1

Differentiation in Inclusive Classrooms using UDL, Technology and Other Instructional Strategies

Lisa A. Dieker, Ph.D. Profes s or and Loc kheed Martin Eminent Scholar

Univ ers i ty Central Florida Col lege of Education and Human Performance

Orlando, Florida l is a.d iek er@ucf.edu

Handouts: http://handouts.pbworks.comLogin: UCFPassword: UCF

New Goals

AchildwithalearningdisabilityhasanIQabove70andbydefinitioncanNOTbeintellectuallydisabled.AchildwithLDcan,however,begifted!

IQ scores

ID

LD

ASD

IQ scores

Traditionalcriteria foreligibility incategoryLD:Discrepancy betweenIQtestscores &achievementtestpercentilerankings.

A child with an IQ of 100 would be expected to perform at the 50Percentile. When achievement problems can ’t be explained byIntelligence factors, learning disability was determined.

IQ scores

IntellectualDisability:significant limitations inintellectual functioning:Expecteds imilarities between IQtestscores &achievementtestpercentilerankings.

A child with an IQ of 70 would be expected to perform at the 2n d

Percentile, or better than 2 out of 100 students.

http://www.delicious.com/ldieker

7 Strategies that Work

1) Creating a School-Wide Culture2) Celebrating the Success of All Students

3) Developing Interdisciplinary Collaboration4) Implementing Effective Co-Teaching5) Establishing Active Learning Environments6) Implementing Successful Evidence-Based

Instruction 7) Improving Grading and Assessment

Page 3

2

School-Wide How consistent (and flexible) is your school in these

areas? ü Technology Accessü Grading – no letter gradesü Homework – rules and processü Team work/Co-Teaching – grade level,

content or PLCü Behavior – PBISü Active Learning – cooperative learning

and peer tutoring

These basics alignwithUDL!Universal Design forLearning is

–anapproachtodesigningcourseinstruction,materials,andcontenttobenefitpeopleofalllearningstyleswithout significantadaptationorspecializeddesign

Universal Design forLearning calls for . . .–Multiple meansof

• Representation• Actionandexpression• Engagement

2 1

S&R-UDinEd

ucation

• Universaldesign strivestobeabroad-spectrum solution thatproduces buildings, products andenvironments thatareusableandeffective ______________, notjustpeoplewithdisabilities.

2 2

for everyone

UniversalDesign forLearningwasbirthed outof thefield ofArchitecture

Examples:–AutomaticDoors–Curbsideramps–LoweredSwitches–WiderDoorways

23

S&R-UDinEducation

UDL

UDL

Engagement

Representation

Action

andExpression

3

WebsitesforYou

• http://www.udlcenter.org

• http://www.cast.org

• https://teal.ed.gov/tealguide/udl

Universal Design for Learning

• What are the “Big Ideas” in the general education curriculum?

• What are the “Big Ideas” in the students Individualized Education Plan (IEP)

• Are these compatible?• Will curriculum and/or instruction

need to be adapted/modified?

C am pano, 2012

Universal Design for Learning (UDL)

Universal Instructional Design (UID)

“How good teachers teach”

Universal Instructional Design

Universal Design1. Architectural

adaptations designed to make buildings more accessible to people with disabilities

2. Beneficial to most

3. Curb cuts, automatic doors, television captioning

UID/UDL1.Instructional

adaptations and teaching strategies developed to make course content more accessible to students with diverse learning needs

2. Beneficial to mostC am pano, 2012

Representation

Complete a 9 week curriculum snapshot

Now decide how you will represent the content for kids who…

Page 25

Oneweekofplans

• Createasingleorco-taughtplanofbigideasfornextweek

• BereadytoaddUDL,technologyandotherinnovativeideastoyourplans

Big Idea Instructional Method

Standard Assessment

Modified Assessment

Page35

4

Type of Co-teaching

Behavioral Strategies

Instructional Strategies

Data Collected/Notes

Page35

SoWhenPlanning,Assume…

• Youhaveastudentwhocannottalk• Whocannotwalk• Whocannotwrite• Whocannotread• Whocannotbehave

Thisisuniversaldesign

UDL:Representation

Whichtypeofintelligencedoesthisuse?

