Educating the Whole Child

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

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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

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

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Connecting to Serve All Quick Reference

http://si2012leadertools.ncdpi.wikispaces.net/2012+Leader+Tools




“How” do I teach this?

The “why” of Teacher Evaluation

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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


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Serving All is a Process

Intentional and Purposeful


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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.










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



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


How will you incorporate math information into other content areas?


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



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



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 [email protected](P) 919.807 .3817

NCEES [email protected](P) 828.406.9237

http://si2012leadertools.ncdpi.wikispaces.net/2012+Facilitative+Team+Time

http://ncees.ncdpi.wikispaces.net/

Wiki Links to support leadership:

mailto:[email protected]

mailto:[email protected]

http://si2012leadertools.ncdpi.wikispaces.net/2012+Facilitative+Team+Time

http://ncees.ncdpi.wikispaces.net/

Documents

Educating the Whole Child