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Universal Design for Learning: An Alberta Story

Universal Design for Learning: An Alberta Story. Westglen School Grade Four. Are we programming effectively for all students? Are all students actively engaged in learning? Are we teaching students to become independent learners?. Grade 4 Class. 20 students – 12 boys and 8 girls

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Universal Design for Learning: An Alberta Story

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  1. Universal Design for Learning:An Alberta Story Westglen School Grade Four

  2. Are we programming effectively for all students? Are all students actively engaged in learning? Are we teaching students to become independent learners?

  3. Grade 4 Class • 20 students – 12 boys and 8 girls • 4 students identified as LD (131) • 1 students identified as NLD (132) • 2 students identified as ELL (301) • 1 student identified as Gifted and Talented (91)

  4. Grade 3 Achievement Data HLAT Reading (EPSB Measure) • 7 students at grade level • 8 students below grade level • 4 students above grade level • 1 student did not write HLAT Writing (EPSB Measure) • 14 students at limited or adequate (at or below grade level) • 4 students at proficient • 1 student at excellent • 1 student did not write

  5. Grade 3 Achievement Data Grade Level of Achievement (GLA) in LA 3 • 14 students at grade level • 6 students below grade level Grade 3 Language Arts PAT • 12 students met acceptable standard • 4 students below acceptable standard • 2 students met standard of excellence • 2 students did not write

  6. Grade 4 Begins… • Lacked independent work skills and confidence • Disengaged • Capable of writing 1-2 sentences with many spelling and grammatical errors • High frustration levels when reading or writing • Needed to learn how to problem solve and advocate for their own learning

  7. Universal Design for Learning A Classroom Perspective Adrienne Swelander, Teacher

  8. Where are we now? • Increased engagement in learning • Improved academic performance; increased output • Independent learning • Beginning to see themselves as readers and writers • Fewer behavioural issues • Emphasis on collaboration, critical thinking, digital citizenship • Spillover effect into other classrooms

  9. “I think too much and work too little, but when I use the computer it’s better.”

  10. “Editing is a lot easier and it’s less work. Sometimes if you can’t spell it right, you don’t have to go back to ask the teacher. You can just use the drop down menu to find the right word. It’s faster because I don’t have to spend all my time asking for help.”

  11. “I‘ve learned to keyboard so I can do my assignments faster. I used to get my work done, but not on time. Now I can get my work done on time. People ask me for help and that makes me feel responsible.” “

  12. “I can listen to sentences using Word Q and it can help me say new words or sentences that I didn’t know in English. I’ve learned lots of new words this year.”

  13. “I like learning new programs on the laptops and having more choices to do assignments. My favourite project was using Comic Life because I got to be creative.

  14. “I use the sound blocking headphones because they make me concentrate better because it’s quieter. I know I need quiet to work.”

  15. “The laptops have really helped me with my writing. Now, instead of writing it out and messing it up and erasing the whole thing, I can just back up and get Word Q to read it to me. I used to not write that much. I always had lots of ideas but I couldn’t write them. Now I can write 27 sentences; I can actually fill up a page. It’s also much more fun. The spell check tool really helps me a lot as well. The only bad thing about the laptops is it’s a lot easier to get caught not writing.”

  16. The Changing Role of the Educational Assistant • Available to work in more classrooms rather than with a specific student or group of students • Supports all students more effectively by helping them to identify and use the tools need to learn independently • School resource for teachers beginning to use technology in their classrooms and implement UDL

  17. Challenges • Time to learn how to access and use tools • Technology expertise and support • Ongoing professional learning, collaboration and planning time • Resistance from people who believe in more traditional methods of schooling: “I did it this way when I was in school, so why isn’t my child learning this way, too.” • Notions of fairness

  18. “Research on fairness indicates that most adults’ notions of fairness are arrested at the kindergarten level (e.g. “He got a blue M&M, and I didn’t).  That is, fairness means everyone gets the same thing.  However the functional definition of fairness is that everyone gets what they need.  Much work remains to be done to provide every struggling student with the appropriate technology and tools to be academically successful.” (Edyburn, 2006)

  19. The Milk Revolution

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