Common Core and Universal Design for Learning: Balancing Rigor and Access for All IRA April 19, Lori DiGisi, Framingham

Transcription

1 Common Core and Universal Design for Learning: Balancing Rigor and Access for All IRA April 19, 2013 Lori DiGisi, Framingham 1 Public Schools Peggy Coyne, CAST

2 Goal As states and districts produce CCSS curriculum, understanding how the principles of UDL support student achievement of the standards and can improve the implementation for all learners. 2 L. DiGisi & M. Coyne

3 Also, To illustrate that when UDL principles are embedded into the design of curriculum, students become self-regulated learners. They know how to use scaffolds and tools in learning and to more accurately demonstrate what they know. 3 L. DiGisi & M. Coyne

4 Standards College and Career Readiness Anchor Standards for Reading 4 L. DiGisi & M. Coyne

5 Diverse Learners Key Point: Every student is expected to meet the ELA Standards, no marer what their strengths or challenges. However, instrucuon and assessment does not need to be the same for all students. Source: Literacy ImplementaUon Guidance for the ELA Common Core State Standards white paper, issued by the IRA Common Core State Standards (CCSS) CommiRee. 5 L. DiGisi & M. Coyne

6 Recommenda8ons Related to Diverse Learners The CCSS require equal outcomes for all students, but they do not require equal inputs. Vary the amounts and types of instrucuon provided to students to ensure high rates of success. Monitor student learning and provide adjustments and supplements based on that informauon. 6 L. DiGisi & M. Coyne

7 Policy Higher Education Opportunity Act 2008 Universal Design for Learning is legally defined in the US within the Higher Education Opportunity Act enacted August 14, 2008 SEC ADDITIONAL DEFINITIONS. (24) UNIVERSAL DESIGN FOR LEARNING.--The term `universal design for learning' means a scientifically valid framework for guiding educational practice that-- (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited 7 L. DiGisi & M. Coyne English proficient.

8 Policy National Educational Technology Plan Universal Design for Learning Defined within the US NaUonal EducaUonal Technology Plan (NETP) 8 L. DiGisi & M. Coyne

9 Policy General Education ESEA Blueprint, March, 2010 Literacy & STEM Priority will be given to states that have adopted common, state- developed, college- and career- ready standards. Priority may also be given to states that use technology to address student learning challenges, which may include the principles of universal design for learning. Arne Duncan, Secretary of EducaUon 9 L. DiGisi & M. Coyne

10 10 L. DiGisi & M. Coyne UDL at a Glance

11 Universal Design an example of change 11 L. DiGisi & M. Coyne

12 UD- A Conceptual Shia Consider the needs of the broadest possible range of users from the beginning - - Architect, Ron Mace 12 L. DiGisi & M. Coyne

13 UDL AssumpUons Learners in any classroom are VARIED 13 L. DiGisi & M. Coyne

14 What is Universal Design for Learning? A Framework UDL is framework for designing curricula that enables all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all. 14 L. DiGisi & M. Coyne

15 UDL and the Learning Brain RecogniUon Networks: the what of learning idenufy and interpret parerns of sound, light, taste, smell, and touch 15 L. DiGisi & M. Coyne

16 16 L. DiGisi & M. Coyne UDL and the Learning Brain

17 UDL and the Learning Brain Strategic Networks: the how of learning plan, execute, and monitor acuons and skills 17 L. DiGisi & M. Coyne

18 UDL and the Learning Brain Look at the picture. What are the ages of the people? What are the financial circumstances of the people? 18 L. DiGisi & M. Coyne

19 19 L. DiGisi & M. Coyne UDL and the Learning Brain

20 20 L. DiGisi & M. Coyne UDL and the Learning Brain

21 UDL and the Learning Brain AffecUve Networks: the why of learning evaluate and set prioriues 21 L. DiGisi & M. Coyne

22 22 L. DiGisi & M. Coyne Pop Quiz

23 UDL and the Learning Brain IMAGE Verb generation task 23 L. DiGisi & M. Coyne

24 UDL - The Three Networks RecogniUon: the what of learning MulUple means of representauon Strategy: the how of learning MulUple means of acuon and expression Affect: the why of learning MulUple means of engagement 24 L. DiGisi & M. Coyne

25 Universal Design for Learning Guidelines 25 L. DiGisi & M. Coyne

26 The Structure of the Guidelines hrp:// 26 L. DiGisi & M. Coyne

27 CCSS and UDL Teaching Channel- hrps:// common- core- with- students 27 L. DiGisi & M. Coyne

28 CCSS and UDL Declaration of Collaboration Virginia DeclaraUon English Bill of Rights 28 L. DiGisi & M. Coyne

29 CCSS and UDL Teaching Channel- hrps:// details- sensory- language 29 L. DiGisi & M. Coyne

30 SupporUng Teacher Development Variability is the norm for teachers too! Knows pedagogy Comfortable with technology Understands pedagogy Not comfortable with technology Does not know pedagogy Comfortable with technology Does not know pedagogy Not comfortable with technology 30 L. DiGisi & M. Coyne

31 SupporUng Teacher Development Turn and Talk Who is responsible for teaching literacy in your schools? 31 L. DiGisi & M. Coyne

32 SupporUng Teacher Development Teachers need scaffolding too. 32 L. DiGisi & M. Coyne

33 Multiple Means of Representation Audio/Picture Enhancements Background Knowledge- Videos and photo essays Vocabulary Text to Speech 33 L. DiGisi & M. Coyne

34 MulUple Means of RepresentaUon Ø Sentence by sentence- human Ø Word by word digital Ø Anima8on and oral onset rhyme Ø Hyperlinked glossary items Ø Story illustra8on enhancements Ø Videos and photo essays 34 L. DiGisi & M. Coyne

35 Multiple Means of Action and Expression Work log Comprehension strategy prompt Three levels of scaffolds to support comprehension 35 L. DiGisi & M. Coyne Coaches and Models WriRen or audio responses

36 MulUple Means of AcUon and Expression Ø Comprehension strategy prompts Ø Animated coaches providing models and hints Ø Varied response modes Ø Models for fluency Ø Student work logs 36 L. DiGisi & M. Coyne

37 Multiple Means of Engagement Engaging text Ability to Monitor Progress Appropriate levels of challenge 37 L. DiGisi & M. Coyne Choices

38 MulUple Means of Engagement Ø Popular children s stories Ø Students can decide when to click on supports Ø Students can decide response op8on Ø Replay oral readings Ø Prompts to reflect on progress Ø Can use independently 38 L. DiGisi & M. Coyne

39 Contact InformaUon Lori DiGisi Peggy Coyne Resources hrp://community.udlcenter.org/group/ira- insutute- assessment- in- the- era- of- the- common- 39 L. DiGisi & M. Coyne