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Educating the Whole Child. Goals for this Session. Learn about Universal Design for Learning (UDL) Link UDL to the Teacher Evaluation System Review classroom look- fors - PowerPoint PPT Presentation
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Educating the Whole Child
Goals for this Session• Learn about Universal Design for Learning (UDL)
• Link UDL to the Teacher Evaluation System
• Review classroom look-fors
• Use classroom look-fors to write reflective questions that lead teachers to the distinguished level on the teacher evaluation
NCDPI Arts Education Literacy Institute 2004
2
1. How does this content area prepare students to be future ready?
2. How does this area connect to other content areas?
3. What are the implications for meeting the needs of all learners as related to this content area?
Universal Design
for Learning (UDL) is
Universal Design for Learning
(UDL)A set of principles for curriculum development
that applies to the general education curriculum to
promote learning environments that meet the
needs of all learners
http://www.udlcenter.org/resource_library/videos/udlcenter/udl
Representation
EngagementActions and Expressions
UDL
UDL Principles
•
Principle I: Multiple Means of Representation:
The what of learning
• To give diverse learners options for acquiring information and knowledge
• Present content in a variety of formats and modalities
UDL requires:Multiple Means of Representation
Multiple Means of RepresentationExamples:
Manipulatives
Visual Displays
Anticipatory Guides
Graphic Organizers
Artifacts
Videos
Music
Movement
Text Readers
Principle II: Multiple Means of Action and Expression:
Judy Augatti
UDL requires:Multiple Means of Action and Expression
Examples:Thumbs Up/Thumbs Down
Gallery Walks
Pair/Share
Chalkboard/Whiteboard Splash
Response Hold-Up Cards
Quick Draws
Numbered Heads Together
Line-Ups
and
Principle III: Multiple Means of Engagement
Taps into learners’ interests, offers appropriate challenges, and increases
UDL requires:Multiple Means of Engagement
Examples:
Bounce Cards
Air Writing
Case Studies
Role Plays
Concept Charades
Response Hold-Up Cards
Networking Sessions
Simulations
Teacher Evaluation Infographic
13
Connecting to Serve All Quick Reference
http://si2012leadertools.ncdpi.wikispaces.net/2012+Leader+Tools
“How” do I teach this?
The “why” of Teacher Evaluation
16
Multiple Means of Representation for ELLs
Non-verbal• Modeling
• Pictures
• Realia/Concrete objects
• Gestures
• Manipulatives
• Demonstrations
• Hands-on
• Picture dictionaries
Language Support• Word banks
• Word walls
• Labels
• Graphic organizers
• Sentence starters
• Sentence frames
Multiple Means of Expressing for ELLs
• Role-play
• Illustrations/ Drawings / Visuals
• Gestures
• First language
Multiple Means of Engagement
• Student Interaction– Oral comprehension supports reading and
writing development
– Differentiate Collaborative Activities
Implications for the Classroomexplicit teaching of language
• Create a language-sensitive classroom
• Deconstruct/reconstruct complex text
• View other languages as assets
Just as there are strategies for assisting the ELL student, there are strategies to move the AIG student even farther…
Why Gifted Students Need Differentiated Learning
For most.…•Faster pace of learning (2-3 repetitions)•Precocity for information•Ability to synthesize information within and across disciplines (conceptual understanding)•Intensity of learning in area of interest•Asynchronous development
Learning Needs of Gifted: Some, Not All
• Complexity: Abstract-thinking, Variety of concepts, subjects and strategies
• Depth: Higher levels of thinking, concepts• Creativity: Open-endedness, choice• Acceleration: Rapid pacing, Focus on
Growth• Relevance: Personal interest, Real-world
problems and audiences, Connections
Non–Negotiables for Gifted Learners
• Gifted Children Vary in Needs and Strengths• Mindset of Differentiation in Class, School, LEA• Pre-assessment to understand needs and
strengths; Flexible Grouping• Social and Emotional Needs Addressed• Academic and Cognitive Growth Addressed
AIG: ALL DAY, EVERY DAY
Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.
Universal Design for Learning
For more information go to:
www.cast.org
NCDPI Arts Education Literacy Institute 2004
26
NCDPI Arts Education Literacy Institute 2004
27
Serving All is a Process
Intentional and Purposeful
NCDPI Arts Education Literacy Institute 2004
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Planning and
Pre-Assessment
Principle IMultiple Means of
Representation(Content – “What”)
Principle IIMultiple Meansof Action and Expression
(Process of “How”)
Principle IIIMultiple Meansof Engagement
(“Why” of Learning)Student
Prior Knowledge, Readiness, Talents,
Abilities, etc.
Common Core and
Essential Standards
Inter-Rater Reliability•Assess your surroundings and move into natural groups to collaborate.
•Your group will examine 1 teacher evaluation standard together.
•Look at the indicators and choose which ones could be evaluated during UDL process.
•Be prepared to share 2 examples of indicators you value as an instructional leader.
Our Goal is to have a Distinguished Teacher in
every classroom
Proficient
Distinguished • Consistently and significantly exceeded basic competence
Accomplished • Exceeded basic competence most of the time
Proficient • Demonstrated basic competence
Developing• Demonstrated adequate growth
toward achieving standards, but did not demonstrate basic competence
Standard 4:Teachers facilitate learning for their studentsa. Teachers know the ways in which learning takes place, and they know the
appropriate levels of intellectual, physical, social, and emotional development of their students.
b. Teachers plan instruction appropriate for their students.c. Teachers use a variety of instructional methods. d. Teachers integrate and utilize technology in their instruction. e. Teachers help students develop critical thinking and problem-solving skills. f. Teachers help students work in teams and develop leadership qualities.g. Teachers communicate effectively. h. Teachers use a variety of methods to assess what each student has learned.
