Common Core Coaches Network

December 13, 2010

ELA

Math 21st

Century Skills

ALL Students

Educators

Facilitating Learning

Web 2.0

Collaboration

Teamwork

&

Educational Policies

PBL UDL

Today’s Meet

Login: pubuser

Password: greendogruns

URL: http://bit.ly/fhRav4

Overview of the Day • Welcome – Review of first meeting – Share district

conversations – CCCN Outcomes• Shifts in Education Activity• Readings with Protocols – Students with Disabilities

(SWD) and English Language Learners (ELL)• UDL Lesson Ideas• Lunch – 1 hour on your own or with your team• Change in Instruction• CCSS Structural Overview – Curriculum Crafter • Unit Work

Shifts in Education

From: To: Google Sketchup

Shifts in Education

• “These Standards are not intended to be new names for old

ways of doing business. They are a call to take the next step.

It is time for states to work together to build on lessons

learned from two decades of standards based reforms…”

• “All students must have the opportunity to learn and meet the

same high standards if they are to access the knowledge and

skills necessary in their post-school lives. The Standards

should be read as allowing for the widest possible range of

students to participate fully from the outset, along with

appropriate accommodations to ensure maximum

participation of students with special education needs.” (Math

Introduction, pg. 4)

Faces in the crowd

• If you had 30 students in your classroom…−14 would be male−15 would be female−12 would be eligible to receive free or reduced

lunch−3 would be an English Language Learner−5 would have an IEP−1 would end up in an alternative high school−3 would drop out

(based on statistics from Kent County)

Students With Disabilities

Who are they?

Visible

Invisible

What do the Common Core Standards say?

•Team•Support Personnel•Instructional Supports•Alternative Materials

SWD Wordle

Put your heads together on SWD and the CCSS

5 minutes at your table

Identify and highlight

Universal Design for Learning

What is Universal Design?

• Not one size fits all – but alternatives for

everyone.

• Not added on later – but designed from the

beginning.

• Not access for some – but access for

everyone.

Universal Design (UD)

The design of products

and environments to be

usable by all people, to

the greatest extent

possible, without the

need for adaptation or

specialized design.

*See Connell, et al. (1997, April 1).

Doylesaylor. (2007, September 17). Afternoon sun raking curb cut. In Flickr [Photograph]. Retrieved June 4, 2008, from http://flickr.com/photos/doyle_saylor/1399859064/

• Drawbacks of

Retrofitting

−Each retrofit solves

only one local problem

−Retrofitting can be

costly

−Many retrofits are

UGLY!

What is Universal Design?

What is Universal Design?A Universal Design approach is simply more practical,

elegant and effective, since it is always better to build in

flexibility from the beginning, rather than try to add it on

later.

What is Universal Design for Learning (UDL)?

The process of building in (rather than adding on) accessibility and achievement supports for diverse learning needs is known as Universal Design for Learning

“Consider the needs of the broadest possible range of users from the beginning”

-- Architect, Ron Mace

•Ramps

•Curb Cuts

•Electric Doors

•Captions on Television

•Easy Grip Tools…

What is Universal Design?

One Simple UD Example

Automated Door

• People carrying things• People in wheelchairs• People with service animals• Everyone!

Can be used by:

Universal Design for Learning (UDL)

“The burden of adaptation should be first placed on the curriculum, not the learner. Because most curricula are unable to adapt to individual differences, we have come to recognize that our curricula, rather than our students, are disabled.”

*See Center for Applied Special Technology (2008). Universal design for learning guidelines version 1.0 (p. 4).

UDL PrinciplesProvide Multiple Means of Representation(the "what" of learning).

Provide Multiple Means of Expression (the "how" of learning).

Provide Multiple Means of Engagement (the "why" of learning).

* See Center for Applied Special Technology (2008). Universal design for learning guidelines version 1.0 (pp.3-4).

http://www.youtube.com/watch?v=SkhpmEZWuRQ

GraphCalc

Algebra

NLVM

FX Graph

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From eBooks toLearning Books

http://www.assistivetechnology.vcu.edu/at_for_math/

how people

How people learn

• Old model of learning: Stimulus,

Response, and Reinforcement.

