Customizing Student Learning Activities and Diversity and Cultural

Understandingby

John Bullington

Using Data Can Help you.......................... see the problem!

• set and revise goals for student learning• monitor the effectiveness of learning activities• who is not meeting goals?• what do they have in common?

• revise instructional strategies• can I modify the learning strategies to address the issue?

Understanding the Problem

• Universal Design for Learning• Neural Networks that influence learning• Recognition Networks: process "the what" should be

learned• Strategic Networks: operate on "how"things can be

learned• Affective Networks: process "the why" of learning

Working Towards a Solution!

• Universal Design in the Classroom• Setting Goals should• recognize "what" should be learned• provide multiple opportunities for "how"it can be learned• emphasize "why"the learning is important

• Individualized Learning• Differentiation utilizing various digital media

Leveling the Playing Field

• Why should I learn about Assistive Technology• Over 75% of students with disabilities spent the

majority of their school day in general education classrooms. (Boyer & Mainzer, 2003)

• Truly effective special education requires both a general education teacher and a special education teacher trained to do two different things, not merely to work together with a common purpose," (Hallahan, 2012, p. 38)

Leveling the Playing Field• Assistive Technology • Low Tech• spell check, enlarging print on screen, calculators, timers

• Mid Tech• scanning reading pens, TDD's, captioning, hyper inked multimedia

• High Tech• eye tracking technology, speech synthesizers, text to speech

software

Culturally Responsive Teachers• are socially conscious• view students' diverse backgrounds as assets rather than liabilities• feel personally responsible for helping schools be more responsive

to all• understand how learners construct knowledge• know about the lives of their students• design instruction that builds upon students' prior knowledge and

experiences and stretches them beyond the familiar

Learner-Centered Strategies

• Supporting the social needs of Students• Teacher Modeling• Questioning• Quality Responding• Peer Interactions• Group Inquiry Skills• Reflective Journals

Learner-Centered Strategies• Supporting the Cognitive Needs of Students

• Help students focus on learning goals• "make thinking visible"• "rules of thumb"

• Supporting the Metacognitive Needs of Students• Make a connection between the Learning goals and the

process• Goal Charts• Reflective Digital Journals

Equitable Access

• Access to Up-to-Date Hardware, Software, and Connectivity• At School• At Home

• Access to Meaningful, High-Quality, and Culturally Responsive Content• Recognizing Biases

• Access to Tech-Knowledgeable Teachers

Cultural Understanding and Global Awareness

• Understand your Culture and the culture of others• What is Culture?• Working with students to develop cultural

understanding• Respecting Cultural Diversity in the Classroom• Respecting culture is a two way street

References

• Cennamo, Katherine, John D. Ross, and Peggy A. Ertmer. "Chapter 6, 11". Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. Belmont Ca: Wadsworth, 2010. N. pag. Print.

• Hallahan, Daniel, James M. Kauffman, and Paige C. Pullen. "Page 38" Exceptional Learners: An Introduction to Special Education. New York City, NY: Pearson Education, 2012