Educating the Whole Child
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
NCDPI Arts
2 Education
Literacy Institute 2004
1. How does this content area
prepare students to be future
ready?
2. How does this area connect to
other content areas?
3. What are the implications for
meeting the needs of all learners
as related to this content area?
Universal
Design
for
Universal Design for Learning
Learning(UDL)
(UDL) is
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
UDL
Principles
•
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
UDL requires:
Multiple Means of Representation
Multiple Means of Representation
Examples:
Artifacts
Manipulatives
Videos
Visual Displays
Music
Anticipatory Guides
Movement
Graphic Organizers
Text Readers
Principle II: Multiple Means
of Action and Expression:
Judy Augatti
UDL requires:
Multiple Means of Action and Expression
and
Examples:
Thumbs Up/Thumbs
Down
Response Hold-Up
Cards
Gallery Walks
Quick Draws
Pair/Share
Numbered Heads
Together
Chalkboard/Whiteboard
Splash
Line-Ups
Principle III: Multiple Means of
Engagement
Taps into
learners’
interests, offers
appropriate
challenges, and
increases
UDL requires:
Multiple Means of Engagement
Examples:
Bounce Cards
Concept Charades
Air Writing
Response Hold-Up
Cards
Case Studies
Role Plays
Networking Sessions
Simulations
Teacher Evaluation Infographic
13
Connecting to Serve All Quick Reference
http://si2012leadertools.ncdpi.wikispaces.net/2012+Leader+Tools
“How” do I teach this?
The “why” of Teacher
Evaluation
16
Multiple Means of Representation
for ELLs
Non-verbal
• Modeling
• Pictures
• Realia/Concrete objects
• Gestures
• Manipulatives
• Demonstrations
• Hands-on
• Picture dictionaries
Language Support
• Word banks
• Word walls
• Labels
• Graphic organizers
• Sentence starters
• Sentence frames
Multiple Means of Expressing
for ELLs
• Role-play
• Illustrations/ Drawings / Visuals
• Gestures
• First language
Multiple Means of Engagement
• Student Interaction
– Oral comprehension supports reading and
writing development
– Differentiate Collaborative Activities
Implications for the Classroom
explicit teaching of language
• Create a language-sensitive
classroom
• Deconstruct/reconstruct complex text
• View other languages as assets
Just as there are strategies for
assisting the ELL student, there are
strategies to move the AIG student
even farther…
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
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
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
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.
Universal Design for Learning
For more information go to:
www.cast.org
NCDPI Arts
26Education
Literacy Institute 2004
Serving All is a Process
NCDPI Arts Education
Literacy Institute 2004
27
Intentional and Purposeful
Common
Core
and
Essential
Standards
Planning
and
Pre-Assessment
Student
Prior Knowledge,
Readiness, Talents,
Abilities, etc.
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”)
NCDPI Arts Education Literacy Institute 2004
28
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.
Our Goal is to have a
Distinguished Teacher in every
classroom
Developing
Proficient
Accomplished
Distinguished
Distinguished
• Consistently and significantly
exceeded basic competence
Accomplished
• Exceeded basic competence most
of the time
Proficient
Developing
• Demonstrated basic competence
• Demonstrated adequate growth
toward achieving standards, but did
not demonstrate basic competence
Standard 4:Teachers facilitate learning for their students
a. 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.
b. Teachers plan instruction appropriate for their students.
c. Teachers use a variety of instructional methods.
d. Teachers integrate and utilize technology in their instruction.
e. Teachers help students develop critical thinking and problem-solving skills.
f. Teachers help students work in teams and develop leadership qualities.
g. Teachers communicate effectively.
h. Teachers use a variety of methods to assess what each student has
learned.
Standard 4:Teachers facilitate learning for their students
a. 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.
b. Teachers plan instruction appropriate for their students.
c. Teachers use a variety of instructional methods.
d. Teachers integrate and utilize technology in their instruction.
e. Teachers help students develop critical thinking and problem-solving skills.
f. Teachers help students work in teams and develop leadership qualities.
g. Teachers communicate effectively.
h. Teachers use a variety of methods to assess what each student has
learned.
