Differentiated Instruction Part II CCNY/RTC

1. Differentiated InstructionPart IICCNY/RTC Instructor: Demetra Stathis Binder

2. Differentiated Instruction Part 2 Session 1

3. Universal Design for Learning This, or… That…

4. Why Differentiate? • One size doesn’t fit all • Students learn at different rates • Students bring different background knowledge to any unit of study • Students learn best in different ways

5. Review of DI – 1… • Gardner’s Multiple Intelligence Theory • There is no g (general intelligence) but rather multiple, distinct intelligences.  • People have many multifaceted learning capacities and NOT one global learning capacity • A challenge in one area may be countered by extraordinary ability in another

6. CASTCenter for Applied Special Technology • CAST's Mission • To expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning. Anne Meyer & David H. Rose Co-founders www.cast.org

7. Ask yourself… What are some of the barriers that disabled students face in my classroom? Can you think of a certain student, or group of students, that have no way of accessing materials in your classroom? What am I doing to overcome these barriers? What is my school doing? Is your school designed to meet the needs of disabled students?

8. What is Universal Design??? "Universal" does not imply a single optimal solution for everyone. Instead, it is meant to underscore the need for multiple approaches to meet the needs of diverse learner. www.cast.org

9. Universal Design for Learning • How can teachers respond to individual differences? • UDL provides a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences. • Making Curriculum “adjustable” and “flexible” rather than accommodating and modifying for certain students

10. How did this idea develop? Universal Design for Learning is an extension of an architectural movement called universal design The idea behind universal design in architecture is to create structures that are conceived, designed, and constructed to accommodate the widest spectrum of users, including those with disabilities, without the need for subsequent adaptation or specialized design. Ron Mace; architect, product designer and educator – University of N.C.

11. Think of… speakerphones curb cuts close-captioned televisions —all universally designed to accommodate a wide variety of users, including those with disabilities.

12. Universal Design for ALL… Curb cuts were originally intended to support individuals in wheelchairs, but many others use them—including those with baby strollers, bikes, skateboards, grocery carts and luggage with wheels. This simple technology developed for the small number of individuals who use wheelchairs, in fact, benefits many in our society.

13. 3 Key Principles… • Teachers can offer various ways to REPRESENT essentials core concepts Multiple ways of presenting material • Teachers can offer various ways to encourage student ENGAGEMENT How will I get everyone’s attention? • Teachers can offer students various formats for EXPRESSION of what they have learned Not just one assessment for all…

14. The concept of UDL is the intersection where all our initiatives – integrated units, multi-sensory teaching, multiple intelligences, differentiated instruction, use of computers in schools, performance-based assessments, and others – come together. Donna Palley Special Education Coordinator/Technology Specialist for the Concord, New Hampshire School System

15. So what about technology??? UDL uses technology's power and flexibility to make education more inclusive and effective for all. You don’t HAVE to use it, but it’s there for people that NEED to use it.

16. Importance of this??? UDL helps educators meet the needs of diverse learners by removing barriers or blockages from the actual learning process Providing alternatives will allow students to access and engage in learning Reduce the need for individualized accommodations and modifications

17. ESSENTAIL QUALITY ONEEquitable Use The design is useful and marketable to people with diverse abilities.

18. ESSENTIAL QUALITY TWOFlexibility in Use The design accommodates a wide range of individual preferences and abilities.

19. ESSENTAIL QUALITY THREESimple and Intuitive Use Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level.

20. ESSENTIAL QUALITY FOURPerceptible Information The design communicates necessary information effectively to the user, regardless of the surrounding conditions or the user's sensory abilities.

21. ESSENTAIL QUALITY FIVETolerance for Error The design minimizes hazards and the adverse consequences of accidental or unintended actions.

22. ESSENTIAL QUALITY SIXLow Physical Effort The design can be used efficiently and comfortably and with a minimum of fatigue.

23. ESSENTAIL QUALITY SEVENSize and Space for Approach and Use Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility.

24. Universal Design for Learning Flexibility built into the design of the curriculum and materials not added afterwards. Learning and information are more accessible, not answers.

25. Brain Research & Learner Differences Session 2

26. What’s better about UDL? • UDL recognizes the reality of diversity • UDL is built right from the start • It is more efficient than individual solutions • It benefits more students and teachers • It supports access for all students in the General Education Curriculum as required by NCLB and IDEA

27. Key principles of UDL • Teachers can offer various ways to REPRESENT essentials core concepts Multiple ways of presenting material • Teachers can offer various ways to encourage student ENGAGEMENT How will I get everyone’s attention? • Teachers can offer students various formats for EXPRESSION of what they have learned Not just one assessment for all…

28. Key Questions… • Do you wish more of your students understood the concepts, information, and materials you are teaching? • Are you as knowledgeable as you would like to be about meeting the learning styles of ALL of your students? • Do you wish that you knew more ways to take advantage of the teaching technology available today? • Do you want to explore more ways you can make students feel more comfortable and competent in the classroom? • Are you working toward innovative ways to improve your teaching skills?