EssentialQuestion

• DidIrepresentmyquestions/objectivesinasmanywaysaspossible?

EssentialQuestion Closed Captioning (CC) andSubtitles

• Wordify (wordifyapp.com)• Rewordify (rewordify.com)• Yak ittome(yakitome.com)• Newsela

Websitestohelp… What is UDL

Multiple Means of: RepresentationEngagementAssessment/Action

Multiple Inputs

Begin with the Basics

5

Memory• Memory is a process not a thing.• How does memory relate to our

teaching?–Sensory input (sight, sound, smell, taste, touch)

–90% of what goes in is dismissed

Page 46 • Signals are turned into perceptions.

• We move from perception to attention.

–We don’t pay attention. We are always attending.

–We don’t attend to things we cannot make sense out of for meaning.

Page 46 Working Memory

• Typically information remains here for only 15-20 seconds

• 7 things at a time (e.g., phone number)

• Chunking information

• Association with other knowledge

• Emotional hook-up

Page 46

Studies show that over a period of three days, the retention of learning is as follows:

ActiveLearning

10 % of what we read

20 % of what we hear

30 % of what we see

70 % of what we talk about

50 % of what we see & hear

90 % of what we say as we do it

10 % of what we read

20 % of what we hear

30 % of what we see

70 % of what we talk about

50 % of what we see & hear

90 % of what we say as we do it

10 % of what we read

20 % of what we hear

30 % of what we see

70 % of what we talk about

50 % of what we see & hear

90 % of what we say as we do it

10 % of what we read

20 % of what we hear

30 % of what we see

70 % of what we talk about

50 % of what we see & hear

90 % of what we say as we do it

10 % of what we read

20 % of what we hear

30 % of what we see

70 % of what we talk about

50 % of what we see & hear

90 % of what we say as we do it

10 % of what we read

20 % of what we hear

30 % of what we see

70 % of what we talk about

50 % of what we see & hear

90 % of what we say as we do it

Are You Smarter Than Your Right Foot?

1. While sitting in your chair, lift your right foot off the floor and make clockwise circles.

2. Now, while doing this, draw the number "6" in the air with your right hand.

Don’t want to work?Don’t have the capacity?

OR

TheBodyAre You Smarter Than Your Right Foot?

TheBody

How much would you learn if I did it for you?

Haven’t developed the Pathways?

How often - do for or make choices for?

passive recipient or active participant?

Multiple Rehearsals How many days to form a habit?

Frequent, fast

rehearsal ensures

retention!

Quizlet MultipleOutputs

6

InShapeGroups

• Bringanydeviceyouhaveandseehowmanyfeaturesyoucouldturnontouseintheclassroom.

• Howmightyouusethosefeaturesinyourclass?

• Gobacktoyourtableandsharewhatyoulearned.

Universal Design• http://starchild.gsfc.nasa.gov/docs/StarChild/• http://www.cast.org• www.pbis.org• Plan Lessons

– See– Walk– Talk– Hear– Behave - teach behavior is language

• http://www.windows.ucar.edu/

Make-up BoardMake-up Policy – Any assignment that is late willbe reduced by 10% for each week it is late. Youmay not turn in any missing assignment 1 weekprior to the end of the quarter.Cynthia

Zoobee

Gwenetta

Joshua

Samuel

Toby

Jose

Page 9

Classroom Discipline Checklist

• Make-up policy (PBIS p. 54)• 10 positives to 3 negatives• 3 second rule

• What do you see as ther relationship of UDL and discipline

Page 56

UDLReview

• Evidence based practice?• Whatarethe3components?• Howdo youadvocate?• http://www.cast.org

Camp an o , 201 2

EveryStudentSucceedsAct

• AddsUniversalDesignforLearning(UDL)conceptstoencouragecoursematerialsthathelpeachindividualstudent,whethertheyarestrugglingortheyareworkingabovetheirgradelevelcontent.

Four Modes of Instruction

Telling Asking Showing Doing

%

%

%

%

Expository

Inquiry

Demonstration

Activity

Page 59 NEED SUPPORT WITH CREATIVEASSIGNMENTS?NEED UNLIMITEDACCESS TOCONTENT?

