UDL - cpb-ca-c1.wpmucdn.com...PBL in the Secondary Classroom Using UDL Principles and Guidelines 10/02/2016 1 developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing

PBL in the Secondary Classroom Using UDL Principles and Guidelines

10/02/2016

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developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY

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SET►BC Tier 1 Services

Project‐Based Learning in the Secondary Classroom Using UDL Principles and Guidelines

School District #48 (Sea to Sky)

February 10, 2016

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Housekeeping…

• REGISTRATION – Please sign in.

• PHOTO – Could I take photos of the workshop for my blog?

• Washrooms

• WiFi

• Agenda

• Handouts

• Technology – BYOD or from the district


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About the Facilitators…


Name: Tak Yamada(Tier 1 Team Leader – District Support)

Email: [email protected]

SET►BC Website:http://www.setbc.org/

Name: Debby Kim (Tier 1 Provincial Teacher – District Support)

Email: [email protected]

AfterShare Space (Blog): http://learningnetwork.setbc.org/dkim/

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SET►BC Mandate• SET-BC is a BC Ministry of Education Provincial Resource

Program established to assist school districts in utilizing technology with students whose access to the curriculum is restricted. SET-BC provides school districts with three tiers of services:

• Tier 1: Professional Development • Tier 2: Technology Training and Classroom-based Solutions• Tier 3: Complex Needs Training and Student-based Solutions


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The Plan

• Set the day up as Learn Plan Do

• Learn: UDL, PBL, Setting Goals, Student Profiles and Assessment strategies

• Plan: Plan for your next lesson

• Do: Discuss and collaborate

• Teach someone else about something that you learned today

• Explore something further


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The Flipped Workshop

• Thoughts about the videos

• Reflecting questions


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The Tools

• What is in your UDL toolkit

• Tool selection rubric


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Why UDL and PBL?

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UDL and PBL

• Mixed degree of comfort

• Take control of your own learning

• Set your own “All, Most and Few” goals


All

Most

Few

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Goals

• “All” goals?

• “Most” goals?

• “Few” goals?


All

Most

Few

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Review of UDL


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Choice and Access

• Choice: What supports are available for students to choose from that highlight their strengths?

• Access: What supports are necessary to create access to build on their stretches?


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Multiple Means of Engagement

• Provide options for self‐regulation

• Provide options for sustaining effort and persistence

• Prove options for recruiting interest

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In other words…

• Make your classroom safe and inviting.

• Offer your students choice.

• Make learning as authentic, fun, and relevant as possible.

• Aim for the “goldilocks” zone…just right level of challenge.

• Help your students develop a sense of themselves as learners.

• Help your students develop “grit”.

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PBL and Multiple Means of Engagement

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Multiple Means of Representation

• Provide options for comprehension

• Provide options for language, mathematical expressions, and symbols

• Provide options for perception

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In other words…

• Make sure students can see and hear.

• Use multiple media, e.g. visuals to back up speech.

• Present the same information in different ways.

• Clarify vocabulary, symbols, and concepts.

• Use tools that help students organize and process information, e.g. graphic organizers, infographics.

• Activate background knowledge and highlight important ideas and information.

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PBL and Multiple Means of Representation

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Multiple Means of Action &Expression

• Provide options for executive functions

• Provide options for expression and communication

• Provide options for physical action

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In other words…

• Allow students choice in the way they demonstrate their learning.

• Provide opportunities for students to practice with expert models, supports and scaffolds.

• Help students develop skills for managing information and tasks.

• Provide different ways for students to physically access tools and materials.

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PBL and Multiple Means of Action and Expression

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Inclusion: Combination of Frameworks


Source: Curriculum for All‐ Shelley Moore

PlanningPyramid

RTITRIANGLE

WHO am I teaching?

WHAT am I teaching?

HOW can I support my students?

UDLTriangle

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Sources of Information

• Shelley Moore

• Mallory Burton

• Faye Brownlie

• Leyton Schnellert

• And others


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Who are we teaching?

• Class Profile

• Individual Profile

• RTI



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Class Profiles

• Interests- what do they like?

• Strengths- what are they good at?

• Stretches- what areas could they develop?

• Goals- what will they focus on?

• Decisions- what will help them meet their goals?



