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Teaching All Learners

Teaching All Learners. Session 1: Fall, 2013. Agenda. Getting to Know Each Other Logistics and Overview Looking at Student Work Preview Online Work. Introductions Name and Role 1-3 Words to Describe Differentiated Instruction. Getting to Know Each Other. Getting to Know Each.

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Teaching All Learners

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  1. Teaching All Learners Session 1: Fall, 2013

  2. Agenda • Getting to Know Each Other • Logistics and Overview • Looking at Student Work • Preview Online Work

  3. Introductions Name and Role 1-3 Words to Describe Differentiated Instruction Getting to Know Each Other

  4. Getting to Know Each Personal Elementary Education Experience • Think and write about your own personal elementary school experience.

  5. Getting to Know Each Personal Elementary Education Experience • Find your ‘cohort’

  6. Extreme Math Problem Using a pan scale, a full slab of soap on one pan balances  a ¾ slab of soap and a ¾ pound weight on the other pan. How much does the full slab of soap weigh?

  7. Share your Mathematical ThinkingWhat happened to the learning when provided the essential tools for learning?

  8. Agenda • Getting to Know Each Other • Logistics and Overview • Looking at Student Work • Preview Online Work

  9. Learning Goal Using a Universal Design for Learning Framework, educators and administrators will learn to use formative data, inclusive practices, and support structures to develop effective instructional strategies and resources for all.

  10. Teaching All Learners Scope of the Project: 1 year, 1 school 1: Conceptual Frame: Introduction to Inclusive Practices 2: Assessment: Formative Assessment Tools for Identifying Student Strengths and Needs 3: Instructional Planning: Data Driven, Differentiated Instructional Planning in Developing Environments and Instructional Practices 4: Integrating Universal Design for Learning into the School Culture, Structures, Curriculum and Classrooms   

  11. Blended Learning Environment Face to Face Classroom Implementation Online Line Learning and Sharing

  12. Participation Norms: CommunityWhat do they mean to you? 1. Show Up and Choose to be Present 2. Pay Attention to the Heart and Meaning of the Work 3. Tell the Truth without Blame or Judgment: Bring to the table all Your Skills, Resources and Knowledge 4. Be Open to the Outcome and the Process 5. Monitor Air Time – Equity of Voice

  13. Agenda • Getting to Know Each Other • Logistics and Overview • Looking at Student Work • Preview Online Work

  14. Getting Ready LASW 1. Do the math yourself. Solve the problem in more then one way. • 1.Circle the number string with the greater total. 27 + 12 + 18 + 22 31 +12 + 18 + 19 2. From your own work, list the mathematical ideas you expect to see in student work. 3. With your colleagues, discuss your expectations and make a shared list of mathematical expectations. Modify list above.

  15. Using Getting Ready to LASW Protocol Looking at Student Work

  16. Getting Ready LASW 4. Examine Student Work 5. Name the Evidence 6. Use the Evidence 7. Plan Ahead

  17. Agenda • Getting to Know Each Other • Logistics and Overview • Looking at Student Work • Preview Online Work

  18. Spend Two Hours: • Choose a content area to further develop your background knowledge: • Math Investigations and Framework • Universal Design for Learning • Looking at Student Work • Respond to Blog Entry • Initial Response • Respond to 3 other blog entries • Upload 3 classroom images Online Work

  19. Educational Blogging How could you envision using UDL in your classroom? What ideas are resonating with you?  What instructional and environmental shifts are you thinking of trying? How could you use student work and video as a formative assessment that drives instructional practice? ginamstefanini@gmail.com The BLOG

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