Brain Research and Learner Differences

Principles Networks

RepresentEngageExpress

RecognitionStrategicAffective

How does this all connect?

Research shows…

Neuroscience – Brain ResearchThree brain networks

1. RecognitionIdentifying and categorizing

2. StrategicPlanning and performing

3. AffectiveEngagement, emotion, and motivation

Recognition Network

Knowledge networks: “the what of learning”

- Identify and interpret patterns of sound, light, taste, smell, and touch

- Also known as the “knowledge” network

- Modules are located in the back of the brain

Recognition

In a classroom, the recognition networks are essential to learning; students are expected to identify letters, formulas, maps, ideas, cause/effect relationships, etc.

Everyday examples of recognition networks in action include identifying ingredients for recipes, telling the difference between shampoo and shaving cream so you can wash your hair, identifying the smell of freshly cut grass, recognizing the sound of pain or joy, etc.

Strategic Network

Strategic networks: “the how of learning”

- plan, execute, and monitor actions and skills

Located in the front of the brain

Strategic

The strategic networks are located in the front part of the brain and enable us to plan, execute, and monitor actions and skills.

In learning situations, the strategic networks are critical. Examples of the strategic networks at work include: doing a project, taking a test, taking notes, listening to a lecture.

They work in tandem with recognition networks to learn to read, compute, write, solve problems, plan and execute compositions and complete projects. Everyday examples of the strategic networks in action include cooking a meal, planning an outing, executing a golf swing, driving a car, etc.

Affective Network

Affective networks: “the why of learning”

- evaluate and set priorities

- Located at the core of the brain

Affective

• In learning situations, affective networks are essential to wanting to learn. Visualize a high school classroom, the night before the prom: “Are students’ affective networks helping focus on the algebra lesson or on the party after the prom?” Visualize the student who has had years of reading failure in a 9th grade English class: “Is this student motivated to read The Odyssey?”

• Everyday examples of the affective networks in action include being motivated to get up extra early to wrap presents for a child, wanting to run to the grocery store to shop for a special dinner after a busy day at work, being nervous before a business presentation, etc. Of course, the affective network does not work in isolation from either the recognition or strategic networks.

Remember the Three Principles

Remember that each of the three UDL principles are based on one of the brain networks.

They are:

Multiple Means of Representation To increase knowledge (formerly recognition) – the “what” of

learning

Multiple Means of Action and Expression To expand strategic abilities - the “how” of learning

Multiple Means of Engagement To enhance involvement - the “why” of learning

So what does all of this mean???

UDL is an educational approach to teaching, learning, and assessment that draws on new brain research and new media technologies to respond to individual learner differences.

UDL is based on the belief that traditional educational goals, materials, methods and assessments may create barriers for some students.

The three principles of UDL assist teachers in designing inclusive curricula from the start rather than retrofitting it.

SESSION 3

Applying UDL…using instructional media in the

classroom.

Traditional Digital

SpeechText Images

This type of media is helpful and necessary, but it is inflexible

Voice on an electronic device

E-text, E-booksDigital Images

This type of media is flexible…it can be manipulated over and over again

SO WHAT ABOUT MEDIA???

Traditional Speech

Students must use all three brain networks in order to gain the full scope of speech.

How many times do we say to kids: “Can’t you just sit there and listen?” or “I’m not asking you TO DO something, I’m asking you NOT TO DO something.

Recognition – words, facial cuesStrategic – listening, staying

focusedAffective – understanding the

message that’s being sent

Advantages:Speech is versatile and expressive. You

can capture an audience if you are a good speaker.

Limitations:Speech is transient

Traditional Text

Students must use all three brain networks in order to gain the full scope of text.

There are so many forms of text: newspaper, novels, poems, reference books…must approach in a different manner.

Recognition – letters, words, sounds

Strategic – comprehension and meaning

Affective – emotional connection and interest

AdvantagesText is permanent, you can make

certain changes if neededLimitations

Too many forms, lacks expressive power

Traditional Images

Students must use all three brain networks in order to gain the full scope of text.Images present all information at once.Images may present a problem for the viewer who is emotionally preoccupied. It may cause a skewed view. Images may also cause a problem for a viewer who is disengaged and not involved enough.

Recognition – Must recognize all parts of image

Strategic – Interpret image, pick apart

Affective – Emotional Component (May be too connected or too disengaged)

AdvantagesNo decoding involved, no path to

followLimitations

Not ideal for all types of information

Digital Media

4 aspects of digital media’s flexibilitySave text, speech and images

Stored in a different manner

Flexibility in where it can be displayed

Manipulated easily and repeatedly

VersatileTransformableMarkedNetworked

Traditional Media is inflexible. We do not need MORE media – we

need BETTER media

4 Aspects of Digital Media

Versatile

Transformable

Can be Marked

Can be Networked

Many different formats Multimedia simultaneously

Can change and manipulate Appearance, volume,

graphics, etc.

Bold, highlight, hide, expand, delete

Link one piece to another

Guidelines for Applying UDL

Class Climate. Adopt practices that: reflect high values with respect to both diversity and

inclusiveness.

Physical Environments/Products. Assure that activities, materials, and equipment are

physically accessible to and usable by all students and that all potential student characteristics are addressed in safety considerations.

Delivery Methods. Use multiple accessible instructional methods.

Cont…

Information Resources/Technology. Assure that course materials, notes, and other

information resources are engaging, flexible, and accessible to all students.

Interaction. Encourage effective interactions between students

and the instructor and assure that communication methods are accessible to all participants.

Feedback. Provide specific feedback on a regular basis.

Cont…

Assessment. Regularly assess student progress using multiple,

accessible methods and tools and adjust instruction accordingly.

