Connecting to serve all 7 6

Educating the Whole Child

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?

By the time many

students hit middle

school, disengagement

has become a learned

behavior

Keely Potter, Reading Specialist

Universal Design

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

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 Representation

Examples:

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

With UDL

more students

are:

• Engaged

• Learning

• Achieving

• Motivated

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

Learning about Language

• What does it say?

• What does it mean?

• What does it matter?

Implications for the Classroom explicit 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…

Gifted Education and new NCSCOS

• An opportunity for growth and collaboration with regular

education and within the field of gifted.

• Students may access more rigorous standards

throughout the day, which would impact direct gifted

education services and ensure access to more advanced

education throughout the day.

– A rising tide raises all ships.

• CC/ES standards align with and validate gifted education

best practices, such as concept-based learning,

integration of disciplines, and inquiry-based options.

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

What do gifted learners

need in order to maximize

their learning?

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

What does this mean for my

classroom?

• Enrich, extend and accelerate the

SCOS.

• Differentiate through content,

process and product.

Tools and Strategies for

Challenging Gifted Learners

– Concept-Based Teaching

– Tiered Assignments

– Project-Based Learning

– Curriculum Compacting

– Independent Study with Rubrics

– Seminars

Other:

All with appropriate challenge!

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

NCDPI Arts Education

Literacy Institute 2004 29

Serving All is a Process

Problems & Problem Solving

• Problem: Difference between expected/desired

outcome and current outcome

• Problem identification: Finding a difference &

determining if it is significant enough to require

action now

• Problem solving: Figuring out how to eliminate

or reduce difference

(Newton et al, 2009)

RtI

• NC DPI has identified RtI

as a research-based

school improvement

model and provides

support to district and

school implementation

through professional

development, technical

assistance, and coaching.

Problem-Solving, Data,

& Decision-Making

• Decision making is aided by access to data

• Providing instruction on a problem-solving model

(TIPS) will result in problem solving that is – Thorough

– Logical

– Efficient

– Effective

• Structure of meetings lays foundation for

efficiency and effectiveness

(Newton et al, 2009)

Collect

& Use

Data

Develop

Hypothesis

Discuss &

Select

Solutions

Develop &

Implement

Action Plan

Evaluate &

Revise

Action Plan

Problem Solving

Meeting Foundations

Team Initiated

Problem

Solving (TIPS)

Model

Identify

Problems (Define & Clarify)

(Newton et al,

2009)

The Problem-Solving “Mantra”

• Do we have a problem?

• What is the precise nature of our problem?

• Why does the problem exist, & what can we do about it?

• What are the actual elements of our plan?

• Is our plan being implemented, and is it working?

• What is the goal?

(Newton et al, 2009)

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.

Day 1 Evaluation

• You will receive a link via email before the

day ends. Please complete the survey

before the next day OR during the last

few minutes of this session.