Massachusetts Reading Association Annual Conference Peggy Coyne CAST April 4, 2013 Applying UDL to...

Massachusetts Reading Association Annual Conference

Peggy CoyneCAST

April 4, 2013

Applying UDL to Support Writing in the Digital Environment:

Composition Builder

Research Base:

• Written expression

• Universal Design for Learning (UDL)

• Common Core State Standards (CCSS)

Composition Builder

Universal Design for Learning

Universal Design … an example of change

UD- A Conceptual Shift

Recognition Networks: “the what of learning”

identify and interpret patterns of sound, light, taste, smell, and touch

UDL and the Learning Brain

Strategic Networks: “the how of learning”

plan, execute, and monitor actions and skills

UDL and the Learning Brain

Affective Networks: “the why of learning”

evaluate and set priorities

UDL and the Learning Brain

UDL and the Learning Brain

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CAST©2008

Pop Quiz

UDL and the Learning Brain

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Verb generation task

CAST©2008

UDL and the Learning Brain

UDL - The Three Networks

• Recognition: the “what” of learning”– Multiple means of representation

• Strategy: the “how” of learning– Multiple means of action and

expression• Affect: the “why” of learning– Multiple means of engagement

Foundation of Universal Design for Learning

Universal Design for Learning Guidelines

What Does the Research Tell Us?

Writing StrategiesSummarizationCollaborative WritingSpecific Product GoalsWord ProcessingSentence Combining

PrewritingInquiry ActivitiesProcess Writing ApproachStudy of ModelsWriting for Content Learning

Common CoreArgumentative

CCSS.ELA-Literacy.W.6.1a Introduce claim(s) and organize the reasons and evidence clearly.CCSS.ELA-Literacy.W.7.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.CCSS.ELA-Literacy.W.8.1a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

Levels of Support• Claim, reasons and evidence• Include alternate and opposing claims• Distinguish claims from alternate or opposing claims

Common CoreArgumentative

CCSS.ELA-Literacy.W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.CCSS.ELA-Literacy.W.7.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.CCSS.ELA-Literacy.W.8.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Common CoreArgumentative

CCSS.ELA-Literacy.W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.CCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.CCSS.ELA-Literacy.W.8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Common CoreArgumentative

CCSS.ELA-Literacy.W.6.1d Establish and maintain a formal style.

CCSS.ELA-Literacy.W.7.1d Establish and maintain a formal style.

CCSS.ELA-Literacy.W.8.1d Establish and maintain a formal style.

Common CoreArgumentative

CCSS.ELA-Literacy.W.6.1e Provide a concluding statement or section that follows from the argument presented.

CCSS.ELA-Literacy.W.7.1e Provide a concluding statement or section that follows from and supports the argument presented.

CCSS.ELA-Literacy.W.8.1e Provide a concluding statement or section that follows from and supports the argument presented.

Common CoreArgumentative

CCSS.ELA-Literacy.W.6.1e Provide a concluding statement or section that follows from the argument presented.

CCSS.ELA-Literacy.W.7.1e Provide a concluding statement or section that follows from and supports the argument presented.

CCSS.ELA-Literacy.W.8.1e Provide a concluding statement or section that follows from and supports the argument presented.

Writing ResourcesPadlet- (Formerly Wall Wisher) http://padlet.com/

Voice Thread- http://voicethread.com/

Goodreader for the iPad - https://itunes.apple.com/us/app/goodreader-for-ipad/id363448914?mt=8

Writing ResourcesGoogle Docs- https://itunes.apple.com/us/app/goodreader-for-ipad/id363448914?mt=8

Blogs –

Adobe Reader - http://get.adobe.com/reader/completion/?installer=Reader_11.0.02_English_for_Mac_Intel

Writing ResourcesThesis Builder- http://www.tommarch.com/electraguide/thesis.php

Strategies for Composition and Self-Regulation in the Writing Process By: Karen R. Harris, Tanya Schmidt, and Steven Graham (1997) http://www.ldonline.org/article/6207

Writing Resources

National Writing Project- http://www.nwp.org/cs/public/print/doc/about.csp

Composition Builder

Composition PlaygroundProgress

MonitoringTeacher

Management

Annotation and Feedback

Foundation of Universal Design for Learning

Composition

Supports Process Writing• Generate Ideas• Develop Thesis

Statement• Gather & Organize• Draft & Revise• Publish & Polish

Supporting argumentative and informational genrePeer to peer feedback

Playground

Practicing skills and elements of writing – pre-skills to essay writing• Knowledge Cards• Activities

• Teacher assigned• Student searched• Feedback &

annotation• Options for challenge• Supports

Playground

Knowledge Cards for Key Writing Skills and Elements

Card Front: What, Why and How reminderCard Back: Models of the skill in multi media e.g., video

Activities: Practice of skill or element with supports and feedback

Formative evaluation to monitor student progress in writing. Developing 2 measures:• Thesis statement• Essay writing

Progress Monitoring

Progress Monitoring: Thesis Statement - LEVEL 1

Directions: Find the thesis statement in the paragraph below. • Highlight the main idea in blue• Highlight supporting evidence in red.

challenge level (not changeable )

Time display

The purpose of an informative essay, sometimes called an expository essay, is to educate on a certain topic. It is not for giving an opinion or convincing someone to do something or change his beliefs. In addition to being informative, it needs to be interesting.

1 Highlight the Thesis Statement

2 Now, Highlight the sections of the Thesis Statement

Check Done

Submit

Main IdeaEvidence

Check

Check

Progress Monitoring: Essay Writing– Essay Page full essay view All Levels

Progress Monitoring TIME

Argument Rubric???—each rubric will be based on grade/complexity level standards

Sample Displays of Student Performance

Three components to the process:

Request: Author sends out specific request for feedback on a portion or entire work (essay or activity)

Provide: Peer editor provides feedback to author

Review: Author receives peer or teacher feedback

Each step of feedback process is supported with Knowledge Cards

Annotation and Feedback

Teacher administration and management of Composition builder• Create assignments

• Writing• Progress monitoring• Activities

• Add resources for assignments

• Monitor student work• Comment/feedback on

student work• View progress monitoring

results • Add/remove students

Teacher Management

Composition Builder Research

• Phase 1 (Years 1 and 2)

– Formative development on all student components of Composition Builder

– Student focus groups– Teacher focus groups– Teacher Advisory Council

– Design team iterations

• Phase 2 (Year 3)

– Field test • Quasi experimental

– 6 classrooms– Grades 6, 7, and 8– Use for 4-6 months– Use for 4 complete

assignments– Progress Monitoring

• Both measures• Twice/month

– Standardized writing assessment

– Two phases• Development (years 1 and 2) • Field test (year 3)

– Project participants• Project Team • Middle school students and teachers• Advisors and consultants • Teacher Advisory Council

Composition Builder