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Dynamic Learning Map Update Lansing, Michigan April 17, 2013 afternoon session

Dynamic Learning Map Update Lansing, Michigan April 17, 2013 afternoon session. Daryl Mellard Sue Bechard Michelle Shipman Judith Gross. The present publication was developed under grant 84.373X100001 from the

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Dynamic Learning Map Update Lansing, Michigan April 17, 2013 afternoon session

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  1. Dynamic Learning Map UpdateLansing, Michigan April 17, 2013afternoon session Daryl Mellard Sue Bechard Michelle Shipman Judith Gross The present publication was developed under grant 84.373X100001 from the U.S. Department of Education, Office of Special Education Programs. The views expressed herein are solely those of the author(s), and no official endorsement by the U.S. Department should be inferred.

  2. DLM 2012/2013 update Depth of Knowledge Taxonomy • Extensions Learning Maps • Claims, conceptual areas • Foundation nodes First Contact Survey Instructionally Relevant Testlets • Testlet development • Example items • Technology Enhanced Templates DLM Future Activities

  3. Depth of Knowledge

  4. DLM Depth of Knowledge Taxonomy

  5. What’s new?

  6. Learning Maps

  7. Making Connections

  8. What are claims? • Communicate the goals we have for student learning • Provide a framework for organizing teaching and learning both within and across grades • Represent the knowledge, skills, and abilities that support understanding and proficiency

  9. Making Connections

  10. What are conceptual areas? • Areas that are organized around common cognitive processes. • EEs (tied to nodes) are embedded within conceptual areas. • May be organized/structured differently in mathematics and ELA.

  11. Claims and Conceptual Areas: ELA

  12. Claims and Conceptual Areas: ELA

  13. Claims and Conceptual Areas: Mathematics

  14. Claims and Conceptual Areas: Mathematics

  15. Foundation Nodes on the Dynamic Learning Map • Currently have 150 foundation nodes on the map. • They cover: • Pre-intentional • Attend • Respond • They are not linked to one academic area but are foundational to all

  16. First contact surveyStudent characteristics

  17. First Contact Survey • Teacher demographics • Student demographics • Classroom setting • Sensory capabilities (accessibility needs) • Motor capabilities • Computer access • Communication • Academic skills • Attention

  18. First Contact Sample: Disability Type

  19. Language Use Kearns, J., Kleinert, H., Harrison, B., Sheppard-Jones, K., Hall, M., Jones, M. (2010). What does ‘ college and career ready’ mean for students with significant cognitive disabilities? Lexington: University of Kentucky.

  20. First Contact Sample: Reading

  21. 10% of 1%

  22. Judith Gross & Michelle Shipman Instructionally Relevant Testlets

  23. Testlet Development 1 2 Essential Element Concept Map Dynamic Learning Map IterativeReview Essential Element 3 4 5 Testlets at 5 levels

  24. Step 1: Aligning the Essential Element 1 Essential Element Common CoreState Standard Essential Element

  25. Step 2: Mapping the Essential Element 2 Dynamic Learning Map Analyze connections Match Essential Element Node Node Node Node

  26. FractionsM.EE.3.NF.1-3 Differentiate a fractional part from a whole

  27. Feelings of CharactersELA.EE.RL.3.3 Identify the feelings of the characters in a story

  28. Character Responds to a ChallengeEE.RL.6.3 Can identify how a character responds to a challenge in the story

  29. Step 3: Completing the Essential Element Concept Map 3 • Essential Questions • Vocabulary • Nodes • Questions to Ask • Misconceptions/Errors • Accessibility/Barriers Essential Element Concept Map

  30. Essential Element Concept Map

  31. Step 4: Creating Instructionally Relevant Testlets 4 Testletsat 5 levels

  32. Step 4: Creating an Instructionally Relevant Testlet Type Testlet a 4 Behavior Connect the map… …to the items developed. Testletsat 5 levels Initial Precursor Testlet b Distal Precursor Behavior Proximal Precursor Testlet c Behavior Testlet d Target Behavior Testlet e Successors Behavior

  33. Step 5: Iterative Review Process 5 IterativeReview • Internal: • Item development teams • Editing content and graphics • Sensitivity and bias • Accessibility • External: • State visits

  34. FractionsFrom Foundation to 4th grade

  35. Essential Element Concept Map • M.EE.3.NF.1-3 – Differentiate a fractional part from a whole • Math • Essential Element • Grade 3 • Numbers and Fractions • Standards 1-3 • Covers 5 levels from Foundational Skills (Initial precursors) through 4th Grade (Successor skills)

  36. M.EE.3.NF.1-3 Differentiate a fractional part from a whole

  37. Initial PrecursorsF-62 AttendF-13 Recognize some

  38. Distal PrecursorsF-38 Explain setF-69 Recognize wholenessF-84 Recognize separateness

  39. Proximal PrecursorsF-59 Explain sub-setF-72 Partition setsF-2392 Partition lengthM-248 Partition shapes

  40. TargetsM-561 Explain part-whole relationshipM-2411 Explain fraction

  41. Successors (M.EE.4.NF.3)M-2537 (area), M-2538 (length), M-2539 (sets) - Identify wholeM-2350 (area), M-2349(length), M-2348 (sets) - Identify half

  42. Another related fraction EEM.EE.4.NF.1-2Identify ½ and ¼

  43. Initial Precursor TestletHenry and Mudge are Happy • ELA.EE.RL.3.3 Identify the feelings of characters in a story. • 3rd grade • Initial precursor level testlet • Task 1 • General task and blind/low vision task • F-18 Seeks attention of others • Precursor of ELA-766 • Task 2 • General task • F-766 Can identify feeling states in self

  44. TEACHER DIRECTIONS • You are going to read the familiar story, Henry and Mudge, with the student. • You will record the student’s response when you: • show the student a favorite object OR • show the toy you have used to represent Mudge • Put the object out of the student’s sight or reach, but within your reach. • After you finish reading, you will ask the student a question and record the response.

  45. Henry and Mudge are HappyDLM

  46. Henry was a boy.

  47. Henrywanted a dog.

  48. TEACHER DIRECTIONS (general) Stop reading. Present the object just out of reach but within sight of the student. Move the item in an effort to attract the students attention, but do not speak or otherwise prompt. Record the student’s response (check only one). • Communicates desire to have the object by: Reaching for object Gazing/looking at object Vocalizing Using other gesture or indicator • Smiles, laughs or shows excitement • Whines, cries, or appears frustrated • No response

  49. TEACHER DIRECTIONS (blind/low vision) Stop reading. Allow the student to touch, smell, or otherwise interact with the object for a moment. Remove the item and do not speak or otherwise prompt. Record the student’s response (check only one). • Communicates desire to have the object by: Reaching for objects or searching with hands Turning to you and reaching Vocalizing Using other gesture or indicator • Smiles, laughs or shows excitement • Whines, cries, or appears frustrated • No response

  50. Mom and dad wanted to make Henry happy.

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