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UDL to Solve Problems Project

UDL to Solve Problems Project. Amber Beagle SPED 644. Background.

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UDL to Solve Problems Project

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  1. UDL to Solve Problems Project Amber Beagle SPED 644

  2. Background My fourth grade class is an inclusive classroom with 21 students. We grouped the students to be heterogeneous to support the Common Core curriculum and allow for flexible grouping. My students have abilities that range from above average readers to students that work below grade level instructionally. I currently have 4 students with IEPs, including one student that also has ESOL needs. In addition, I have 3 students with 504s and 1 student that has ESOL only needs. A current classroom challenge in my room is meeting the language needs of my ESOL students, as well as one student that benefits from intense modifications to the general education curriculum. One student has parents that do not speak English at home, even though his first language is considered English. The second student came to Maryland this year from Jamaica, but faces challenges with daily vocabulary. The third student has receptive and expressive language needs and is diagnosed with autism. The barriers that these students face is comprehending and applying daily vocabulary. Two of the students do not take risks to answer questions unless they are called on. The third student is willing to share answers, but is hesitant about her wording and benefits from adults rewording her answers.

  3. Problem Solved My solution involves providing the students with several supports to increase their confidence with daily language and vocabulary. One goal is for the students to become more confident when given a question or prompt in the classroom. Another goal is for students to utilize several dictionaries to support their everyday learning. For all vocabulary lessons, students will be provided with picture clues.

  4. Representation Good to Go! Change the wording Give me a brand new question Checkpoint 2.1: Clarify vocabulary and symbols Students will use this pinch card on their desks and in small groups. These pinch cards can be used for any student that is struggling to answer questions or prompts, and will not be limited to the 3 students that struggle with everyday vocabulary. This discrete pinch card will provide opportunities to let me know what words I need to reteach/clarify or pre-teach the next time during group discussions with the students. Checkpoint 2.4: Promote understanding across languages Students are also provided with picture cues on daily assessmentsto provide non-linguistic supports.

  5. Example of Daily Assessment

  6. Action and Expression • Checkpoint 6.3 • Facilitate managing information and resources • Students will have a student dictionary that they can add to whenever they need extra support. Students can self-select words to add, as well as teachers providing selected words that will mainly be Tier 1 words. • Students will use this dictionary that is set up in a systematic way to record and recall vocabulary that is new to them. • Checkpoint 5.2 • Use multiple tools for construction and composition • Students will be able use to any of the choices that help them: write the meaning, record synonyms, use it in a sentence, draw a picture, record it in an online dictionary • Students will be provided with several websites to look up their words: • Little Explorers Picture Dictionary • Wordsmyth • Word Central- Student Dictionary and Thesaurus

  7. Student Dictionary Name ________________________ Self-Selection Vocabulary Strategy Sheet

  8. Engagement Checkpoint 7.2  Optimize relevance, value, and authenticity Students will bring their student dictionary to a “Let’s Chat” lunch bunch. Students will be utilizing the dictionaries by trying to use the words in a casual discussion. I will look through the dictionary as well to see what kind of questions I can ask to use the words in a prompt that is personal to them. Students will gain confidence in the small group setting as they continue to develop their communication skills by broadening their vocabulary.

  9. Engagement Checkpoint 9.3: Develop self-assessment and reflection Students will have the chance to rate how they are feeling about their vocabulary development. This will support individual discussions about their strengths and what they can do to continue to develop their language skills. _________________________ ‘s Vocabulary Reflection 1 2 3 4 5 6 7 8 9 10 I feel very confident about my vocabulary. I love using new words! I am not confident with my vocabulary at all. I do not like being asked questions. I feel okay about my vocabulary. I don’t feel frustrated, but I am also not as confident as I could be.

  10. Reflection

  11. Reflection

  12. Reflection

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