How people learnContextual, Distributed, Variable

Working memory

DistributedContextual Variable

Universal Design for Learning

Universal Design for Learning• UDL Guidelines have three primary

principles:

http://www.udlcenter.org/aboutudl/udlguidelines

WHAT? (Recognition) HOW? (Strategic) WHY? (Affective)

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From eBooks to Learning Books

Put your heads together on UDL

5 minutes at your table

Identify and highlight

UDL Strategies for ELA

Visual

Supports

Video

Supports

Auditory

Supports

UDL Strategies for Math

Manipulative

s

Visual

Support

Video

Break

English Language Learners

• Casey Gordon

• English Language Learners and

World Languages Coordinator

• caseygordon@kentisd.org

• 616.365.2337

ELL Wordle

UDL Lesson Ideas

• Ron Houtman

• Educational Technology Consultant

• ronhoutman@kentisd.org

• 616.365.2272

Afternoon Work

• Dive into the standards

• Apply UDL concepts to lesson design

• But first…there is one more

requirement put forth in the

Common Core…

English for Mathematicians

• Please diagram the following sentence:

“The ship of my dreams sank quickly on

Tuesday.”

• Answer

• How is this grammar instruction similar

to traditional math instruction?

• www.khanacademy.org

• www.wolframalpha.com

• Open a new tab and type in:

http://bit.ly/fhRav4

• Click on “ACT Common Core Report”

Procedure vs. Concepts

Lunch – 1 Hour (On Your Own)

Comparing Two Mathematical Tasks

• Martha was re-carpeting her bedroom which was 15 feet long and 10 feet wide. How many square feet of carpeting will she need to purchase?

− (Stein, Smith, Henningsen, and Silver, 2000, p. 2)

Comparing Two Mathematical Tasks

• Ms. Brown’s class will raise rabbits for their spring science fair. They have 24 feet of fencing with which to build a rectangular rabbit pen in which to keep the rabbits.

• If Ms. Brown’s students want their rabbits to have has much room as possible, how long would each of the sides of the pen be?

• How long would each of the sides of the pen be if they had only 16 feet of fencing?

• How would you go about determining the pen with the most room for any amount of fencing? Organize your work so that someone else who reads it will understand it.

How to Read the CCSS

• Strands/Domains: are larger groups of related

standards. Standards from different strands/domains may

sometimes be closely related.

• Clusters: summarize groups of related standards. Note

that standards from different clusters may sometimes be

closely related, because mathematics is a connected

subject.

• Standards: define what students should understand and

be able to do.

• Common Core Website

Curriculum Crafter• Compare/Contrast look of Curriculum Crafter to

Common Core

• Use 6th Grade as example grade

• CCSS document correlation

• Connect with UDL Guidelines− www.curriculumcrafter.org − Login: Math CCCN− Password: secondary

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Closing the Achievement Gap• “Teaching procedures without an

understanding of the concepts is like

having Christmas ornaments with no

tree. If there is nothing to hang the

procedures on, the ornaments will

be lost.”

Christmas Tree• Choose a unit from Algebra I or Geometry • Determine what concepts and what procedures

need to be taught• Utilize Curriculum Crafter, your computer, your

own genius to develop teaching strategies for your unit

• Green cutouts = concepts and teaching strategies for the concepts

• Ornament cutouts = procedures and teaching strategies for the procedures

• Label the specific UDL guidelines you are hitting with each teaching strategy listed

OR…

• Create your own visual analogy that

displays and separates the concepts

from the procedures in a particular

unit and labels the UDL guidelines

Check your work

• Read through Critical Areas and Unit

Overview from the Common Core

Appendix to see if there is anything

you would like to add to your tree.

Next Steps• Share ACT research with colleagues

• Re-create a Christmas Tree (or some such

visual like it)

• A forum will be created in Moodle after

the New Year in order for you to provide

feedback on how it went

• See you on February 1, 2011 (Happy

Holidays!)