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Empowering Expert Learners Yields Successful Post-secondary Outcomes

Empowering Expert Learners Yields Successful Post-secondary Outcomes. A webinar by Cherie Smith – State Support Team Region 6 and Ron Rogers - OCALI. Two Agencies and One Great Webinar. How to Use the Go-To-Meeting. Twitter.

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Empowering Expert Learners Yields Successful Post-secondary Outcomes

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  1. Empowering Expert Learners Yields Successful Post-secondary Outcomes A webinar by Cherie Smith – State Support Team Region 6 and Ron Rogers - OCALI

  2. Two Agencies and One Great Webinar

  3. How to Use the Go-To-Meeting

  4. Twitter If you want to join the conversation in a back channel feel free to use #UDL Cherie Smith @Smith43326 Ron Rogers @RonBRogers

  5. I Can… • discuss how empowering expert learners yield successful post secondary outcomes.

  6. First Poll QuestionWhat do you know about transition from 1-5 and 5 is the highest?

  7. Creating Expert Learners = Successful Adults

  8. Expert Learner

  9. The Progression To Adult Outcomes Using A Few Examples

  10. Take-5 Be sure to check out the Take 5 on our OCALI Website https://www.ocali.org/project/expert-learners-through-udl

  11. Second Poll QuestionWhat do you know about expert learners defined by the UDL Guidelines. Please rate from 1-5 and 5 is the highest?

  12. Role Play Graphic

  13. Role Play Cherie and Ron will role play a scenario.

  14. Role Play 2 Our last meeting (cycle) ended with a focus on self monitoring…, As we think about what we did the last time we met….    How did it go?

  15. Role Play 3 Students need to know how to set relevant goals based on their Preference, Interests, Needs, and Strengths. What are our needs now?

  16. Role Play 4 I researched the Self Determined Learning Model of Instruction. What adult actions do we need to implement to address those needs? Remember we need to meet ESSA requirements.

  17. Role Play 5 This model really breaks down how we can teach goal setting Perfect! That’s exactly what is needed for ESSA Tier 1 or Level 1 as Ohio calls it…

  18. Role Play 6 Sounds good! Ok. That sounds great! What do you both think?

  19. Role Play 7 Ok, so the first part of any lesson is to get students engaged in the why. Let’s talk about what that looks like. Let’s break it down and just focus on the first step.

  20. Role Play 8 Ok so let’s decide what we want to do. I like all of your ideas… Sounds Good! What I like to do is have them work in groups of 3 or 4 to determine their reasons for why this learning target is important and relevant to them.

  21. Narrator [Narrator: ...at this point the team really narrows what they want this part of the strategy to look like… ]

  22. Role Play 9 How are we going to monitor that? What would some look fors be? [Narrator:The group co-creates the LOOK FORs that align to the district defined practices

  23. Role Play 10 On a side note folks, I’m really glad we have a culture of continuous improvement here. STORM: Last time we did classroom walkthroughs, each TBT member really liked being able to use the ipads or their phones to enter into the google form.

  24. Role Play 11 Right… so we need to know if each student can find a way to make their goal relevant? How are we going to know we’ve had a positive impact on student outcomes?

  25. Role Play 12 I Love it! So...they will choose the format they want show what they know but still answer the necessary questions. STORM: Let’s leave the way they respond up to the students. form.

  26. Role Play 13 STORM: Yes. That’s what I was thinking. Yes, I think that’s what I heard.

  27. Role Play 14 STORM:  So if students can not identify a way to make it relevant and cannot answer the exit/content question we might need to reteach. Perfect, Remember to bring back those student examples as well as your data.

  28. Role Play 15 Great. Remember Tier 2 is prevention. This is how we identify who is more likely to need support. Right, as Ron calls it, Tier 2 targeted support - which might look differently from the first time we taught it.

  29. Role Play 16 Yes please. So, again, to be clear, we will be addressing our Tier 2 and Tier 3 within our instructional time.

  30. Graphic to use during Role Play

  31. UDL Guidelines

  32. Evidence Based Practices

  33. Using SDLMI to Teach Goal Setting

  34. Teacher Self Assessment

  35. Executive Function

  36. Supporting Links • Universal Design for Learning Guidelines • http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice • Expert Learner • http://www.udlcenter.org/aboutudl/expertlearners • Scenario and Tips for Creating an Expert Learner in Every Classroom • http://www.swiftschools.org/talk/creating-expert-learners-in-every-classroom • 10 suggestions to develop expert learners • http://www.personalizelearning.com/2015/07/where-are-all-expert-learners.html • Expert Learner Video • https://www.youtube.com/watch?v=8HykYqfn79c • UDL Progression Rubric • http://castpublishing.org/wp-content/uploads/2018/02/UDL_Progression_Rubric_FINAL_Web_REV1.pdf • Evidence Based Practices for Transition Youth • https://www.ocali.org/up_doc/evidence_based_practices_for_transition_youth_2018_-_accessible.pdf • NTACT link • www.Transitionta.org • SDLMI to teach Goal Setting and Problem Solving • https://www.transitionta.org/system/files/resourcetrees/Using%20SDLMI%20to%20Teach%20Goal%20Setting%20and%20Problem-Solving_1.pdf

  37. Join one of the best chats on Twitter #UDLchat 9PM E/T every 1st and 3rd Wed.

  38. Thank you Cherie Smith – State Support Team Region 6 @ Smith43326 Ron Rogers – OCALI @RonBRogers

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