Educating the Whole Child

1. Educating the Whole Child

2. NCDPI Arts Education Literacy Institute 2004 Goals for this Session • Learn about Universal Design for Learning (UDL) • Link UDL to the Teacher Evaluation System • Review classroom look-fors • Use classroom look-fors to write reflective questions that lead teachers to the distinguished level on the teacher evaluation

3. How does this content area prepare students to be future ready? • How does this area connect to other content areas? • What are the implications for meeting the needs of all learners as related to this content area?

4. UniversalDesignfor Learning (UDL) is Universal Design for Learning (UDL) A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners http://www.udlcenter.org/resource_library/videos/udlcenter/udl

5. UDL UDL Principles

7. Principle I: Multiple Means of Representation: The what of learning • To give diverse learners options for acquiring information and knowledge • Present content in a variety of formats and modalities

8. UDL requires:Multiple Means of Representation Artifacts Videos Music Movement Text Readers Multiple Means of Representation Examples: Manipulatives Visual Displays Anticipatory Guides Graphic Organizers

9. Principle II: Multiple Means of Action and Expression: Judy Augatti

10. UDL requires:Multiple Means of Action and Expression and Examples: Thumbs Up/Thumbs Down Gallery Walks Pair/Share Chalkboard/Whiteboard Splash Response Hold-Up Cards Quick Draws Numbered Heads Together Line-Ups

11. Principle III: Multiple Means of Engagement Taps into learners’ interests, offers appropriate challenges, and increases

12. UDL requires:Multiple Means of Engagement Examples: Bounce Cards Air Writing Case Studies Role Plays Concept Charades Response Hold-Up Cards Networking Sessions Simulations

13. Teacher Evaluation Infographic

14. Connecting to Serve All Quick Referencehttp://si2012leadertools.ncdpi.wikispaces.net/2012+Leader+Tools

15. “How” do I teach this?

16. The “why” of Teacher Evaluation

17. Multiple Means of Representation for ELLs Non-verbal Language Support Word banks Word walls Labels Graphic organizers Sentence starters Sentence frames • Modeling • Pictures • Realia/Concrete objects • Gestures • Manipulatives • Demonstrations • Hands-on • Picture dictionaries

18. Multiple Means of Expressing for ELLs • Role-play • Illustrations/ Drawings / Visuals • Gestures • First language

19. Multiple Means of Engagement • Student Interaction • Oral comprehension supports reading and writing development • Differentiate Collaborative Activities

20. Implications for the Classroomexplicit teaching of language • Create a language-sensitive classroom • Deconstruct/reconstruct complex text • View other languages as assets

21. Just as there are strategies for assisting the ELL student, there are strategies to move the AIG student even farther…

22. Why Gifted Students Need Differentiated Learning For most.… • Faster pace of learning (2-3 repetitions) • Precocity for information • Ability to synthesize information within and across disciplines (conceptual understanding) • Intensity of learning in area of interest • Asynchronous development

23. Learning Needs of Gifted: Some, Not All • Complexity: Abstract-thinking, Variety of concepts, subjects and strategies • Depth: Higher levels of thinking, concepts • Creativity: Open-endedness, choice • Acceleration: Rapid pacing, Focus on Growth • Relevance: Personal interest, Real-world problems and audiences, Connections

24. Non–Negotiables for Gifted Learners • Gifted Children Vary in Needs and Strengths • Mindset of Differentiation in Class, School, LEA • Pre-assessment to understand needs and strengths; Flexible Grouping • Social and Emotional Needs Addressed • Academic and Cognitive Growth Addressed AIG: ALL DAY, EVERY DAY

25. Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.

26. NCDPI Arts Education Literacy Institute 2004 Universal Design for LearningFor more information go to:www.cast.org

27. Serving All is a Process NCDPI Arts Education Literacy Institute 2004

28. NCDPI Arts Education Literacy Institute 2004 Intentional and Purposeful Common Core and Essential Standards Principle I Multiple Means of Representation (Content – “What”) Principle III Multiple Means of Engagement (“Why” of Learning) Principle II Multiple Means of Action and Expression (Process of “How”) Student Prior Knowledge, Readiness, Talents, Abilities, etc. Planning and Pre-Assessment

29. Inter-Rater Reliability • Assess your surroundings and move into natural groups to collaborate. • Your group will examine 1 teacher evaluation standard together. • Look at the indicators and choose which ones could be evaluated during UDL process. • Be prepared to share 2 examples of indicators you value as an instructional leader.