COULD SOMESTUDENTSWATCH VIDEOSGEARED TOWARDIEPGOAL WHILEOTHERS WORKON ALTERNATIVEACTIVITY?

7

https://www.mindmeister.com

NEED WAYS TO CREATE VISUAL ORGANIZERS? freeology.com/graphicorgs

UniversalDesign:Whatlayerscouldyouuse?

ChecklistDictate PapersImagesAudio componentsVideo demonstrationsVisual NotesOther

Engagement

Complete a 9 week curriculum snapshot

Now decide how you will represent the content for kids who…

Speed Sharing• Move until the music stops• Share one idea related to

technology• Share your best instructional

strategy for inclusion• Time saving tip

• Practice Social skills

• (Skillstreaming Goldstein,1998)

• Partner with assigned role

• Quote of the day (from students)

• Classroom forums (once a week)

Building an Inclusive Climate

Pages 50• Pass a problem• Base groups (numbers, letters

and shapes)• Pairing with a clock (or use tools

related to subject area e.g., maps, times tables, etc.)

• T-chart• Confess, create and commit

Pages 51-52

8

• Three things I know p. 53• Excuse book p. 53 example

• IEP Summary p. 55• Peer mentoring

• Clear the Air

Pages 46-47

Name Excuse What you plan to do about the missing assignment?

Lisa Dieker Forgot my assignment

I will bring it to you 3rd

hour.

Zobee J. Didn’t do it Nothing

Excuse Book(Please print clearly so your

parent/guardian can read your excuse)

Page 53

PEER MENTORING

CLEAR THE AIR

Co-Teaching Backpacks

••

Page 66

solo plastic plates - cut up tshirts/ragslow odor dry erase markerswiki stixcalculator (talking)clipboardpapergraph papergolf pencils

koosh ball (2)stress ball (2)fun writing penserasable highlighterspencil gripsTeach timersKagan chartsLivescribe penVibrating watchFlip camera

Motivation / Active Participation

• Finger Signals

• Unison Response– Do you think teachers should be paid

more?

• Flash Answers in Groups– Buy shower board and markers– Buy chalkboard spray paint or – contact paper

Page 84

A Day at the Firehouse

Pat and Chris went to visit firefighter Tim at the local firehouse.

Firefighter Tim explained to them the fire engine’s full complement of hose and water capabilities. The following is a list of some of the fire engine’s

components

Modified Literature Circles-p. 64

PredictorClarifierQuestionerSummarizerartist

Page 64

Vision of K-12 Students Today

9

• Rip Van Winkle awakens in the 21st century after a hundred-year snooze and is, of course, utterly bewildered by what he sees. Men and women dash about, talking to small metal devices pinned to their ears.Young people sit at home on sofas, moving miniature athletes around on electronic screens.

• Older folk defy deathand disability with metronomesin their chests and with hips made of metal and plastic. Airports, hospitals, shopping malls–every place Rip goes just baffleshim.

• But when he finally walks into a schoolroom, the old man knows exactly where he is. ‘This is a school,’ he decla res.‘We used to have these back in 1916. Only now the blackboards are white.’”

Bookshare Google Docs

Learning Ally

What percentage of the time do your students in your school spend using print?

Today’s freshmen...

10

...never twisted the coiled handset wire aimlessly around their wrists while chatting on the phone.

...never recognized that pointing to their wrists was a

request for the time of

day.

and they seldom if ever use snail mail.

...believe E-mail is just too slow,

•Timetoadoption:OneYearorLess•FlippedClassroom•MOOC–massiveopenonlinecourses•MobileApps•TabletComputing

•Timetoadoption:TwotoThreeYears•TheInternetofThings•LearningAnalytics•AugmentedReality•Game-basedLearning

•Timetoadoption:FourtoFiveYears•3DPrinting•FlexibleDisplays•NextGenerationBatteries•WearableTechnology

Grit•A new way of thinking about success in life and the relationship of technology

February,2014

Time toadoption: One Year or Less•Flipped Classroom•Learning AnalyticsTime toadoption: Two toThreeYears•TheInternet of Things�3DPrinting�Games and GamificationTime toadoption: Four toFiveYears�Quantified Self�VirtualAssistants

