Universally Designed Literacy Programs in the Elementary Classroom…

1. Universally Designed Literacy Programs in the Elementary Classroom… Kerri Steel Errington Elementary Learning Resource Teacher/VP School District 69 (Qualicum) ksteel@sd69.bc.ca Vancouver Island, B.C.

2. Learning Intentions: • To explore the principles of Universal Design for Learning (UDL) as a foundation for planning literacy programs in elementary classrooms. • To develop an understanding of how the Principles of Universal Design for Learning (UDL) can be incorporated into the daily fabric of literacy programs in elementary classrooms.

3. What do you hope to take away from this morning’s conversation?

4. Unviversal Design For Learning Recognition Networks (the what of learning) Strategic Networks (the how of learning) Multiple Means of Engagement Multiple Means of Representation Multiple Means of Expression Affective Networks (the why of learning) http://lessonbuilder.cast.org/window.php?src=videos

5. UDL in Practice: • Apply the three principles to the four pillars of curriculum: educational goals, materials, methods, and assessments. • This ensures all three brain networks are engaged at the same time to optimize learning and accurate assessment! Retrieved from: www.cast.org

6. Your Brain Networks at work…. http://www.cast.org/teachingeverystudent/tools/main.cfm?t_id=10

7. Instructional Goals • Traditional: The means for accomplishing the goals are interwoven into the instructional goal • UDL: The means for attaining the goals are individualized through flexible instructional design. Retrieved from: www.cast.org

8. Instructional Materials • Traditional: The materials are mostly print; everyone gets the same materials • UDL: Use a variety of levels of printed text, digital, video, audio materials etc. (no tech, low tech and high tech). Retrieved from: www.cast.org

9. UDL puts STUDENTS in the driver’s seat…..

10. Take a minute to think about what UDL structures you are already using… …or places you see them fitting in. Share your thinking with your elbow partner.

11. Ontario Language Curriculum The Underlying Principles argue that successful language learners: • understand that language learning is a necessary, life-enhancing, reflective process; • make meaningful connections between themselves, what they encounter in texts, and the world around them; • think critically; • understand that all texts advance a particular point of view that must be recognized, questioned, assessed, and evaluated; • appreciate the cultural impact and aesthetic power of texts; • use language to interact and connect with individuals and communities • communicate – that is, read, listen, view, speak, write, and represent – effectively and with confidence;

12. Reading & Viewing Clear goals and targets Multiple Means of Representation • Explore the text before starting • Consider Video support or a recording for all • A/B partner talk • Vocabulary support • Oral rehearsal • Graphic organizers Multiple Means of Engagement • Grab a book • Listen to mp3 • Digital text in Kurzweil • .txt or .rtf in Microsoft Word using Word Talk • Read with a partner • Sit with an organizer (images, words, combination) • Sit with post-its • Add-in another version (DVD, streamed) MultipleMeans of Expression • Write on an organizer • Draw on an organizer • Make a poster • Talk about it • Do a “regular” report • Make a powerpoint • Try a digital organizer • Celebrate! Ongoing, descriptive feedback Criteria, rubrics… peer and self-assessment

13. What is already “UDL Reading” in your classroom? Share with an elbow partner…..

14. Goal Setting • Spend time looking over performance standards, learning outcomes. • Have students hi-light for themselves where they are and where they’d like to go next. • Build your next steps after the personal goals they’ve set for themselves… • ...when they ask the questions, they’re more likely to work harder to find the answers

15. Reading For A Purpose Inquiry and Collaboration Ask a big question…..some call this an Inquiry Question….and then • Give them choices in terms of: • Topics • Formats • Places to sit and read • People to talk with • Products and purposes • ...when they have options, they’re more likely to work harder to find the answers

16. Time To Read • A look around the room reveals: • Kids sitting alone with books….and post-its, or pencils, or organizers, or at computers with a microphone • Kids sitting with a book and a friend • Kids listening to mp3 • Kids listening to audio or accessible books at a computer • The Adult(s) circulate to: • Ask questions, encourage inferences, encourage connections • Reflect on goals • Prompt deep thinking and recording of ideas

17. Some examples from the classroom….. Journey to the Centre of the Earth Helping Hands The Lion, The Witch and the Wardrobe Tumblebooks If I Ran The Zoo….

18. After Reading • Come to the table in a small group, and spend some more • time talking and reflecting on the reading. On your own or with a neighbour, take a few minutes to define the roles of teacher and student using a UDL/Inquiry framework for exploring reading.

19. After Reading • Come to the table in a small group, and spend some more • time talking and reflecting on the reading.

