What is FDLRS? Wh The Florida Diagnostic & Learning Resources - - PDF document

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What is FDLRS? Wh The Florida Diagnostic & Learning Resources - - PDF document

Sep 13, 2022 380 likes •571 views

12/10/18 Implementing Universal Design for Learning in the Standards-Based Math Class FDLRS Reach Naomi Church Naomi.Church@Browardschools.com What is FDLRS? Wh The Florida Diagnostic & Learning Resources System (FDLRS) provides

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Naomi Church Naomi.Church@Browardschools.com

FDLRS Reach

Implementing Universal Design for Learning in the Standards-Based Math Class

Wh What is FDLRS?

  • The Florida Diagnostic &

Learning Resources System (FDLRS) provides diagnostic, instructional, and technology support services to district exceptional education programs and families of students with

  • disabilities. Service centers

include 19 centers that directly serve school districts in the areas of Child Find, Parent Services, Human Resource Development (HRD), and

  • Technology. www.fdlrs.org

There is no formula or recipe that works for all learners in all times. There is no set

  • f lesson plans or units that can engage the

range of learning styles, approaches, and intelligences that are likely to gather in one classroom.

Wi William Ayres To To Te Teach, Th The Journey of a Te Teacher

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12/10/18 2 Universal Design for Learning: Think It, Write It

  • What do you know about UDL?
  • What do you know about DI?

Pl Please se use se the icon to raise se your hand if the st statement applies to you.

Learning Objectives

  • Know how Universal Design for Learning

(UDL) is different from Differentiated Instruction (DI).

  • Understand the 3 principles of Universal

Design for Learning (UDL).

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Clearing the path for someone with special needs, clear the path for all.

One size doesn’t fit all. Just providing

  • ptions is not enough.

Universal solutions are needed.

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UDL Now! By Katie Novak Every Student Succeeds Act

“UDL is referenced numerous times throughout the ESSA bill, and states are encouraged to design assessments using UDL principles, to award grants to local education agencies who use UDL, and to adopt technology that aligns with UDL.”

The Dinner Party Analogy

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  • UDL offers students a “buffet” of
  • ptions. The options are offered by

the teacher but they aren’t individualized for specific students. Through the UDL framework, students are intended to become self-directed learners and choose the options that work best for them, not the other way around. With UDL, students learn to take responsibility for their learning.

UDL is effective by intentional design, not happenstance or luck.

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UDL Defined

  • The term UNIVERSAL DESIGN FOR LEARNING means a

scientifically valid framework for guiding educational practice that: (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.

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Networks

Affective Networks Engagement: Provides options that tap into learners’ interests and provides appropriate challenge. Recognition Networks Representation: Provides options for acquiring and comprehending information. Strategic Networks Expression: Provides options to demonstrate learning.

http://www.cast.org/udl

Universal Design for Learning

Developing as a Field

Accessibility Understanding Expert Thinking

Learner Variability

Proactive, Iterative Design

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12/10/18 9 UD UDL is a Standards-Ba Based d Cur Curricul ulum um Design

  • https://youtu.be/IMNQDFgC6ns

WH WHAT

Re Recognition – Pr Presentation

  • Textbooks are unimodal in their presentation.
  • Students with LD, VI, language related problems, or

reading problems struggle to recognize and interpret print.

  • Students struggle to organize information

presented.

  • Students struggle to recognize

relevant information presented.

Mimi Staulters, Ph. D. Widener University mlstaulters@mail.widener.edu

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Why Multiple Means of Representation are so vital…

  • Conceptual understanding of mathematics is

enhanced when learners have the opportunity to explore and manipulate representations (Eisenhart et al., 1993; Moreno & Mayer, 1999; Moyer, Niezgoda, & Stanley, 2005).

  • Without a solid understanding of mathematical

concepts, mathematics becomes a series of rote procedures (Ginsberg, 1997; Rittle-Johnson, Siegler, & Alibali, 2001; Wood & Sellers, 1997).