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Class ReviewLearning in Safe Schools

Teacher:Class:

Classroom Strengths Classroom Stretches

Individual Concerns

Class Review Recording Form

(Brownlie & King, 2000)

Goals Decisions

Medical Language Learning Socio-Emotional Other

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CLASS PROFILE

Interests: -socializing, sports, performing arts (dance and drama), MSN, reading

Classroom Strengths-attentive-good listeners-ask for help-like real-life examples/applications-visual, hands-on learners-good with text features-positive towards each other

Classroom Stretches-generating their own strategies-determining importance-discussion-self-monitoring-accessing prior knowledge

Individual Concerns

Goals-Making connections-Determining Importance-Applying their learning across the curriculum-Help students develop planning and self-monitoring strategies-Be able to write a persuasive piece using research skills

Decisions-Before, during, after lesson structure-Targeted, extended strategy instruction-Multimodal representation opportunities (differentiation)-Planning activities, metacognitive steps in lessons

MedicalNate: (ADHD)- difficulty with staying focused

LanguagePeter - ESL 2Cory , Doug & Allie ESL 3- 6 other students ESL 4 and 5.

LearningNate, Jason, Lars- frontload, key ideas, adapt outcomes, reduce workload, Nate: Alphasmart

Socio-EmotionalNate: tunes out, seeks attention, few friends

ChallengeIzzy, Keisha,Brittney, Glen

Source: Curriculum for All‐ Shelley Moore28

Student self reports

Words that describe me

My favorite books/ stories

Things I like to do when I’m alone

Things I like to do with my friends

Things I like to do with my family

Things I’m very good at or interested in

Things I’d like (or need) you to know about me

My hopes and dreams for myself

The easiest way for me to show what I know is:

Things I would like to get better at in this class are:

Name:Who Am I? Profile

Schnellert & Brownlie, 2011 29

RTI

• Who do you want to work with? • Entire class/small group?

• What is your focus?• Curriculum?• Social? emotional-social

responsibility/behavior?

• Who are your students?• Who needs the most challenge?• Who needs the most support?• Who needs a scaffold?



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RTI

• All

• Most

• Few



Tier 1

Tier 2

Tier 3

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Lens: Social Studies 9

Regular Outcomes

AdaptedOutcomes

ModifiedOutcomes

Tyler, Montana, Karissa, Courtney, Jennifer, Mona, Kaaljeet, Summer,Amit, Zafar, Turner, Karm, Colin,Sarah, Ryan, Brian, Cynthia

Philip, ShaunTudor, Alexa, Paris, Talha

RahulNiccole

Modified Schmodifed. Shelley Moore, 2012 MOORE, S . & WATSON, L . PR ‐ALL ‐GRAMMING ‐ SESS ION 1, 2012

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PlanningPyramid

RTITRIANGLE

WHO am I teaching?

WHAT am I teaching?


UDLTriangle

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What are we teaching?

• Planning Pyramid



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Planning Pyramid



Even more goals

More goals

Goals

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3 Stages of Backwards Design


Planning Pyramid

Extended Goal(s)

Modified Goal(s)

Goals for ALL

Goals for MOST

Goal for FEW

How do we see?

What is visible light?

How does visible light move?

How is visible light measured?

How is non visible light measured?

How are visible and non visible light the same/ different?

How do we see what we cant see?

Co‐planning for All Shelley Moore 2013

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RTI and the Planning Pyramid


Source: Curriculum for All‐ Shelley MooreTier 1

Tier 2

Tier 3

All

Most

Few

RTI Triangle Planning Pyramid

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PlanningPyramid

RTITRIANGLE

WHO am I teaching?

WHAT am I teaching?


UDLTriangle

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3 Stages of Backwards Design

• Wiggins and McTigue

1. Identify Desired Results: What do we want students to know and do?

2. Determine accessible evidence of learning: How will we know the student have reached the goals?

3. Plan learning experiences and instruction: What do we need to do in our classroom and lessons to prepare them for assessment.


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Goals vs. Methods

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I Do

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We Do

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You Do43

Our inclusive supports

Co‐planning for All Shelley Moore 2013

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Goals‐ How are you doing?

• How are you doing with your goals?