20. After Reading • Come to the table in a small group, and spend some more • time talking and reflecting on the reading. Now, see if you can create a Job Title for these roles.

21. After Reading • Come to the table in a small group, and spend some more • time talking and reflecting on the reading.

22. Time To Reflect • Some favorite organizers- in addition to the “old favorites” like a • Venn Diagram or Web…. • Four Heads are Better than One • Four Quadrants • Fast Five • Mind Map Summary • Time to Talk: • Structured partner talk • Conversation with adults • Conversation with peers

23. I like responding…. With a laminated Venn Diagram because “it’s easier than going on the computer because you can’t connect with each other on the same page on the computer” Tyson, gr. 5 “we can think together and help each other if we get stuck” Cole, gr. 4 With a web in Kidspiration because “I can see how things happened. You can put information in bubbles. It’s easier than having to use big long sentences.” Cora, gr. 5 With a Venn Diagram in Kidspiration because “I like putting stuff on the computer. You can copy paste it. You can move it if you need a new spot.” Kylie, gr. 4

24. If it’s Internet research you need…and the text is too difficult… Click, Speak! Word Talk Kurzweil

25. Before we move on….. …..what does all of this “boil down to” for you?

26. Writing and Representing Clear goals and targets Multiple Means of Representation • Use a model • A/B partner talk • Vocabulary support • Oral rehearsal • Graphic organizer Multiple Means of Engagement • PowerPoint • Clicker 5 • Kurzweil • Microsoft Word • Writer • With a partner • On an organizer (images, words, combination) • Record it • Use paper MultipleMeans of Expression • Show it • Read it • Display it • Hear it • Quietly hand it in • Celebrate! Ongoing, descriptive feedback Criteria, rubrics… peer and self-assessment

27. What is already “UDL Writing” in your classroom? Share with an elbow partner…..

28. Goal Setting • Spend time looking over performance standards, learning outcomes. • Have students hi-light for themselves where they are and where they’d like to go next. • Build your next steps after the personal goals they’ve set for themselves… • ...when they ask the questions, they’re more likely to work harder to find the answers

29. Six-Traits Writing Image from: http://www.writingfix.com/images/6Traits/Traits.png

30. Ideas

31. Day 1 • A “Talk-About” • Read the story • Notice interesting things about the book • Start thinking about a possible character/plot

32. Day 2 • Collect some Vocabulary, start working on a plan. • Re-read the story • Deliberately collect interesting things from the book • Continue the “talk-about” of ideas for personal stories

33. Day 3 • Make yourself a plan from the model. • Re-read (or view….) the story • Use an organizer to start planning a sequence of events • Continue the “talk-about” of ideas for personal stories

34. (or Represent) Time to Write

35. Regarding “Multiple Means of Engagement…” “I like Kurzweil because it has word prediction to help me figure out what to say. Word banks and organizers help because the words are in them so I don’t mess up how to spell. Organizers help me so I see where I do things. It keeps it organized.” James, gr. 4

36. Regarding “Multiple Means of Engagement…” “Having words on paper didn’t really help. I like Clicker 5 because the words can help you out when you get stumped. It talks after you type.“ Josh, gr. 4

37. Regarding “Multiple Means of Engagement…” “I like the Writer because it begins a story with “One day.” I like that I have privacy and no one can look at it.” Shannon, gr. 4

38. Regarding “Multiple Means of Engagement…” “I made a poster because I’m ok at computers but it’s not really for me.” Liam, gr. 6

39. Regarding “Multiple Means of Engagement…” “ I did a speech because I can’t move around when I’m speaking with a PowerPoint and I like to use my hands and stuff.” Jordanne, gr. 6

40. Some students comment on writing….

41. The Stinky Cheese Man(and our fairly ** tales) • We read a bunch of the tales and collected information about the “tricks” Sceiszka used in the stories. • We read a bunch of “regular” fairy tales and made comparisons. • We chose a strategy to collect thoughts about our own writing. • We wrote our stories…

42. Stinky cheese man story samples…. Handwritten Kurzweil Microsoft Word Kidspiration Cartoon-Style

43. For more information: kerristeel.edublogs.org

44. When the classroom and Smart Centre team together:

45. Three Big Ideas

47. “I like Start to Finish because I can listen to it. I’m calm. If I look at the book I will know what I am reading and it will help me” Dustin, gr. 4

48. “I like listening to an mp3 because I can get comfortable and I don’t have to worry about where I am in the book.” Kairos, gr. 5

49. “My students enjoy watching these stories and they are engaged as soon as they login. The autistic kids really respond well to the visuals, and some of my struggling readers are exploring things they wouldn’t otherwise consider..” Sara, gr. 5 teacher