Th The e “What” of Lea earning Re Representation

STANDARD CODE STANDARD MAFS.1.MD.2.3 Tell and write time in hours and half-hours using analog and digital clocks.

  • LearnZillion Lesson to front

load

  • Demonstrating with a Judy

Clock

  • Rock and Learn Video
  • Powerpoint
  • GoMath or Engage NY

Lesson

Im Implementation Keys:

  • Customize how information is presented
  • Define vocabulary and symbols; decode

mathematical notation

  • Illustrate key concepts with different

representations

  • Provide or activate background knowledge; connect

new knowledge to previously learned content

  • Highlight critical features, big ideas and

relationships

From “Applying UDL in Math”

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HO HOW

St Strategic c – Ac Action

  • n & Exp

xpressi ssion

  • n
  • Students lack strategies to organize, plan, and

apply information they receive.

  • Students cannot physically complete tasks with

the expediency necessary to keep up.

  • Software and interactive gaming may not

generalize to traditional uses of the skill.

Mimi Staulters, Ph. D. Widener University mlstaulters@mail.widener.edu

Why Multiple Means of Expression are so vital…

  • In order to be an effective learner and problem-

solver it is essential that basic skills and procedures become routine or automatic, allowing the learner to put more attention and effort into applying conceptual knowledge (Gersten & Chard, 1999; Hiebert & Lefevre, 1986; Jordan et al., 2003).

  • Students also need to know how to select

appropriate strategies and to organize information effectively in order to solve complex problems (Jitendra, DiPipi, & Perron-Jones, 2002; Siegler, 2003).

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Th The e “How” of Lea earning g Ex Expr pression

STANDARD CODE STANDARD MAFS.3.OA.2.5 Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

  • Song
  • Teach a lesson
  • Poster
  • Powerpoint
  • Blog post
  • Video
  • Make a game

Im Implementation Keys:

  • Provide varied ways to interact and respond.
  • Provide scaffolds for practice and performance
  • Provide appropriate tools
  • Support planning and strategy development
  • Facilitate managing information and resources
  • Enhance capacity for monitoring progress

From “Applying UDL in Math”

WH WHY

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Af Affective – Com Commitment an and Engag agement

  • Work appears irrelevant or unrelated to

life experiences or purposes.

  • Work requires more effort than feels

reasonable

  • Subsequent failures have occurred.

Mimi Staulters, Ph. D. Widener University mlstaulters@mail.widener.edu

Wh Why does Engage gement Matter?

  • Students demonstrate greater difficulty

comprehending material that is unrelated to their personal life experiences (Bottge & Hasselbring, 1993).

  • Context that is not understood cannot easily be

transformed to meaningful numerical sentences; appropriate operations and procedures are less likely to be selected (Davis-Dorsey, Ross, & Morrison, 1991).

  • Students are less likely to persevere on problems

that are irrelevant or uninteresting (Murphy & Ross, 1990).

Mimi Staulters, Ph. D. Widener University mlstaulters@mail.widener.edu

Th The e “Why” of Lea earning Eng Engagement

STANDARD CODE STANDARD MAFS.2.OA.3.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

  • Animals
  • Princesses
  • Gymnastics
  • Sports
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Im Implementation Keys:

  • Offer choices
  • Enhance relevance, value, an authenticity; reduce

threats, distractions

  • Vary levels of challenge and support
  • Increase mastery-oriented feedback

From “Applying UDL in Math”

3 Ke Key Take-Aw Aways

  • 1. Essential for some, Useful for All
  • 2. Effective by intentional design
  • 3. Clear Goals, Flexible Means

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Essential for Some, Useful for All

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UDL is effective by intentional design, not happenstance or luck.

Clear Goals, Flexible Means

45 46

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47

WH WHY Implement UDL

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Wh What are our big rocks in Br Browar ard?

How will implementing UDL help support current initiatives?

52

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Wa Want to know more?

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http://katienovakudl.com/

http://www.udlcenter.org/