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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
IMAGE
CAST©2008
Pop Quiz
UDL and the Learning Brain
IMAGE
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