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Name It, ‘Xplain It, Frame It, Game It !

Name It, ‘Xplain It, Frame It, Game It !. Accommodating Learning Styles within a UDL Context. Ready ?!?. Who wants to play catch ?!?. How did you just react…?. OH, NO…please don’t throw ! YES, PLEASE…throw it to me ! I’m going to watch and wait, to see what everyone else does.

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Name It, ‘Xplain It, Frame It, Game It !

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  1. Name It, ‘Xplain It, Frame It, Game It ! Accommodating Learning Styles within a UDL Context

  2. Ready ?!? Who wants to play catch ?!?

  3. How did you just react…? • OH, NO…please don’t throw ! • YES, PLEASE…throw it to me ! • I’m going to watch and wait, to see what everyone else does. • Hmmm…what’s he really up to ?

  4. Universal Design for Learning, Recognizes that people are: VARIABLY ABLED. (e.g. right-handed or left-handed).

  5. Universal Design for Learning, Recognizes that people are: MULTI – ABLED. (e.g. arms or head).

  6. Universal Design for Learning, Recognizes that people are: TEMPORARILY ABLED. (e.g. loss of sight).

  7. Universal Design for Learning, Recognizes that people are: REDUNDANTLY ABLED. (e.g. enabled through audio cues).

  8. UDL principles encourage: • multiple means of representation; • multiple means of expression; • multiple means of engagement.

  9. Ability is diverse ! • Physical, • Visual, • Hearing, • Learning, • Attention, • Communication.

  10. UDL and Learning Styles: Relies on multiple means of ENGAGEMENT… …through multiple means of representation and expression.

  11. Learning style theory: • People take-in information in different ways (perception), • and decide how to engage on different bases (judgment).

  12. SENSING INTUITION Perception aspects

  13. THINKING FEELING Judgment aspects

  14. Mastery Interpersonal Understanding Self-Expressive The combined aspects form four learning “styles”: Sensing Intuition Thinking Feeling

  15. SENSING Mastery Interpersonal THINKING FEELING 56.25 Understanding Self-Expressive INTUITION A completely balanced learning style profile:I, M, U, and S all = 56.25 (range 0 - 125) 25

  16. SENSING Mastery Interpersonal THINKING FEELING 56.25 Understanding Self-Expressive INTUITION The average learning style profile for all subjects combined: I=58.8, M=53.8, U=64.2, and S=48 25

  17. SENSING Mastery Interpersonal THINKING FEELING 56.25 Understanding Self-Expressive INTUITION subject with lowest I-score: I=18, M=81, U=107, and S=19 25

  18. SENSING Mastery Interpersonal THINKING FEELING 56.25 Understanding Self-Expressive INTUITION subject with lowest M-score: I=72, M=7, U=49, and S=97 25

  19. SENSING Mastery Interpersonal THINKING FEELING Understanding Self-Expressive INTUITION Subject with lowest S-score: I=76, M=40, U=92, and S=17 25 56.25

  20. SENSING Mastery Interpersonal THINKING FEELING Understanding Self-Expressive INTUITION Subject with lowest U-score: I=87, M=42, U=25, and S=71 25 56.25

  21. SENSING Mastery Interpersonal THINKING FEELING Understanding Self-Expressive INTUITION The learning style “gap”: the two extreme individual subjects’ profiles overlap 10%

  22. Due to this “gap,” UDL uses: • multiple means of representation; • multiple means of expression; • multiple means of engagement.

  23. Name It, ‘Xplain It, Frame It, Game It ! Accommodating Learning Styles within a UDL Context

  24. UDL and Learning Style: • UDL focuses on ability: what a person can do, and builds from there. • The learning style cycle focuses on each person’s preferred method of learning to strengthen the other three. • The N / ‘X / F / G model presents each important concept in four ways: one “favorite” + three alternatives.

  25. Pashler, H. E., et al. (2009). Psychological Science in the Public Interest. 100 percent 75 50 25 0 Score verb kin verb kin control experiment

  26. Name It ! Name It, ‘Xplain It, Frame It, Game It !

  27. Name It ! To engage students who like to solve puzzles, a statement or question is presented, along with clues of some kind.

  28. Name It ! How does an organization “guide” itself? G V M O P O

  29. Name It ! How does an organization “guide” itself? GOALSVISION MISSION OUTCOMESPHILOSOPHY OBJECTIVES

  30. Name It ! Arrange the words in a sequence / list from most general to most detailed:

  31. Name It ! Arrange the words in a sequence / list: • PHILOSOPHY • VISION • MISSION • GOALS • OBJECTIVES • OUTCOMES

  32. Name It ! The concept is named: PVMGO/O !

  33. ‘Xplain It ! Name It,‘Xplain It, Frame It, Game It !

  34. PHILOSOPHY: • WHAT do we value and believe, and WHY do we continue to value and believe it? • VALUES AND BELIEFS are essential and enduring concepts or truths that guide behavior toward achieving desirable outcomes…

  35. PHILOSOPHY: An organization’s core is stable over time, a reliable base.

  36. VISION: • HOW will the future be different by upholding and applying our values and beliefs? • Leaders subscribe to the notion that the future can be shaped; it is not predetermined…

  37. VISION… …evokes inspiration and forward thinking among staff and supporters.

  38. MISSION: • WHAT is it that we actually DO to achieve our vision? • A dream (vision) cannot be realized without concrete action…

  39. MISSION: A mission provides an organization’s reason for being, and the motivation to get the job done – stated in the present tense.

  40. GOALS: • HOW will we accomplish the intermediate steps or stages that will help us complete our mission? • A timeline is developed, enumerating major targets and completion dates.

  41. OBJECTIVES: • What am I going to do this moment to accomplish my individual and organizational goals? • The moment-to-moment, day-by-day duties required to meet goals, and WHO is going to do them...

  42. OBJECTIVES: • Require a detailed script… • listing coordinated actions, • and the particular individuals responsible for implementing them.

  43. Outcomes: • Organizations must “prove” that they have accomplished their mission and achieved their vision. • Outcomes are measurable results (statistics) that show what has been done, and what has changed. • (e.g. an increase in participation or satisfaction over a period of time).

  44. Frame It ! Name It, ‘Xplain It,Frame It, Game It !

  45. Frame It ! Express PVMGO/O in a visual way: • Diagram, • Sketch, • Drawing, • Cartoon, • Storyboard.

  46. A student’s example:

  47. PVMGO

  48. Game It ! Name It, ‘Xplain It, Frame It,Game It !

  49. Game It ! Create an activity that uses physical objects and / or requires people to move around – to be active: • Playing, • Demonstrating, • Patterning or arranging, • Acting-out a scenario.

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