Welcome to the Inclusive Best Practices, Universal Design for Learning (UDL) Book Studies landing page. Why the landing page? We decided that we needed someplace to archive our discussions taking place on Adobe Connect. We also believe that reflection is necessary for deep understanding. So we are inviting you to use this website to reflect on your 30 minutes of collaboration.
Goal: To develop a Professional Learning Community focused on the critical elements of Universal Design for Learning (UDL).
Outcomes
Outcomes
- Provide the learner with a thorough understanding of UDL which will ultimately assist the learner in creating effective lesson plans
- Identify the three main principles of UDL and guidelines
- Use the guidelines when developing lessons and selecting tools, resources, and strategies
The Link And Upcoming Questions for each Book Study.
Book Study for March 10, 2016 from 4:00pm - 4:30pm E/T
http://mahoningesc.adobeconnect.com/udlnow810/
http://mahoningesc.adobeconnect.com/udlnow810/
Number 1
Background: In Chapter 8 Katie Novak discusses using student feedback to inform instruction.
Prompt
How would you describe your overall experience with this book study? What helped you to learn the content?
Number 2
Background: In Chapter 9, the author outlined strategies to assist students with test-taking.
Prompt
Explain how standardized test prep can align with the principles of scaffold instruction from Chapter 6.
Number 3
Background: In Chapter 10, the author suggests several types of technologies that can be used to enhance and support the concepts of UDL.
Prompt
Share content that you have originally given students in a handout and show/ tell how you turned it into an engaging electronic handout.
Background: In Chapter 8 Katie Novak discusses using student feedback to inform instruction.
Prompt
How would you describe your overall experience with this book study? What helped you to learn the content?
Number 2
Background: In Chapter 9, the author outlined strategies to assist students with test-taking.
Prompt
Explain how standardized test prep can align with the principles of scaffold instruction from Chapter 6.
Number 3
Background: In Chapter 10, the author suggests several types of technologies that can be used to enhance and support the concepts of UDL.
Prompt
Share content that you have originally given students in a handout and show/ tell how you turned it into an engaging electronic handout.
udlnowchs8-10prompts_pdf.pdf | |
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udlnowchs8-10prompts.docx | |
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Book Study for February 25, 2016 from 8:00pm - 8:30pm E/T
http://mahoningesc.adobeconnect.com/udlnow6-7/
http://mahoningesc.adobeconnect.com/udlnow6-7/
Number 1
Background: In Chapter 6, Katie Novak presents a number of terms related to scaffolding, reading skills, and writing skills.
Prompt
Suggest a term for a Chapter 6 Word Wall and then use the term in an informative sentence that helps other learners understand how the term fits into the content of Chapter 6.
[Example: Transfer of responsibility -Ms. Jones allowed students to work in groups to plan the graphic organizer, but to achieve transfer of responsibility, she required the organizer to be completed by each student independently.
Number 2
Background: The author stresses that literacy is a collective responsibility for all teachers. She suggests that scaffolding is required to help students with the complex tasks of reading and writing.
Prompt
Describe what you will do to scaffold reading or writing in your classroom for all learners. How will you implement more reading and writing instruction and which tools might you use?
Number 3
Background: In Chapter 7, the author presents “close to twenty ideas for helping students access new words.”
Prompt A
Identify one of the author’s ideas that appeals to you and tell how you would use it in your classroom.
Prompt B
Describe one of your own strategies for teaching vocabulary, one that fits within the UDL framework.
[Note: Make a clear break between the time for responding to Prompt A and Prompt B.]
Background: In Chapter 6, Katie Novak presents a number of terms related to scaffolding, reading skills, and writing skills.
Prompt
Suggest a term for a Chapter 6 Word Wall and then use the term in an informative sentence that helps other learners understand how the term fits into the content of Chapter 6.
[Example: Transfer of responsibility -Ms. Jones allowed students to work in groups to plan the graphic organizer, but to achieve transfer of responsibility, she required the organizer to be completed by each student independently.
Number 2
Background: The author stresses that literacy is a collective responsibility for all teachers. She suggests that scaffolding is required to help students with the complex tasks of reading and writing.
Prompt
Describe what you will do to scaffold reading or writing in your classroom for all learners. How will you implement more reading and writing instruction and which tools might you use?