All

Most

Few

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Features of the Redesigned Curriculum

• The new curriculum• Allows teachers and students to spend more time on

foundational skills and applying them to real-life situations

• Intentionally focuses on “hands-on” experiential learning• Provides opportunities to encounter math in a wide

variety of experiences in everyday life• Promotes teachers to choose the strategies, resources,

and application best suited to the needs of students in the local setting (e.g. connecting mathematics to the local community and making toys for a local shelter for Christmas) – Watch Fun with Math


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Design of the Redesigned Curriculum

• Learning Mathematics is based on a “Know-Do-Understand” model

• Content (KNOW) – the essential topics and knowledge at each grade level; thinking, reasoning, applying, solving a range of problems

• Curricular Competencies (DO) – skills, strategies, and processes that students develop over time; skills, facts, procedures

• Big Ideas (UNDERSTAND) –generalizations and principles and the key concepts important in Mathematics; making sense of it

• Elaborations


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Important Considerations

• A problem-solving model provides students with the necessary skills to:

• Read a problem• Choose from a variety of appropriate strategies• Apply a strategy to solve the problem• Reflect on the efficiency and accuracy of the strategy

to explain the answer

• Aboriginal perspectives


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Mathematical Habits of Mind

Students who have developed mathematics habits of mind exhibit expertise in:

• Persevering and using mathematics to solve problems in everyday life

• Recognizing there are multiple ways to solve a problem

• Demonstrating respect for diversity in approaches to solving problems

• Choosing and using appropriate strategies and tools

• Pursuing accuracy in problem solving


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Calculate the equation of the line.

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y=1.5x+13

Developing a Unit Question

• In developing a unit question, the following are proposed as useful criteria. Each question should be:

• Open-ended • Relevant and engaging• Challenging and provocative• Significant


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Sequence of Thinking When Developing Unit Question


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Subject

Significant concept(s) and

concept statement

Context provided by core competency

Open-ended Unit Question

Examples of Unit Questions in Other Subject Areas


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• How are we affected by noise pollution?• How accurate is accurate?• Is sitting comfortably “healthy”?• What is “cool”?• How do different people celebrate?• What does being “on time” mean?• Is fighting always bad?• How does the environment affect our learning?• How has art been influenced by the environment of the artist?• How safe is my school?

Examples of Unit Questions in Math


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Unit Example of an Open‐Ended Question

Decimals and Percents How do the rules of an election affect who wins?

Linear Functions and Non-Linear Functions

Could Inspector Javert have survived the fall? (from the popular musical Les Miserables)

Linear Functions and Equations

How much does Domino’s charge for Pizza?

Exponents, Square Roots, Percent Growth

and Exponential Functions

How have video game console speeds changed over time?


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PBL Example

• Unit Topic: Linear Equations (Gr. 9)

• Unit Title: Domino Effect

• Unit Question: How much does Domino’s charge for pizza?


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Domino Effect – Context

Domino’s pizza is delicious. The company’s success is proof that people enjoy their pies. The company is also tech savvy: you can order online, and they even have a pizza tracker so you can keep tabs on your delivery!

The website is great. But one thing it’s not is transparent. Domino’s does not tell you how much the component pieces cost; they only tell you an item’s final price after you build it. In this lesson, students use linear equationsto find the base price (y-intercept) and cost per additional topping (slope). Let’s find out how much Domino’s is really charging for pizza.


56Real or imaginary scenario within which Math project will take place

Domino Effect – Learning Content

Students are expected to know the following:Two-variable linear relations, using graphing, interpolation, and extrapolation

Primary Objectives:• Understand the ideas of slope and y-intercept

within the context of Domino’s pizza pricing• Write and graph a linear equation given two

points on the line• Understand what it means for a function to be

linear (constant rate of change)


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PBL in a Week

Monday Tuesday Wednesday Thursday Friday

Core Lesson Project Extensions Presentation


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Multiple means of representation

Multiple means of Expression & Multiple

means of Engagement

Multiple means of

Expression

Domino Effect – Preview

• How much is Domino’s charging for toppings?


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$16

$19

Domino Effect – Guiding Questions

• How much does a topping cost at Domino’s?

• How much MIGHT a topping cost? In this case, what would the base price be?

• How else might a topping cost, and what would the base price be now?