Standard 4:Teachers facilitate learning for their studentsa. Teachers know the ways in which learning takes place, and they know the
appropriate levels of intellectual, physical, social, and emotional development of their students.
b. Teachers plan instruction appropriate for their students.c. Teachers use a variety of instructional methods. d. Teachers integrate and utilize technology in their instruction. e. Teachers help students develop critical thinking and problem-solving skills. f. Teachers help students work in teams and develop leadership qualities.g. Teachers communicate effectively. h. Teachers use a variety of methods to assess what each student has learned.
Standard 4:Teachers facilitate learning for their studentsa. Teachers know the ways in which learning takes place, and they know the
appropriate levels of intellectual, physical, social, and emotional development of their students.
b. Teachers plan instruction appropriate for their students.c. Teachers use a variety of instructional methods. d. Teachers integrate and utilize technology in their instruction. e. Teachers help students develop critical thinking and problem-solving skills. f. Teachers help students work in teams and develop leadership qualities.g. Teachers communicate effectively. h. Teachers use a variety of methods to assess what each student has learned.
Standard 4:Teachers facilitate learning for their studentsa. Teachers know the ways in which learning takes place, and they know the
appropriate levels of intellectual, physical, social, and emotional development of their students.
b. Teachers plan instruction appropriate for their students.c. Teachers use a variety of instructional methods. d. Teachers integrate and utilize technology in their instruction. e. Teachers help students develop critical thinking and problem-solving skills. f. Teachers help students work in teams and develop leadership qualities.g. Teachers communicate effectively. h. Teachers use a variety of methods to assess what each student has learned.
Content “look-fors”
Your packet contains 3 content resources:(they are the last documents in your packet)
• Key Instructional Shifts- English Language Arts/Literacy
• Key Instructional Shifts- Mathematics
• Revised Bloom’s Taxonomy
3. Post each of your reflective questions in the google form located at:
http://tinyurl.com/86opzlr
Reflective Questions2. Create 3 reflective questions to support teacher growth.1. Review all 5 standards from the Teacher Evaluation Rubric.
RBTReflective Question
RBTReflective Question
Math Shifts Reflective Question
ELA Shifts Reflective Question
http://tinyurl.com/86opzlr
Standard 1
Teachers demonstrate leadership
Element:A. Lead in their classroomsB. Demonstrate leadership in
the schoolC. Lead the teaching
professionD. Advocate for schools and
studentsE. Demonstrate high ethical
standards
Rating:DevelopingProficientAccomplished Distinguished
Reflective Question:
What data are you obtaining to ensure that students understand nonfiction/informational texts?
Standard 2
Teachers establish a respectful
environment for a diverse
population of students
Element:A. Provide an environment in
which each child has a positive nurturing relationship with caring adults
B. Embrace diversity in the school community and in the world
C. Treat students as individualsD. Adapt their teaching for the
benefit of students with special needs
E. Work collaboratively with the families and significant adults in the lives of their students
Rating:DevelopingProficientAccomplished Distinguished
Reflective Question:
Do you have any ideas for involving those hard to get parents in a project with your class?
Standard 3
Teachers know the content they
teach
Element:A. Align their instruction with the
NCSCSB. Know the content appropriate
to their teaching specialtyC. Recognize the
interconnectedness of content areas/ disciplines
D. Make instruction relevant to students
Rating:DevelopingProficientAccomplished Distinguished
How will you incorporate math information into other content areas?
Reflective Question:
Standard 4
Teachers facilitate
learning for their students
Element:A. Know the ways in which learning takes place, and they know the appropriate levels of intellectual ,physical, social and emotional development of their studentsB. Plan instructional appropriate for
their studentsC. Use a variety of instructional
methodsD. Integrate and utilizes technology in
their instructionE. Help students develop critical-
thinking and problem-solving skillsF. Help students work in tams and
develop leadership qualitiesG. Communicates effectivelyH. Use a variety of methods to assess
what each student has learned
Rating:DevelopingProficientAccomplished Distinguished
Reflective Question:
How can you design a project that allows students to create a product that demonstrates mastery of the concept?
Standard 5
Teachers reflect on their practice
Element:A. Analyze student learningB. Link professional growth to their
professional goalsC. Function effectively in a
complex, dynamic environment
Rating:DevelopingProficientAccomplished Distinguished
Reflective Question:
What data are you using to guide your instructional practices to meet the needs of your students?
Wrap up
In order to transition into the new content standards and utilize the NCEES, how will you use today’s information and resources to support your district leaders?
Contact InformationDr. Maria Pitre-Martin Kimberly Simmons
Director, K-12 Curriculum and InstructionMaria.pitremartin@dpi.nc.gov(P) 919.807 .3817
NCEES ConsultantKimberly.simmons@dpi.nc.gov(P) 828.406.9237
http://si2012leadertools.ncdpi.wikispaces.net/2012+Facilitative+Team+Time
http://ncees.ncdpi.wikispaces.net/
Wiki Links to support leadership:
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