11

Tools forworkingwithGenerationM

ü Reminder101ü Vokiü ClassroomDojoü BookshareorLearningAlly(disabilityfocusedsites)ü Skype orGoogleHangoutü Google docsü Quizlet, f lashcardexchanngeü TwitterandSocrativeü Preziü Edmodo orFacebookorSchoologyü Augmentedormixedrealityü Google Glasses http://delicious.com/ldieker

The Flipped Curriculum

http://teachers.schooloftefl.com

http://www.delicious.com/ldieker

Technology for working with Generation M (p. 65)

• Skype or Google Hangout• Online course tools• ref works or easy bib• Google docs• Quizlet or flashcardexchannge• twitter• glogster• Prezi• Facebook or Schoolology• Augmented or mixed reality• (TeachLivE)

K-N-W-SK

What facts do IKNOW from theinfo rmation

presented in theprob lem?

N

Which info rmation isNOT needed?

W

WHAT does theprob lem ask me

to find?

S

WhatSTRATEGY/Operation/Too ls

will Iuse to so lv eth isprob lem?

Page 78Math Adaptations

• KNWS• Place Value Chart• Calculators• Math Chair• Error Analysis

–student-centere d approach

Pages 75-78

Yard Hundreds

Tens Ones Yard Hundreds

Tens Ones Yard Hundreds

Tens Ones

1 3 4 , 6 5 3 , 9 0 3

Page 70

Place Value Chart Example

12

• Share a quick, clean and funny story with a neighbor

Laughter Break

Kel ly J. Gril lo

Kel ly J. Gril lo Kel ly J. Gril loKelly J. Grillo Kel ly J. Gril lo

Kel l y J. Gr i l l o

Kelly J. Grillo

• Brainpop • How Stuff Works• What’s the Connection? • Alternative Lesson or Outcome• Ask Peer to Construct Knowledge• Online Frog and Pig Dissection• www.froguts.com• www.whitman.edu/biology

Pages 78-80Science (All of the reading strategies apply to

this area too.)5E Learning Cycle

• Engagement: The activities in this section capture the student's attention, stimulate their thinking and help them access prior knowledge.

• Exploration: In this section students are given time to think, plan, investigate, and organize collected information

• Explanation: Students are now involved in an analysis of their exploration. Their understanding is clarified and modified because of reflective activities

• Extension: This section gives students the opportunity to expand and solidify their understanding of the concept and/or apply it to a real world situation

• Evaluation: Student learning is measured and assessed

13

• Alternative Outcomes• Multi-sensory Focus• Coordinate with Content Areas• Reduce Number of

Materials/Requirements

Page 81

Art, Music and Physical Education

• Readability• Multisensory• Collaborative Box• Great Websites• http://tenbyten.org/• http://www.newsmap.jp/• http://www.newseum.org/

Social Studies(all reading strategies work too)

Pg.82-83PositiveAttitudesandPerceptions

• Classroom Climate– Acceptance

• Teacher• Peers

– Comfort and Order

• Classroom Tasks– Value– Ability– Clarity

Page 81

Michael Jordan once said, • “I’ve missed more than 9000 shots in my

career. • I’ve lost more than 300 games.• 26 times I’ve been trusted to take the game

winning shot, and missed.• I’ve failed over and over again in my life,

that’s why I succeed.”

Michael Jordan who is a

• 9 time All-Star• 5 time MVP• 2 time Olympic Gold

Medalist.

• The man who shackled gravity and courted flight

Sample: brainpop.com

Animated video lessonsOn ALL of these topics!

Check out just the Math lessons!

http://www.brainpop.com

KINDLE Comprehension Strategies• Skim, Rap and Map (See example p. 66)

• Predictions p. 65

• Book Share p. 65

• Spirit Reading p. 65

Pages 65-68

14

Writing Strategies• Find Opportunities for Students to Write

across the curriculum• Telementoring• Kamishibai• Peer Editing with credit• Red/Green Pen • Crystal Ball or Yesterday’s News

Pages 70-71Types of Disability issues in

mathematics

• Perseveration• Language Issues• Reasoning• Perceptual Skills• Memory

Page 75

Math Adaptations• KNWS• Place Value Chart• Calculators• Math Chair• Error Analysis

–student-centered approach

Pages 72-75

Yard Hundreds

Tens Ones Yard Hundreds

Tens Ones Yard Hundreds

Tens Ones

1 3 4 , 6 5 3 , 9 0 3

Page 70

Place Value Chart Example

Secrets borrowed fromIMPROVISATIONAL

COMEDY

There is an old saying that a

teacher is an actor and the classroom

is the stage...Actors Move!