• Could the cost per topping be zero? Could it be negative? (e.g. What if the pepperoni was rancid?!)

• Why can’t we determine the exact cost per topping?

• What other information would you need to determine how much Domino’s is charging per topping?


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Domino Effect – Part 1

• Calculate the cost per topping.

• Calculate the total amount spent on toppings.

• Calculate the price of a plain cheese pizza.

• Project out the total cost for pizzas with more toppings.

• Write and graph an equation.


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$16$19

+2 toppings

+$3


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$16$19

$1.50/top

$3 $6

$13

$13


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$13


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Calculate the equation of the line.

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2

y=1.5x+13

Domino Effect – Part 2

• Students repeat the analysis for the cost of a small and a medium pizza.

• Graph the equations for the small, medium, and large pizza.

• Students compare their graphs to the actual graphs.

• Domino’s stop charging after the 10th topping.

• Students discuss possible reasons for Domino’s pricing model.


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Toppings 0 1 2 3 4 5

Small $9.80 $12.20

Medium $11.00 $15.80

Large $13.00 $14.50 $16.00 $17.50 $19.00 $20.50


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PS=0.8t+9

PM=1.2t+11

PL=1.5t+13

Domino Effect – Actual Graph


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• When we graph the price of a pizza, should we draw a solid line?

• Should we even call it a “line”?• We expect a 12-topping medium

pizza to cost $25.39. Would you be willing to spend this much on a pizza?

• Why do you think Domino’s doesn’t allow people to order more than ten toppings?


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Domino Effect – Project Extension

• Examples of Driving Questions• When you increase the size of a pizza, do you get enough additional

pizza/topping to justify the price?• How do other pizza places charge for their pizzas?• Why does Domino’s stop charging after ten toppings?

• Ideas for Presentations• Surveys• Graphs displaying survey data• Summary of results• Equations • Table or chart


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Assessing the 4 C’s


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https://youtu.be/oYL_l1Ylkbc

The BC Performance Standards

• The BC performance standards describe the professional judgments of a significant number of BC educators about the standards and expectations for the following key areas of learning:

• Reading• Writing• Numeracy• Social responsibility


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Introduction to Rubrics• Prompting Instructional Planning• Designing Performance Tasks• Identifying Specific Criteria for a Particular Assignment• Selecting Specific Behaviours of Interest• Adapting to Suit Specific Situations or Students• Recording Observations• Prompting Student Self-Evaluation• Collaborating with Other Teachers and Support Staff• Adapting the Scale for Other Grade Levels• Adjusting for Other Times of Year


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Examples of Assessment Rubrics


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Snapshot(to check if the work satisfies basic requirements of the task)

Scales(from “Not Yet Within Expectations” to “Exceeds Expectations”)


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Example: This worksheet includes the criteria from the “Fully Meets Expectations” column of the Grade 8 Numeracy rubrics. Teachers can use the third column to plan instruction or assignments, tailor or elaborate the criteria for specific activities or students, adapt the criteria for other grades/times of year, record observations, or give to students for self-evaluation.


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Example: Before beginning a unit on writing reports (Writing to Communicate Ideas and Information), this teacher reviewed the rubric, decided to focus on “form”, and noted some potential strategies for teaching students about key features of form (Writing).


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Example: This example shows a criteria for “representation and communication” for a task in which Grade 8 students designed a box to hold CDs (Numeracy).


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Example: This is an excerpt from an example of how a Grade 9 teacher used the rubric for writing poetry to focus on specific criteria for descriptive poems emphasizing setting and atmosphere (Writing).


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PBL Resources

• Buck Institute for Education (BIE) -http://bie.org/objects/cat/rubrics

• Edutopia -http://www.edutopia.org/project-based-learning

• UDL for BC Schools -http://www.udlresource.ca/?p=1899


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Afternoon Guiding Tasks

Unit Topic ?

Unit Title ?

Unit Question ?

Context (Real or Imaginary Scenario) ?

Learning Content/Objectives ?

Expression and Assessment ?


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Workshop Survey

Please go to http://bit.do/sd48survey and complete the workshop survey before you leave.


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Documents

UDL - cpb-ca-c1.wpmucdn.com...PBL in the Secondary Classroom Using UDL Principles and Guidelines 10/02/2016 1 developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing