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Differentiation for Learning Through Technology

Differentiation for Learning Through Technology Increasing Access to the Curriculum for ALL Students A Vision For Education in the 21st Century. Differentiation for Learning Through Technology. 2005. Access to General Curriculum for ALL students.

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Differentiation for Learning Through Technology

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  1. Differentiation for Learning Through Technology Increasing Access to the Curriculum for ALL Students A Vision For Education in the 21st Century

  2. Differentiation for Learning Through Technology 2005 Access to General Curriculum for ALL students Learning Through Technology powerful, digital Constructivist ,Collaborative adaptation/accommodation Learning to use technology social inclusion analog segregated classrooms 1980 segregated schools Linear,industrial model Computer technology in infancy

  3. DESIGNING FOR DIVERSITY: Alberta’s Commission on Learning says: Alberta’s classrooms include a rich and diverse mix of students with a wide range of abilities, interests, backgrounds, cultures andreligions.

  4. Differentiation for Learning Teachers adjust instruction to maximize student learning by differentiating curricular elements CONTENT PROCESS PRODUCT according to students’ READINESS INTERESTS LEARNING PROFILES

  5. BACKGROUNDAssistive Technology Initiative -- Alberta Education 2004Universal Design for Learning-mentioned as a strategy to support ALL students striving towards the same high standards, May, 2005 CASS SymposiumAlberta Education, September, 2005 regional meeting for Special Education administrators, small group work related to UDL principles.ATA Special Education conference, Kathy Howery, Alberta Education Assistive Technology Initiative, presented on ATL and UDL at the pre-conference session.Assistive Technology for Leadership series, Special Programs Branch, 2005-2006Provincial License for Text to Speech Software, December, 2005

  6. The Universal Design movement in architecture illustrates how buildings today are constructed at the outset with accessibility for all in mind. • Principles of Universal Design can be applied in education to increase accessibility to the curriculum for ALL students. • Designing curriculae, lessons, and assessment with diverse learner needs in mind from the beginning of the planning process, eliminates the need for “retrofitting” or adaptation. This is Universal Design for Learning.

  7. CAST defines UDL as “…the design of products and environments with the goal that they are usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.”

  8. When teachers identify the “big ideas” and “essential questions” in the content of their lessons, they can differentiate for learning which helps to turn the challenges posed by high standards and increasing learner diversity into opportunities to maximize learning for every student. Recent knowledge of how the brain works and new technologies and media now available for teaching and learning, allows teachers to choose flexible materials and media, and to assess students accurately. Teaching Every Student in the Digital Age: Universal Design for Learning ASCD, 2002

  9. MOVING TO ACCESSIBILITY ACCESSIBILITY FOR ALL Approach ADVOCACY Barriers Exist ACCOMMODATIONS Approach Changes Over Time

  10. The latter part of the 20th century saw the education system welcome all children in regular classrooms. Despite all learners being physically present, the Provincial Curriculum itself is not accessible to many. Educators adapt and modify the content but despite these efforts, the Programs of Study, being presented mostly in a “print” or “text” format present barriers to learning.

  11. Students who are just learning English, who are visually or hearing impaired, have attentional difficulties, learning disabilities, are from a different cultural background (e.g. FNMI), or are cognitively delayed are challenged daily.

  12. Hundreds of GSACRD students have difficulty accessing the content of the curriculum and/or have difficulty showing us what they know. This fall, 231 students were identified as having a learning disability. In many cases these students have average cognitive ability but are “print disabled”.

  13. Teachers can increase access to the general learner outcomes in the Provincial Programs of Study for ALL of their students by: • Providing flexible means of REPRESENTING THE CONTENT (input) • Providing flexible means of EXPRESSION (output) • Providing flexible means of ENGAGEMENT (interest)

  14. Many GSACRD teachers design their lessons with diversity in mind and have already taken steps towards creating an ACCESSIBLE CLASSROOM and increasing access to the content of the curriculum: 1)FLEXIBLE MEANS OF REPRESENTATION

  15. FLEXIBLE MEANS OF REPRESENTATION VITAL GRANDIN SCHOOL

  16. FLEXIBLE MEANS OF REPRESENTATION NEIL ROSS SCHOOL

  17. FLEXIBLE MEANS OF REPRESENTATION VITAL GRANDIN R.S. FOWLER J.J.NEARING

  18. Teachers have also taken steps towards identifying what their students’ know and understand by encouraging: 2) FLEXIBLE MEANS OF EXPRESSION

  19. 2) FLEXIBLE MEANS OF EXPRESSION NEIL M. ROSS R.S. FOWLER

  20. Teachers not only help their students access the content of the curriculum and demonstrate what they know and understand, they maximize engagement by tapping in to student interests. 3) FLEXIBLE MEANS OF ENGAGEMENT • Objects or manipulatives • Tactile cues, symbols or materials • Images • Art • Music • Photos • Building

  21. In this new century, the most powerful tool for providing flexible means of REPRESENTATION of the curriculum and EXPRESSION of what students’ know and understand is DIGITAL TECHNOLOGY Digital technology overcomes the inflexibility of printed text and creates new pathways for learning. Many of our students with learning disabilities, despite average intelligence, are challenged by materials in print.

  22. 1) FLEXIBLE MEANS OF REPRESENTATION • MAC Tiger OX10 operating system • ReadPlease.com • Talking Books • Boardmaker Pics • Intellikeys/Intellitools • Writing With Symbols • On-Line Curriculum • Read and Write Gold for Mac

  23. St. Albert and Regina have many cultures. Many people speak English and French.

  24. Every community has places and things that make it special.

  25. FLEXIBLE MEANS OF REPRESENTATION speak Read&Write Gold for MAC

  26. FLEXIBLE MEANS OF REPRESENTATION Readplease.com

  27. 2) FLEXIBLE MEANS OF EXPRESSION The “Big Mack”

  28. FLEXIBLE MEANS OF EXPRESSION G.P. VANIER Writing With Symbols

  29. FLEXIBLE MEANS OF EXPRESSION Braille 2000

  30. FLEXIBLE MEANS OF EXPRESSION The Alphasmart

  31. FLEXIBLE MEANS OF EXPRESSION Writing With Symbols

  32. Learning Through Technology Project Albert Lacombe School

  33. In summary…taking down barriers in Greater St. Albert Catholic Schools UDL - keys and

  34. CHALLENGES FOR GSACRD IN THIS NEW CENTURY: • Using dollars in a different way? Radical thinking -- “new wine in new wine skins”? • New approach to “Evergreening?” • High priority to Technology for Learning? • Supporting staff trained in linear, industrial teaching to teach “net generation kids” who are constructivist and multifaceted in their thinking? • Tech. T.A.s versus only Special Needs T.A.s? • Moving computers from labs into classrooms?

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