30. Our Goal is to have a Distinguished Teacher in every classroom

32. Standard 4:Teachers facilitate learning for their students Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. Teachers plan instruction appropriate for their students. Teachers use a variety of instructional methods. Teachers integrate and utilize technology in their instruction. Teachers help students develop critical thinking and problem-solving skills. Teachers help students work in teams and develop leadership qualities. Teachers communicate effectively. Teachers use a variety of methods to assess what each student has learned.

33. Standard 4:Teachers facilitate learning for their students Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. Teachers plan instruction appropriate for their students. Teachers use a variety of instructional methods. Teachers integrate and utilize technology in their instruction. Teachers help students develop critical thinking and problem-solving skills. Teachers help students work in teams and develop leadership qualities. Teachers communicate effectively. Teachers use a variety of methods to assess what each student has learned.

34. Standard 4:Teachers facilitate learning for their students Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. Teachers plan instruction appropriate for their students. Teachers use a variety of instructional methods. Teachers integrate and utilize technology in their instruction. Teachers help students develop critical thinking and problem-solving skills. Teachers help students work in teams and develop leadership qualities. Teachers communicate effectively. Teachers use a variety of methods to assess what each student has learned.

35. Standard 4:Teachers facilitate learning for their students Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. Teachers plan instruction appropriate for their students. Teachers use a variety of instructional methods. Teachers integrate and utilize technology in their instruction. Teachers help students develop critical thinking and problem-solving skills. Teachers help students work in teams and develop leadership qualities. Teachers communicate effectively. Teachers use a variety of methods to assess what each student has learned.

36. Content “look-fors” Your packet contains 3 content resources: (they are the last documents in your packet) • Key Instructional Shifts- English Language Arts/Literacy • Key Instructional Shifts- Mathematics • Revised Bloom’s Taxonomy

37. Reflective Questions 1. Review all 5 standards from the Teacher Evaluation Rubric. 2. Create 3 reflective questions to support teacher growth. RBT Reflective Question Math Shifts Reflective Question ELA Shifts Reflective Question RBT Reflective Question • Post each of your reflective questions in the google form located at: http://tinyurl.com/86opzlr

38. http://tinyurl.com/86opzlr

39. Element: Lead in their classrooms Demonstrate leadership in the school Lead the teaching profession Advocate for schools and students Demonstrate high ethical standards Rating: Developing Proficient Accomplished Distinguished Standard 1Teachers demonstrate leadership Reflective Question: What data are you obtaining to ensure that students understand nonfiction/informational texts?

40. Element: Provide an environment in which each child has a positive nurturing relationship with caring adults Embrace diversity in the school community and in the world Treat students as individuals Adapt their teaching for the benefit of students with special needs Work collaboratively with the families and significant adults in the lives of their students Rating: Developing Proficient Accomplished Distinguished Standard 2Teachers establish a respectful environment for a diverse population of students Reflective Question: Do you have any ideas for involving those hard to get parents in a project with your class?

41. Element: Align their instruction with the NCSCS Know the content appropriate to their teaching specialty Recognize the interconnectedness of content areas/ disciplines Make instruction relevant to students Rating: Developing Proficient Accomplished Distinguished Standard 3 Teachers know the content they teach Reflective Question: How will you incorporate math information into other content areas?

42. Element: A. Know the ways in which learning takes place, and they know the appropriate levels of intellectual ,physical, social and emotional development of their students Plan instructional appropriate for their students Use a variety of instructional methods Integrate and utilizes technology in their instruction Help students develop critical-thinking and problem-solving skills Help students work in tams and develop leadership qualities Communicates effectively Use a variety of methods to assess what each student has learned Rating: Developing Proficient Accomplished Distinguished Standard 4Teachers facilitate learning for their students Reflective Question: How can you design a project that allows students to create a product that demonstrates mastery of the concept?

43. Element: Analyze student learning Link professional growth to their professional goals Function effectively in a complex, dynamic environment Rating: Developing Proficient Accomplished Distinguished Standard 5 Teachers reflect on their practice Reflective Question: What data are you using to guide your instructional practices to meet the needs of your students?

44. Wrap up In order to transition into the new content standards and utilize the NCEES, how will you use today’s information and resources to support your district leaders?

45. Contact Information Dr. Maria Pitre-Martin Kimberly Simmons Director, K-12 Curriculum and Instruction Maria.pitremartin@dpi.nc.gov (P) 919.807 .3817 NCEES Consultant Kimberly.simmons@dpi.nc.gov (P) 828.406.9237 Wiki Links to support leadership: http://si2012leadertools.ncdpi.wikispaces.net/2012+Facilitative+Team+Time http://ncees.ncdpi.wikispaces.net/