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Curriculum for All: Universal Design for Learning

Curriculum for All: Universal Design for Learning. EDST 498K ( July 21-25, 2014) University of British Columbia Okanagan Shelley Moore. Day 4: How will I teach my students? Questions of the Day. Exit Slip What is effective lesson design? How does it support inclusion?.

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Curriculum for All: Universal Design for Learning

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  1. Curriculum for All: Universal Design for Learning EDST 498K ( July 21-25, 2014) University of British Columbia Okanagan Shelley Moore

  2. Day 4: How will I teach my students?Questions of the Day Exit Slip • What is effective lesson design? • How does it support inclusion?

  3. Day 3: How will I support my students?Criteria Building Using the readings and lecture slides, build the following assignment criteria • Lesson Matrix

  4. Using the Readings Reading for today… • Read – Lesson Planning: Brownlie, Judith & King (2000) • Read – Lesson Design: Brownlie, Feniak & Schnellert (2006) • Read – Role of the EA: Downing (2010) (optional) • Read – Resource models: Brownlie & King (2000) (optional) Reading Strategy: Synectics • As a group determine a metaphor for lesson design • Using tape and paper, build a paper sculpture of your metaphor • Groups will present their sculpture metaphors as • Lesson design is like a ___________ because…

  5. Learning Supports for All- CHOICE • Multiple means of: • Connecting: Connecting to old information • Prior knowledge • Personal experience • Engagement/ interests • Processing: Presenting the information • Multiple texts (levels and text, pictures, movies, read aloud, internet) • Organizing information (graphic organizers) • Information going in/ understanding it • Transforming & Personalizing: Expressing the information learned • Oral, visual, written • Information going out • Showing what you know • Making it personally meaningful Brownlie & Schnellert 2011

  6. All Moore & Watson: Planning for Diversity 2012

  7. Most Moore & Watson: Planning for Diversity 2012

  8. Few • Organize the words into your own categories and connect them!

  9. Modifying- extending the “all”

  10. Socials 9

  11. Example lessons- input Activity Extended

  12. Example lessons- input Activity Extended

  13. Shelley Moore:Pr-all-gramming, 2012

  14. Shelley Moore:Pr-all-gramming, 2012

  15. The world was changing to a new modern era. Farming Kings and rulers Science Arts and culture The Modern Era, Shelley Moore 2012 Shelley Moore:Pr-all-gramming, 2012

  16. During this time, people started to see the world differently. One reason for this was all the changes in science. The Modern Era, Shelley Moore 2012 Shelley Moore:Pr-all-gramming, 2012

  17. Changes in science was a cause for the modern era. Science The Modern Era, Shelley Moore 2012 Shelley Moore:Pr-all-gramming, 2012

  18. There were 5 key scientists that helped change science. These scientists were:1. Copernicus2. Galileo3. Francis Bacon4. Isaac Newton5. Andreas Vesalius The Modern Era, Shelley Moore 2012 Shelley Moore:Pr-all-gramming, 2012

  19. There were 5 important scientists. Copernicus Isaac Newton Andreas Vesalius Francis Bacon Galileo The Modern Era, Shelley Moore 2012 Shelley Moore:Pr-all-gramming, 2012

  20. Curriculum for ALL

  21. Our Profile Our Profile Crystal (modified) Jason Edward Mattias Arvin Emily (ESCW) (ESCW) (ESL 1) (ESL 1) Mikayla Nolan Chen Yan (ESCW) (ESL 2) (ESL 2) Serena Valery Jeryy Apple (ESCW) (ESCW) (ESL 3) (ESL 3) Tabish Gavin Josh (written output) (vision impairment) (motivation) Nicky Leon David Justin Daisy (executive functioning) Andre Martin Rachel Catrina Rowel Jamie MabekJaydaAnie Tier 3 Tier 2 Tier 1 Co-planning for All Shelley Moore 2013

  22. Our class goals Goals for ALL What are the rights and responsibilities of Crystal’s life? What are rights? What are responsibilities? What is fair? What is equal? What is just? Modified Goal(s) Goals for MOST Is it possible for me to be a human rights defender? What human rights issues affect me strongly enough to take action? Goal for FEW Are systems necessary to ensure fairness? Extended Goal(s) Co-planning for All Shelley Moore 2013

  23. Our inclusive supports • Modified texts • Modeling • EA • Concrete and personal examples EVEN MORE Supports • Co-teaching • Guided practice • Manipulatives MORE Supports • Multi modalities (video, images, words, drama) • Independent practice • Discussion • Group work • Technology Supports for ALL Co-planning for All Shelley Moore 2013

  24. Lesson: Universal Human Rights • Objective: Identify and explain 12 universal human rights • Modified objective: Identify and explain the right of basic human needs of water, home, and family • Student: Crystal • Literacy level: transitional

  25. The lesson

  26. Lesson 1: Focused on first 4 human rights • The right for basic needs: water, home, shelter, clothing • The right for recreation and fun • The right to an education • The right of freedom to move between and within your country

  27. Connect • Watch video vignette • Identify images that align with video The Right to an Education

  28. Process • Identify words that align with video and images • Identify human right that align with video, image and words

  29. School University College Learning Computers at school A funny teacher university Access to information Field trips Job support A way to get to school Different kinds of jobs Make money Working part time Having an income Having your own business Being GM of the Canucks Having a career

  30. Everyone has the right to have a job or get help Everyone has the right marry whom they please and have a family Everyone has the right follow their own beliefs Everyone has the right to own things that others cannot take away Everyone has the right to express their opinions

  31. Process • Identify words that align with video and images • Identify human right that aligns with video, image and words For Crystal

  32. Some human rights are: • Everyone has the right to food • Everyone has the right to a home • Everyone has the right to clothing • Everyone has the right to go to school • Everyone has the right to have fun • Everyone has the right to travel in and out of your country

  33. Some people do not have a home. This is not equal.

  34. Everyone has the right to a home.

  35. I have the right to a home. This is my home.

  36. Transform • Create a group tableau to show a human right

  37. For Crystal

  38. Reflections and Debriefing

  39. What worked??? What supports/ strategies/ resources were helpful for you and/or your team throughout this workshop series? • Collaboration: Time as a team to talk and come together as a group • The series, the framework and materials • All being on the same page: hearing, seeing and understanding the information together so we could plan, design and implement together • Time to practice and then coming back together to share

  40. What we tried??? What is something new that you tried or something you did differently than before based on your learning from this workshop series? • Planning for ALL/SOME/FEW • Making modified goals curriculum based • Using literacy levels • Using multiple texts and modalities • Videos, pictures, books at different levels • Using technology • SETBC Technology Inclusion Project

  41. What we noticed! What did you notice were the effects of your changes? • ALL the kids used the pictures, kids were engaged, and having fun • The curriculum can be used for students on modified programs- and it also helps to meet the needs of other students (ELL) • Multi modal- students the had opportunity to show their learning in so many ways (tableau, video, pictures, manipulatives) • Technology made it possible for the teaching to be a shared experience for everyone • “I always believed in UDL and inclusion, but planning this way, I feel like I’m meeting the students’ needs better” • With Crystal having content goals, it showed the other kids what she CAN do and how different people learn and think. It gave permission for the other kids to learn and think differently too

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