Change the Stage Picture

“The idea behind this concept is discovery. Quite often, just by allowing yourself to move to a different part of the stage, you will discover something new. You are opening yourself up to a different “beat” in a scene. This is effective when information seems to have “dried up” and you need to change the energy of what has already been established so things never get stale in an improv.For example, if two people are standing there talk ing about breaking up and one person starts walk ing across the stage, everyone will be interested to see what will happen next because that character crossed for a reason. Perhaps that

Makerspace?Sharing Engagement

Go to your number group and share two engagement ideas

Now go to your Letter group and share 2 more

15

Assessment

Get ready to incorporate Assessment ideas into the next 2 weeks

https://photomath.net/

Needwritingsupport?• Createchecklists.Studentanon-reader?Usepeersupports.

Sharing Assessment

Go to your shape group and share two assessment ideas

Now go to your number group and share 2 more

Now represent the concept for kids who: Cannot….

WalkTalkSeeHearBehaveLearn the way you teach

16

Assessment vs. Grading

What is the difference in assessment and grading?

How are those confused in your school?How might you use the different types in

co-teaching?Why might co-teaching and inclusion

impact the need and ease for using a wide range of assessment tools

Wormeliongrading

• https://www.youtube.com/watch?v=h-QF9Q4gxVM

Management by Numbers…

3303

•Positives to 1 corrective

•Positive exchanges per hour

•Social interactions per class

GradingStrong secondary schools are finding ways to move away

from a letter system, Marzano, 2001

• IEP/Contract Grading (see example p. 98)

• Checklist

• Shared grading

• Multiple grading/rubrics (see example p. 102)

• Portfolio grading (student led conferences with Power Point )

Pages 83Page 84

T o m J i m Bobby Sally

Respects Others and Property

•

Positive Attitude/Behavior

•

•

Completes Tasks

•

2 Minute Assessment

Different students, different tests!

Ask Questions!

Name_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ __ _ _

Co ncept: Matter1 . Tell me wha t “ma tter” mea ns in y o ur o wn wo rds.

2 . Na me o ne ex a mple o f ma tter in this classro o m.

3 . Na me o ne ex a mple o f ma tter y ou would find in y o ur ho me.

Assessment tools – p. 91• Observation• Sample Analysis• Task Analysis• Inventories• Criterion-Reference Tests• Probes• Checklist• Interviews questionnaires• Learning Environment• Exhibitions

Assess Learning Differently• Test Adaptations

–Rubrics–Before–During –After

• Brown Bag Assessment P. 98-99• Nonfiction Assessment• Exhibition Assessment

Brown Bag AssessmentExample of UDL and

Assessment

Pages 88-89

17

Why differentiated Assessment

What does “UDL” tell us?Universal Designfor Learning

in assessment!!!

Before the TestüNote CardüPractice TestsüIndividual/Group ReviewüChunking

Page 90 During the TestüCheck anxiety level

üGive immediate feedback

üComplete one problem / question from each section

üSelf-monitoring

Page 90

After the Test

• Retake• Make Corrections• Alternative Grading

– 30 questions - Test is worth 25– 30 questions – Teachers grade only those 20

identified as important for mastery of topic– 30 questions – Student attempts 22 misses 3, and

grade is based on 19 out of 22– Multiple Grades – One grade for content, one for

mechanics– Give Partial Credit

Page 90

Self Advocacy TrainingShare student’s file

Sharing IEP

Showing FAT City

Writing letter to teachers

Talking to teacher

Page 22

Sharing Assessment

Go to your letter group and share two assessment ideas

Now go back to your tables and share ideas you learned

Are you preparing students for the past or the future?

Make a List

• 5 rules in school that are irrelevant to life

• 5 skills in school that are critical in life

3 Things I know Activity

• From today…–Three things that you now know

more about related to inclusion–One thing you still want to learn

more about –One thing you plan to implement

immediately

18

voanews.com/specialenglish PBWorks.com Time toadoption: One Year or Less•Flipped Classroom•Learning AnalyticsTime toadoption: Two toThreeYears•TheInternet of Things•3DPrinting•Games and GamificationTime toadoption: Four toFiveYears•Quantified Self•VirtualAssistants

Technology for working with Generation M (p. 65)

Word - Track Changes and AutosummarizeI-chat, skype or aimWebCT or BlackboardEndnote or ref worksGoogle docsquiz letWiki, flashcardexchanngetwitterglogsterPreziNing or Edmodoor FacebookAugmented or mixed reality

(TeachLivE)

http://pblchecklist.4teachers.org/

NEED SUPPORT WITH CREATIVEASSIGNMENTS?

Hmmm…Am I using the stage?

In co-teaching, for example, this is especially important :

Is one person ALWAYS standing in the front of the room while the other is in back or off to the side?

Do we both have visible roles?

Communication

Remember, behavior is communication.

What is the child saying?

© 2014 DSFOC

19

PictureSchedules

Youcancreateoneinafewminuteswith aphoneandPowerPoint!

Picture schedules are visual supports for communication that teach new behaviors, preview the steps of upcoming events, or provide checklists foreveryday tasks.

Let’s look at an example…

StepOne•Decidewhichactivitiesthestudentwillbetransitioning tothroughouttheday.

•Takepicturesofeachactivity/place.

•CreateapicturescheduleusingPowerpoint

•Takepicturesandgetstarted!

Schedule can be easily printed for a student to carry or tape on their desk.

If you have young kids, try this with them as a trial!

Shopping at Publix . Check off the items.

Be Creative!

Think outside the box…http://www.do2learn.com/

Great free resources!!!

20

Reciprocity Reflection Gonoodle

PuttingthePiecesTogether =FourThingswecandoRightNow:

• Increaseinteractions

• Addlayersofinstruction

• Thinkdifferentlyaboutbehavior

• Usetechnologytools

BeginwiththeBasics:

EyecontactBodyLanguageCommunication

Technology for AllStudents

What'sin yourpocket?

• DragonDictationorMSWord

• Cameratovideothemselvesreading

• FingerScanorHeartRate

Text?• Support teachertextswords ofpraiseorencouragementduring class

• Messages to/from family topromote reading/writing

• Students textsupportteachersorparents, orSELFwith noteaboutassignments given

• Begin withemojis asa firststep ifneeded!

21

Self-Monitoring• AlarmsandReminderssettocuebehaviors

"AmIworking?”

PromotingCommunicationor

Independence

Independence: Covert Audio Coaching

Considerthis:

Couldourstudentscreateonlinequizzesandgames forteachersorpeersasaservice

project?

Thebottomlineis...

Weneedtohelpsupplystudentswiththeconfidence,composure,andskillstobesuccessfulatthenextlevelwhetheritis

elementary tomiddlemiddle tohighschoolhighschooltocollegeorcareer

ForBehaviorBehavioral Approach

Behavior is learned- Can be unlearned

Basic principle: reinforcement

•Broken Record rule100% consistency!!!

Watch Supernanny: What is the reinforcer here?

Data Collection Academic Progress: Tracking Correct Oral Responses

22

TryBasicBiofeedback!

stressmarket.com

cognitive

• Changingthewaystudentthinksabouthis/herbehavior

For a FREE management system that automatically creates point cards, reflection sheets, self monitoring sheets, download KidTools at:

http://kidtools.missouri.edu/

Ecological

• Goodness of Fit?• Voice• Change

Something!