Number 3
Background: In Chapter 7, the author presents “close to twenty ideas for helping students access new words.”
Prompt A
Identify one of the author’s ideas that appeals to you and tell how you would use it in your classroom.
Prompt B
Describe one of your own strategies for teaching vocabulary, one that fits within the UDL framework.
[Note: Make a clear break between the time for responding to Prompt A and Prompt B.]
udl_now_ques_6_7_rr_use_pdf.pdf | |
File Size: | 61 kb |
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Book Study for February 18, 2016 from 4:00pm - 4:30pm E/T and again from 8:00pm - 8:30pm E/T
Link: http://mahoningesc.adobeconnect.com/udlnow4-5/
Link: http://mahoningesc.adobeconnect.com/udlnow4-5/
Q4.1 Background: In Chapter 4, Katie Novak urges us to distinguish between our content standards and our method standards.
Prompt
Explain how each type of standard might lend itself to different UDL strategies. How would this approach look with a standard in your classroom?
Q4.2 Background: The author suggests that scaffolding should embody 4 key features (p.75): 1) active engagement, 2) intersubjectivity, 3) ongoing diagnosis, and 4) transfer of responsibility.
Prompt
Describe what you do, or what you might do, to accomplish transfer of responsibility with your students.
Q5.1 Background: In Chapter 5, the author presents “Twenty Fabulous Ideas for Choice Assignments” and a template for designing a choice assessment document.
Prompt
If you had to pick three of the twenty ideas to use in a choice assessment within the next two weeks, tell which you would choose and why.
Prompt
Explain how each type of standard might lend itself to different UDL strategies. How would this approach look with a standard in your classroom?
Q4.2 Background: The author suggests that scaffolding should embody 4 key features (p.75): 1) active engagement, 2) intersubjectivity, 3) ongoing diagnosis, and 4) transfer of responsibility.
Prompt
Describe what you do, or what you might do, to accomplish transfer of responsibility with your students.
Q5.1 Background: In Chapter 5, the author presents “Twenty Fabulous Ideas for Choice Assignments” and a template for designing a choice assessment document.
Prompt
If you had to pick three of the twenty ideas to use in a choice assessment within the next two weeks, tell which you would choose and why.
udl_now_ques_4_5_rr_use_pdf.pdf | |
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udl_now_ques_4_5_rr_use.docx | |
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Book Study for January 28, 2016 from 4:00pm - 4:30pm E/T and again from 8:00pm - 8:30pm E/T
Link: http://mahoningesc.adobeconnect.com/r6u2eiqrca2/
Link: http://mahoningesc.adobeconnect.com/r6u2eiqrca2/
Q3.1 Why is it so important to share the UDL guidelines with your students?
Q3.2 On page 18... Which guidelines, including the checkpoints— Engagement, Representation, Action/Expression—are most likely to get students
involved in establishing and/or maintaining your learning environment?
Q3.3 Which ideas (bulletin boards, shoe organizers, etc.) outlined in this chapter will you implement right away?
Q3.4 If the author, Katie Novak joins us, what are two questions you would want answered?
Q3.2 On page 18... Which guidelines, including the checkpoints— Engagement, Representation, Action/Expression—are most likely to get students
involved in establishing and/or maintaining your learning environment?
Q3.3 Which ideas (bulletin boards, shoe organizers, etc.) outlined in this chapter will you implement right away?
Q3.4 If the author, Katie Novak joins us, what are two questions you would want answered?
udl_now_ques_3_rr_pdf.pdf | |
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udl_now_ques_3_rr.docx | |
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Extra files for Chapter 3
chapter_3_extra_files.zip | |
File Size: | 945 kb |
File Type: | zip |
Book Study for January 14, 2016 from 4:00pm - 4:30pm E/T and again from 8:00pm - 8:30pm E/T
Link: http://mahoningesc.adobeconnect.com/r1rv9pwokgd/
Link: http://mahoningesc.adobeconnect.com/r1rv9pwokgd/
Q1. Please tell us who you are, where you are from, and why you joined this book study?
Q2. After reading Chapter 1, what resonated with you or grabbed your attention?
Q3. How does the concept of teacher efficacy affect student learning?