Accommodation. Plan for accommodations for students for whom the

instructional design does not meet their needs.

UDL Materials and Activities

Present students with a range of options for learningAlternative activities allow individuals with wide

differencesin their abilities to achieve learning goals:

to see, hear, speak, move, read, write, understand English, pay attention, organize, engage, or remember—

Information is presented to students through multiplemeans such as audio, video, text, speech, Braille,

photographs, or images.Allows students to use multiple means to express

whatthey know through writing, speaking, drawing, or videorecording.

Examples of Universal Design inLearning

If a student learns best through listening, he or she can use

a computer to read stories and information aloud, or to

pronounce new words.If a student learns more easily with large print,

curriculummaterials can easily be provided in this format.If a student can explain things best by using wordprocessing software and a keyboard rather than

usingpencil and paper, then that will be the method of

choice.If a student struggles to identify the most

important pointsor organize information, he or she can use a

computerprogram that helps students learn by doing.

NIMAS

National Instructional Materials Accessibility Standard

Digital versions of text books available to students with print disabilities…

Big question? What qualifies as a print disability? Blindness, multiple handicaps…but what else?

Professional Development

Grace Meo gmeo@cast.org or by calling 781-245-2212, x263.

UDL Faculty Program

http://www.cast.org/pd/udlfaculty/facultyapplication.html

o Contact Leslie O'Callaghan at(781) 245-2212, ext 273, or by email at pd@cast.org.

REFERENCES…

NC State University, The Center for Universal Design. (2007)

www.cast.org. (1999-2009)Meyer, A. , Rose, D. (2002). Teaching Every

Student in the Digital Age. Universal Design for Learning

www.washington.edu/doit. (2009)Center for Universal Design in Education, University of Washingtonhttp://www.washington.edu/doit/CUDE/index.html

SOCIAL/EMOTIONAL LEARNINGHOLISTIC EDUCATIONEMOTIONAL LITERACY

EMOTIONAL INTELLIGENCE

Character Education

What is Social and Emotional Learning (SEL)?

SEL is a process for helping children and even adults develop the fundamental skills for life effectiveness. SEL teaches the skills we all need to handle ourselves, our relationships, and our work, effectively and ethically.

www.casel.org

Important researcher and author….

Daniel Goleman Emotional Intelligence – 1995 book Social Intelligence: The New Science of Human

Relationships – 2006 book 1994 co-founded Collaborative for Academic, Social,

and Emotional Learning (CASEL)- research evaluations are showing that SEL not only

improves children’s social and emotional abilities, but also lowers risks like violence, substance abuse, and unwanted teen pregnancies, while making kids better behaved and more positive about learning.

DYAD QUESTIONS…

1. Can you recall one incident, or one teacher in particular from high school that taught you something invaluable and helped shape the person you are today?

2. What is it that you want your students to remember about your class? If there is ONE thing that you can teach them, or have them remember you for, what would that thing be?

What skills do socially and emotionally competent children and youth have?

Self-Aware Recognize emotions, self-confidence, hope for future

Regulate emotions Control impulses, manage stress

Socially Aware Empathy, appreciate differences

Good Relationship Skills Healthy, resist pressure, seek or provide help

Responsible Decision Making Ethical, safe, appropriate, respectful, well being of

self and otherswww.casel.org

What can SEL do for students?

Good Traits Bad Traits

Honest Considerate Trustworthiness Respectful Responsibility Fair-minded Broad-minded Citizenship Courage Diligence

Dishonest Inconsiderate Not Trustworthy Disrespectful Irresponsible Self-Centered Narrow-Minded Selfish Coward Careless

Character Traits…

Student Attitudes…

• Stronger sense of community• Higher academic motivation and educational aspirations• Better understanding of consequences of behavior• Better ability to cope with school stressors• More positive attitudes toward school and learning

Student Behaviors…

• More participation in class

• More demonstration of pro-social behavior

• More likely to graduate / less likely to drop out

• More likely to work out their own way of learning

• Fewer absences and improved attendance

• Reductions in aggression and disruptions

Student Performance…

• Improved math, literacy, and social studies skills

• Higher achievement test scores and grades and no decreases in standardized test scores

• Improved learning-to-learn skills• Better problem solving and planning

abilities• Use of higher level reasoning strategies• Improvements in reading comprehension

How does a lack of SEL and Character Building affect schools/students?

Bullying Violence in Schools No separation of appropriate behaviors for different contexts

Friends vs Teachers In school/out of school

Lack of social responsibility Political Process Community and Social Awareness

Weak interpersonal skills Jobs Colleges Relationships Life

Inappropriate Behaviors Swearing Inappropriate physical contact Dress

Sects of a school system that may introduce or touch on character building…

Teachers/principalsAthleticsClubs /Extra Curricular ActivitiesPeer ProgramsParent/Teacher OrganizationsAssembliesStudent Assistant Counselors/Support StaffCommunity Events

What do you do as a teacher???

Education with a holistic perspective…

ConnectednessWholenessBeing

Teaching the WHOLE BRAIN… Focusing on all aspects of a person, academic

intelligence, emotional intelligence… Preparing people (students) for real life…for anything.

www.hent.orgHolistic Education, Australia

Objective or Subjective? Proven or Not?

People have their own beliefs, values, and morals…

How do you teach character education…implement social/emotional learning in your classroom without projecting your own personal beliefs?

Does this idea REALLY contribute to the success of a student or is it just theory?

Websites and References…

CASEL – The Collaborative for Academic, Social, and Emotional Learning http://www.casel.org/

National Character Education Center http://www.ethicsusa.com/elinks.cfm

Character-in-Action Program http://www.character-in-action.com/character-quotes.

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