Standard 4:Teachers facilitate learning for their students
a. 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.
b. Teachers plan instruction appropriate for their students.
c. Teachers use a variety of instructional methods.
d. Teachers integrate and utilize technology in their instruction.
e. Teachers help students develop critical thinking and problem-solving skills.
f. Teachers help students work in teams and develop leadership qualities.
g. Teachers communicate effectively.
h. Teachers use a variety of methods to assess what each student has
learned.
Standard 4:Teachers facilitate learning for their students
a. 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.
b. Teachers plan instruction appropriate for their students.
c. Teachers use a variety of instructional methods.
d. Teachers integrate and utilize technology in their instruction.
e. Teachers help students develop critical thinking and problem-solving skills.
f. Teachers help students work in teams and develop leadership qualities.
g. Teachers communicate effectively.
h. Teachers use a variety of methods to assess what each student has
learned.
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
Reflective Questions
1. Review all 5 standards from the Teacher Evaluation Rubric.
2. Create 3 reflective questions to support teacher growth.
ELA Shifts
Reflective
Question
Math Shifts
RBT
Reflective
Reflective
Question
Question
RBT
Reflective
Question
3. Post each of your reflective questions in the
google form located at:
http://tinyurl.com/86opzlr
http://tinyurl.com/86opzlr
Element:
A. Lead in their classrooms
B. Demonstrate leadership in
the school
C. Lead the teaching
profession
D. Advocate for schools and
students
E. Demonstrate high ethical
standards
Standard 1
Teachers
demonstrate
leadership
Rating:
Developing
Proficient
Accomplished
Distinguished
Reflective Question:
What data are you obtaining to
ensure that students understand
nonfiction/informational texts?
Element:
A. Provide an environment in
which each child has a
positive nurturing relationship
with caring adults
B. Embrace diversity in the
school community and in the
world
C. Treat students as individuals
D. Adapt their teaching for the
benefit of students with
special needs
E. Work collaboratively with the
families and significant adults
in the lives of their students
Standard 2
Teachers establish
a respectful
environment for a
diverse population
of students
Rating:
Developing
Proficient
Accomplished
Distinguished
Reflective Question:
Do you have any ideas for involving
those hard to get parents in a project
with your class?
Element:
A. Align their instruction with the
NCSCS
B. Know the content appropriate
to their teaching specialty
C. Recognize the
interconnectedness of content
areas/ disciplines
D. Make instruction relevant to
students
Standard 3
Teachers know the
content they teach
Rating:
Developing
Proficient
Accomplished
Distinguished
Reflective Question:
How will you incorporate
math information into other
content areas?
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
B. Plan instructional appropriate for
their students
C. Use a variety of instructional
methods
D. Integrate and utilizes technology in
their instruction
E. Help students develop criticalthinking and problem-solving skills
F. Help students work in tams and
develop leadership qualities
G. Communicates effectively
H. Use a variety of methods to assess
what each student has learned
Standard 4
Teachers facilitate
learning for their
students
Rating:
Developing
Proficient
Accomplished
Distinguished
Reflective Question:
How can you design a
project that allows
students to create a
product that
demonstrates mastery of
the concept?
Element:
A. Analyze student learning
B. Link professional growth to their
professional goals
C. Function effectively in a
complex, dynamic environment
Standard 5
Teachers reflect on
their practice
Rating:
Developing
Proficient
Accomplished
Distinguished
Reflective Question:
What data are you using to
guide your instructional
practices to meet the needs
of your students?
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?
Contact Information
Dr. Maria Pitre-Martin
Director, K-12 Curriculum and Instruction
[email protected]
(P) 919.807 .3817
Kimberly Simmons
NCEES Consultant
[email protected]
(P) 828.406.9237
Wiki Links to support leadership:
http://si2012leadertools.ncdpi.wikispaces.net/2012+Facilitative+Team+Time
http://ncees.ncdpi.wikispaces.net/
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