Q4. The deficit model blames student failure on students, their parents, and the community. Where are you with your thinking?
Q5. How do you respond to, “If behavior is a barrier, remove the barrier, not the student.”
Q6. Think of the best lesson you have ever taught. How did you know it was such a success? Which guidelines/ checkpoints were at work in that lesson?
Q2. After reading Chapter 1, what resonated with you or grabbed your attention?
Q3. How does the concept of teacher efficacy affect student learning?
Q4. The deficit model blames student failure on students, their parents, and the community. Where are you with your thinking?
Q5. How do you respond to, “If behavior is a barrier, remove the barrier, not the student.”
Q6. Think of the best lesson you have ever taught. How did you know it was such a success? Which guidelines/ checkpoints were at work in that lesson?
udl_now_ques1-2_rrpdf.pdf | |
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udl_now_ques1-2_rr.docx | |
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ARCHIVE QUESTIONS AND LINKS
Book Study for Thursday, November 19, 2015 from 4:00pm-4:30pm E/T and again from 8:00pm-8:30pm E/T
Link: http://mahoningesc.adobeconnect.com/designdeliver7/
Link: http://mahoningesc.adobeconnect.com/designdeliver7/
Q1. Several analogies were offered in chapter 7 about the goal and the lesson. Describe your reaction(s) to those analogies.
Q2. The author states, “For students to be successful in the pre8K812 environment and beyond, we must support their growth in their ownership of their
learning.” How do we get them to take ownership when their fascination lies in something outside of the classroom?
Q3. If you could only use 5 words to describe UDL, what words would you use?
Q4. A self8checklist is offered on pages 1348135 for teachers to use when designing lessons. How will you use this tool?
Q2. The author states, “For students to be successful in the pre8K812 environment and beyond, we must support their growth in their ownership of their
learning.” How do we get them to take ownership when their fascination lies in something outside of the classroom?
Q3. If you could only use 5 words to describe UDL, what words would you use?
Q4. A self8checklist is offered on pages 1348135 for teachers to use when designing lessons. How will you use this tool?
design_and_deliver_prompts_nov_19_chp_7_pdf.pdf | |
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design_and_deliver_prompts_nov_19_chp_7.docx | |
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Book Study for Thursday, November 5, 2015 from 4:00pm-4:30pm E/T and again from 8:00pm-8:30pm E/T
Link: http://mahoningesc.adobeconnect.com/designdeliver6/
Link: http://mahoningesc.adobeconnect.com/designdeliver6/
Questions: Q1. Have you ever mapped your resources similar to Loui’s description? Was it helpful? Describe how you catalog your resources.
Q2. The author says: Implementation of UDL is never finished. Where are you on your journey?
Q3. As you think about your learning using this book study, what are 2 items you have successfully implemented? Did students notice or comment on the change? How did they respond?
Q4. After reading chapter 6, how will you implement the information to change your current practice?
Q2. The author says: Implementation of UDL is never finished. Where are you on your journey?
Q3. As you think about your learning using this book study, what are 2 items you have successfully implemented? Did students notice or comment on the change? How did they respond?
Q4. After reading chapter 6, how will you implement the information to change your current practice?
designanddeliverpromptsnov5chp6.pdf | |
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design_and_deliver_prompts_nov_5_chp_6.docx | |
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Book Study for Thursday, October 22, 2015 from 4:00pm-4:30pm E/T and again from 8:00pm-8:30pm E/T
Link: http://mahoningesc.adobeconnect.com/dd5/
Link: http://mahoningesc.adobeconnect.com/dd5/
Questions: Q1. What is the new idea you discovered in your reading of this chapter?
Q2.”When we allow our students to show what they know, they move toward becoming strategic and goal-directed learners”(79). What does that mean to you?
Q3. On the bottom of page 81, Laurie Martin states that the use of the UDL framework prepares students for upcoming assessments without drill and memorization. What arguments could you provide to defend her statement?
Q4. Describe how you provide supports for students in terms of organization and/or note-taking.
Q5.What question(s) do you still have related to the principle of Action and Expression?
Q2.”When we allow our students to show what they know, they move toward becoming strategic and goal-directed learners”(79). What does that mean to you?