29. Brain Research and Learner Differences

30. How does this all connect? Principles Networks Represent Engage Express Recognition Strategic Affective

31. Research shows… Neuroscience – Brain ResearchThree brain networks 1. RecognitionIdentifying and categorizing 2. StrategicPlanning and performing 3. AffectiveEngagement, emotion, and motivation

32. Recognition Network Knowledge networks: “the what of learning” • Identify and interpret patterns of sound, light, taste, smell, and touch • Also known as the “knowledge” network • Modules are located in the back of the brain

33. Recognition In a classroom, the recognition networks are essential to learning; students are expected to identify letters, formulas, maps, ideas, cause/effect relationships, etc. Everyday examples of recognition networks in action include identifying ingredients for recipes, telling the difference between shampoo and shaving cream so you can wash your hair, identifying the smell of freshly cut grass, recognizing the sound of pain or joy, etc.

34. Strategic Network Strategic networks: “the how of learning” - plan, execute, and monitor actions and skills • Located in the front of the brain

35. Strategic The strategic networks are located in the front part of the brain and enable us to plan, execute, and monitor actions and skills. In learning situations, the strategic networks are critical. Examples of the strategic networks at work include: doing a project, taking a test, taking notes, listening to a lecture. They work in tandem with recognition networks to learn to read, compute, write, solve problems, plan and execute compositions and complete projects. Everyday examples of the strategic networks in action include cooking a meal, planning an outing, executing a golf swing, driving a car, etc.

36. Affective Network Affective networks: “the why of learning” • evaluate and set priorities • Located at the core of the brain

37. Affective • In learning situations, affective networks are essential to wanting to learn. Visualize a high school classroom, the night before the prom: “Are students’ affective networks helping focus on the algebra lesson or on the party after the prom?” Visualize the student who has had years of reading failure in a 9th grade English class: “Is this student motivated to read The Odyssey?” • Everyday examples of the affective networks in action include being motivated to get up extra early to wrap presents for a child, wanting to run to the grocery store to shop for a special dinner after a busy day at work, being nervous before a business presentation, etc. Of course, the affective network does not work in isolation from either the recognition or strategic networks.

38. Remember the Three Principles Remember that each of the three UDL principles are based on one of the brain networks. They are: • Multiple Means of Representation • To increase knowledge (formerly recognition) – the “what” of learning • Multiple Means of Action and Expression • To expand strategic abilities - the “how” of learning • Multiple Means of Engagement • To enhance involvement - the “why” of learning

39. So what does all of this mean??? UDL is an educational approach to teaching, learning, and assessment that draws on new brain research and new media technologies to respond to individual learner differences. UDL is based on the belief that traditional educational goals, materials, methods and assessments may create barriers for some students. The three principles of UDL assist teachers in designing inclusive curricula from the start rather than retrofitting it.

40. Applying UDL…using instructional media in the classroom. Session 3

42. SO WHAT ABOUT MEDIA??? Traditional Digital • Speech • Text • Images • This type of media is helpful and necessary, but it is inflexible • Voice on an electronic device • E-text, E-books • Digital Images • This type of media is flexible…it can be manipulated over and over again

43. Recognition – words, facial cues • Strategic – listening, staying focused • Affective – understanding the message that’s being sent Advantages: Speech is versatile and expressive. You can capture an audience if you are a good speaker. Limitations: Speech is transient Traditional Speech Students must use all three brain networks in order to gain the full scope of speech. How many times do we say to kids: “Can’t you just sit there and listen?” or “I’m not asking you TO DO something, I’m asking you NOT TO DO something.

44. Recognition – letters, words, sounds • Strategic – comprehension and meaning • Affective – emotional connection and interest Advantages Text is permanent, you can make certain changes if needed Limitations Too many forms, lacks expressive power Traditional Text Students must use all three brain networks in order to gain the full scope of text. There are so many forms of text: newspaper, novels, poems, reference books…must approach in a different manner.

45. Recognition – Must recognize all parts of image • Strategic – Interpret image, pick apart • Affective – Emotional Component (May be too connected or too disengaged) Advantages No decoding involved, no path to follow Limitations Not ideal for all types of information Traditional Images Students must use all three brain networks in order to gain the full scope of text. Images present all information at once. Images may present a problem for the viewer who is emotionally preoccupied. It may cause a skewed view. Images may also cause a problem for a viewer who is disengaged and not involved enough.

46. Digital Media

47. Versatile • Transformable • Marked • Networked • Traditional Media is inflexible. • We do not need MORE media – we need BETTER media 4 aspects of digital media’s flexibility Save text, speech and images Stored in a different manner Flexibility in where it can be displayed Manipulated easily and repeatedly

48. 4 Aspects of Digital Media Versatile Transformable Can be Marked Can be Networked • Many different formats • Multimedia simultaneously • Can change and manipulate • Appearance, volume, graphics, etc. • Bold, highlight, hide, expand, delete • Link one piece to another

49. Guidelines for Applying UDL • Class Climate. Adopt practices that: • reflect high values with respect to both diversity and inclusiveness. • Physical Environments/Products. • Assure that activities, materials, and equipment are physically accessible to and usable by all students and that all potential student characteristics are addressed in safety considerations. • Delivery Methods. • Use multiple accessible instructional methods.

50. Cont… • Information Resources/Technology. • Assure that course materials, notes, and other information resources are engaging, flexible, and accessible to all students. • Interaction. • Encourage effective interactions between students and the instructor and assure that communication methods are accessible to all participants. • Feedback. • Provide specific feedback on a regular basis.