£ Paraprofessiona l£ Part-time Co-Teaching£ Full timeCo-teaching£Support facilitation£Nodirectsupportng

ParallelTeaching

StationTeaching£ Discussionstation£ Demonstration station£ Perfo rmancestation£ Assessmentstation£ Writingstation£ Independentpractice

station£ Sk ill reviewstation£ Computerstation£ Reflection station£ Readingstation£ Extensionstation£ Other _____________________________

£ Writingconference£ Demonstration o fmastery£ Oralassessment£ Goal setting£ Reflection on performance£ Coaching£ Other ___________________________

£ Contentdelivery£ Anticipato ryset£ “Bellringer”£ Clarify ingcomments£ Learningstrategies£ Observ ation data£Concreteexample/

demonstration£ Images/graphic support£ Note tak ingskills£ Codingbehaviors

£Selections fromentiremenu

£ Addedattention to :________________________________________________________________________________________________________________________________________________________________________________________

TeamTeaching

£ Inquiry -based option£ Hands-onactivity£ Pro ject-basedoption£ L iteratureconnection£ Direct instruction£ Sk ill-based instruction£ Other_____________________________________________________________________________________________________________________________

AlternativeTeaching

Lead/SupportTypeof Support

Lesson Goal:

Stations

• Engagement• Representation• Action/Expression

• Whatdowecurrentlydo?• Whatisthebarrierforinclusionorlearningingeneral?

• Whatshouldwebedoing?

ü Physical breaks occur at least once a period but ideally every 10 minutes.

ü Knowledge is presented in chunks.ü Reading material used is rich and

diverse and includes material embraced by info-kids.

ü Evaluation goes beyond paper and pencil tests.

ü Students give and receiveü Grading is clear

Characteristics of 21st Century Inclusive Schools – Page 6-7

ü Student behavior is consistent across the school

ü Make-up policies are consistent ü criteria for inclusive and exclusion.ü Cooperative Learning and/or peer

tutoring are a component of every class.

ü All students give and receive

üAll students are celebratedüLiteracy is taught in every subject area

(including electives).üMathematics is taught in every subject

area (including electives).üWriting occurs in a meaningful way every

day in every periodüStudents are taught to self-advocate for

their needs and know how to share their needs with their teachers.

üCo-teaching and/or collaborative environments are at the core of the school

23

Experience

EnvironmentWhere – familiar or newWho’s in it – friend or foeTemperatureLightingLevel of sound – background noises

Impact of preferences

Interpretation

Creates the opportunity for their brain to process:

what’s happening, what does it mean to me,what do I want to do about,and then process how do I get my body to do

it

Wait Time

Cognition Experience Environment Personality

Perception BrainInformation

Passive Absorption

Active Construction

Ca m p a no , 2012Campano, 2012

HowWeAllLearn

How To Avoid Theses Road Blocks

Ca m p a no , 2012

TheBrainTheBody&Communication

Reality BestPractice

Communication is Personal Meaningful to Individual

Strongest Sensory Channel Their Strongest Sensory Input

Brain Plastic ~ changes/grows Consistency / Routine

Passive Recipients of Info Active Participation

Human to Human contact!!!!!!! Human to Human contact!!!!!!!

Grit•A new way of thinking about success in life and the relationship of technology

Time toadoption: One Year or Less•Flipped Classroom•Learning AnalyticsTime toadoption: Two toThreeYears•TheInternet of Things�3DPrinting�Games and GamificationTime toadoption: Four toFiveYears�Quantified Self�VirtualAssistants

Tools forworkingwithGenerationM

ü Reminder101ü Vokiü ClassroomDojoü BookshareorLearningAlly(disabilityfocusedsites)ü Skype orGoogleHangoutü Google docsü Quizlet, f lashcardexchanngeü TwitterandSocrativeü Preziü Edmodo orFacebookorSchoologyü Augmentedormixedrealityü Google Glasses http://delicious.com/ldieker

24

Kel ly J. Gril loKelly J. Grillo Kel ly J. Gril lo

Kel l y J. Gr i l l o

Kelly J. Grillo

Video Diary

• Choose a representative group of kids

• Give them throw away cameras• Ask them to take pictures from

their viewpoints of your school• Print and discuss pictures

individually• Conduct focus groups as to how to

change your school - consider having content specific cameras and focus groups

Page 22

The IRIS Center Positive Behavioral Supports CEEDAR Center

Think College

Robotics

Personalized Learning

25

Yotta Data fMRI

Data Dashboards

Who will you thank today as a celebration of

IDEA?