Q3. On the bottom of page 81, Laurie Martin states that the use of the UDL framework prepares students for upcoming assessments without drill and memorization. What arguments could you provide to defend her statement?
Q4. Describe how you provide supports for students in terms of organization and/or note-taking.
Q5.What question(s) do you still have related to the principle of Action and Expression?
design_and_deliver_prompts_oct_22_2015.pdf | |
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design_and_deliver_prompts_oct_22_2015.docx | |
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Book Study for Thursday, October 8, 2015 from 4:00pm-4:30pm E/T and again from 8:00pm-8:30pm E/T
Link: http://mahoningesc.adobeconnect.com/dd4/
Link: http://mahoningesc.adobeconnect.com/dd4/
Questions: Q1: What is the new idea you discovered in your reading of this chapter?
Q2: How might the guidelines and checkpoints associated with this principle help you to decide the tools, resources, and strategies to use?
Q3: When you think of the recognition networks, how might you change your instruction?
Q4: At the bottom of page 66 the author makes this statement: “What makes transfer and generalization most successful from a teacher’s point of view is to remember that no knowledge can be retained in isolation. When it is connected to larger concepts and is demonstrated to be interconnected to other situations, contexts and relationships it is more likely to take on relevancy to the student. What does this mean to our work?
Q5: What new learning about instruction did you take away from this discussion?
Q2: How might the guidelines and checkpoints associated with this principle help you to decide the tools, resources, and strategies to use?
Q3: When you think of the recognition networks, how might you change your instruction?
Q4: At the bottom of page 66 the author makes this statement: “What makes transfer and generalization most successful from a teacher’s point of view is to remember that no knowledge can be retained in isolation. When it is connected to larger concepts and is demonstrated to be interconnected to other situations, contexts and relationships it is more likely to take on relevancy to the student. What does this mean to our work?
Q5: What new learning about instruction did you take away from this discussion?
design_and_deliver_prompts_october_8_2015_pdf.pdf | |
File Size: | 183 kb |
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design_and_deliver_prompts_october_8_2015.docx | |
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Book Study for Thursday, Sept. 24, 2015 from 4:00pm-4:30pm E/T and again from 8:00pm-8:30pm E/T
Link: http://mahoningesc.adobeconnect.com/designdeliver3/
Link: http://mahoningesc.adobeconnect.com/designdeliver3/
Questions:
Q1. In your own words, what does the
Affective Network mean to you and your instruction?
Q2. What linkages are you beginning to recognize between the Affective Network and PBIS?
Q3. Explain how our new state learning standards and UDL have things in common
Q4. On pages 57 - 59 the Author revisits Anthony’s lesson. What are two Big Ideas you learned from this?
Q5. One item you will change about yourself or your instruction immediately after reading Chapter 3?
Q2. What linkages are you beginning to recognize between the Affective Network and PBIS?
Q3. Explain how our new state learning standards and UDL have things in common
Q4. On pages 57 - 59 the Author revisits Anthony’s lesson. What are two Big Ideas you learned from this?
Q5. One item you will change about yourself or your instruction immediately after reading Chapter 3?
_d_3_prompts_rev_1_pdf.pdf | |
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_d_preface_1-2_prompts_rev_1.docx | |
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Book Study for Thursday, Sept. 10, 2015 from 4:00pm-4:30pm E/T and again from 8:00pm-8:30pm E/T
Link: http://mahoningesc.adobeconnect.com/designdeliver1-2/
Link: http://mahoningesc.adobeconnect.com/designdeliver1-2/
Questions:
Why did you choose to
participate in this book study? Where do you feel you are on
your UDL journey?
Implementing UDL always means asking WHY you make certain choices. Why do you think this is key?
On pages 28-32, access, barriers, and learner variability are defined within the UDL framework. How will you begin to use these features as you design lessons/ learning environments?
Implementing UDL always means asking WHY you make certain choices. Why do you think this is key?
On pages 28-32, access, barriers, and learner variability are defined within the UDL framework. How will you begin to use these features as you design lessons/ learning environments?
d_d_preface_1-2_prompts_rev_1_pdf.pdf | |
File Size: | 178 kb |
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d_d_preface_1-2_prompts_rev_1.docx | |
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