Assisting Discovery : February 2014

Saturday, February 15, 2014

Resources to Help Teachers Add UDL in the Classroom

1. UDL is a great way to strengthen lesson plans and reach all learners in the classroom. In previous post I talked about my personal lessons and other tools that help incorporate UDL. There are many different resources to help understand what UDL means and how to use it in lessons. The UDL Center is a great source for readers to discover the meaning of UDL and all the different guidelines and principles I,II,III involved. The site is a great way to understand the three principles below and reaching each checkpoint.

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author

http://www.udlcenter.org/aboutudl/udlguidelines

2. The following source is a great way for a teacher to relate to different learners in the classroom. The University of Washington, Equal Access: Universal Design of Instruction is a great site that gives a description about UDL goals and different communication hints. Examples listed below:

General

• Ask a person with a disability if he or she needs help before providing assistance.

• Talk directly to the person with a disability, not through the person’s companion or interpreter.

• Refer to a person’s disability only if it is relevant to the conversation. If so, mention the person

first and then the disability. “A man who is blind” is better than “a blind man” because it puts

the person first.

• Avoid negative descriptions of a person’s disability. For example, “a person who uses a

wheelchair” is more appropriate than “a person confined to a wheelchair.” A wheelchair is not

confining—it’s liberating!

Learning Disabilities

• Offer directions or instructions both orally and in writing. If asked, read instructions to

individuals who have specific learning disabilities.

http://www.washington.edu/doit/Brochures/PDF/equal_access_udi.pdf

3. The UDL Toolkit breaks down the process of PAL while planning Universal Design Learning. This will help teachers while make lesson plans and adding UDL. In a previous post I spoke about Ms. Randall's math lesson. She broke down each part and followed this process to have success of all of her students.

Rose, D. & Meyer, A. (2002). Teaching every student in the digital age: Universal Design

for Learning.

http://www.cast.org/teachingeverystudent/toolkits/tk_resources.cfm?tk_id=21

4. The Ohio State University Partnership Grant: Improving the Quality of Education for Students with Disabilities is a great resouce that allows teachers to find different ideas to add variety and Why to use guided notes in the classroom.

• Use PowerPoint slides or overhead transparencies to project key content. Visually projecting the key facts,
definitions, concepts, relationships, etc. that students must write in their GN helps ensure that all students access
the most critical content and improves the pace of the lecture.
• Leave ample space for students to write. Providing about three to four times the space needed to type the content
will generally leave enough room for students’ handwriting.
• Enhance GN with supporting information, resources, and additional response opportunities. Consider inserting
diagrams, illustrations, photos, highlighted statements or concepts that are particularly important.
Source: http://ada.osu.edu/resources/fastfacts/Guided-Notes-Fact-Sheet.pdf

5. The Cast website has been a huge help for me to develop this blog. In addition, this source has helped educate me on UDL and how to be a better teacher. There are different tools, research and descriptions of what should be added to a lesson to help reach all learners in a classroom.

Source:

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author

Incorporating UDL in My Own Lesson Plan

The last post discussed a student of mine that has difficulties finishing her work. I took a lesson and tried to incorporate UDL to reach all types of learners. I did a lesson teaching kindergartners how to visualize while reading and listening to stories. Reading strategies are very important to introduce at an early age. Therefore, students need to be shown step by step how to perform these skills.

During this specific lesson I focused on scaffolding and guiding my students to their success. We discussed key vocabulary before reading, which was the word visualization. The strength of my lesson was modeling. I would model how to visualize by thinking out loud. In addition, I would show an example of any independent work the students would perform.

However, after my post assessment I realized my lesson lacked options and choices. I thought to add more visuals as well. Therefore, we did a KWL chart before the story together to activate background knowledge. As a follow up activity, I reread the story with the students and I had the text and pictures scanned onto the SmartBoard. The students listened to the reader on tape and followed along on the board. After the story, I had the students perform a self-assessment, and see what they would change about their work.

Friday, February 14, 2014

Curriculum Barrier Tutorial

In the previous post I discussed different tools to enhance UDL in my classroom and engage my students. However, as an elementary teacher many of my students have a difficult time sitting still and are full of energy. However, after completing the tutorial curriculum barrier, I notice many similarities to the student Charlie, I picked and a student in my class. The student in my class has a very hard time finishing her work and concentrating on one activity. She has been recently diagnosed with ADD. She understands the material and is able to respond the correct answer while participating in class. However, she does not complete work and constantly starts new projects without finishing any.

I constantly remind her to keep focused on her work. She sits in the front of the room, but still manages to get distracted during independent work. She does not keep up with the class and is always at least one task behind the rest of the students.

After the tutorial I learned that I can allow my student to take breaks whenever she is feeling restless and unable to do her work. She would be able to go on an errand or go for a walk to get a drink. In addition, I will type up notes for her so she can focus on completing the independent work and not worry about note taking. Also, I will record my lessons for her so if she misses a part when on a break or she becomes restless. Therefore, she is able to relate back to each lesson.

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author

http://www.cast.org/teachingeverystudent/tools/curriculumbarrierstutorial.cfm

Monday, February 3, 2014

Wiki Spaces Toolkit

The previous post discusses a case study, where the teacher constantly adjusts her lesson plans to add UDL. The toolkit website listed below is a great resource that allows the option to add UDL into the classroom. I connected on the links that had different math activities. This year teaching second graders new math material can be confusing and boring if only using a textbook to work from in class. Therefore, I add different manipulatives and visuals to engage and grab the students’ attention. When they are intrigued the have the want to learn.

The toolkit allows access to achieving this in your classroom. I enjoyed the links to thedigital clock. This link allows a great visual for the students to practice what has been learned. The students are able to pick any time to see how it look like on the clock. The teacher can also use this link to model how to tell time.

Another link that was useful was the XIL Math site. The teacher can go to the grade and the topic bei f taught. This site can be used for review and a different style assessment for the students. While teaching regrouping, I would have the students solve the problems on the Smart Board or on a tablet. This allows the students to be involved in technology and engaged in their work.