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I’m In Activity . Reflect on the morning in 1-2 sentences “I’m in”. Social Emotional Learning Standards applied to Understanding by Design and Universal Design for Learning. Leah Evans, Congregation . Purpose. In this presentation you will see that:

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i m in activity
I’m In Activity
  • Reflect on the morning in 1-2 sentences
  • “I’m in”
slide2

Social Emotional Learning Standardsapplied toUnderstanding by Design and Universal Design for Learning

Leah Evans, Congregation

purpose
Purpose
  • In this presentation you will see that:
    • SEL Standards help frame the essential understanding
    • Curriculum planning can occur in the context of

social-emotional learning

    • The UbD template provides a process with which to define learning, as well as a common language
    • The UDL framework creates access for students and builds capacity for teachers
outcomes
Outcomes
  • You will have an opportunity to:
    • Design lessons around SEL Standards
    • Identify essential understanding and essential questions related to a context
    • Learn about and engage with the Understanding by Design template
    • Learn about and apply the principles of Universal Design for Learning
reflection 1
Reflection #1

In what ways do you currently support

your students’ social and emotional

needs?

universal design for learning
Universal Design for Learning

Universal Design for Learning

a framework

a mindset

for improving the instructional core

and increasing access

Understanding by Design

cultural relevance

common core standards

college/career readiness standards

SELS

the roadmap

Understanding by Design

literacy

PBS

slide7
What is

Universal Design for Learning?

“UDL”

slide8

Why UDL?

  • Early 1990’s: CAST applied universal design to the learning sciences
  • Recognizes the reality of diversity
  • Identifies and breaks down barriers
  • More efficient than individual solutions
  • Benefits more people
why neuroscience
Why Neuroscience?

Neuroscience

is an alternate representation

of what underlies what we do

and how we learn

If we consider neuroscience in our instructional planning,

we will meet the needs of more student brains.

the brain networks

The Brain Networks

**Affective**

Strategic

SEL

Recognition

3 principles of universal design for learning
3 Principles of Universal Design for Learning
  • Multiple Means of Representation
  • Multiple Means of Action & Expression
  • Multiple Means of Engagement

Affective**Engagement**

Strategic

(Action & Expression)

SEL

Recognition(Representation)

principles of universal design for learning
Principles ofUniversal Design for Learning

Multiple Means of Representation

  • Recognition Network of the brain
    • The “WHAT” of learning
      • Provide multiple examples
      • Highlight critical features
      • Provide multiple media and formats
      • Support background context
recognition network
…Recognition network…

Multiple Means of Representation

principles of universal design for learning1
Principles ofUniversal Design for Learning

Multiple Means of Action & Expression

- Strategic Network of the brain

  • The “HOW” of learning
    • Executive functioning
    • Provide opportunities to practice with supports
    • Provide ongoing, relevant feedback
    • Offer flexible opportunities for demonstrating skill
strategic network
…Strategic Network…

Multiple Means of Action & Expression

principles of universal design for learning2
Principles ofUniversal Design for Learning

Multiple Means of Engagement

**This is where SEL lives

- Affective Network of the brain

  • The “WHY” of learning
    • Offer choices of content and tools
    • Offer adjustable levels of challenge
    • Offer choices of rewards
    • Offer choices of learning context
affective network
…Affective Network…

Multiple Means of Engagement

slide19

Reflection #2

Recall a time when you activated a

student’s affective network.

What were the outcomes for this

student?

checkpoint
Checkpoint
  • What questions do you have about

Universal Design for Learning?

slide21
What is

Understanding

by Design?

“UbD”

slide24
To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.

Stephen Covey, 7 Habits of Highly Effective People

slide25

The three stages of backwards design

  • IdentifyDesired
  • Results
  • DetermineAcceptable
  • Evidence
  • LearningPlan
  • - Experiences
  • - Instruction
stages in understanding by design
Stages in Understanding by Design

Stage 1: IDENTIFY DESIRED RESULTS

What do we want our students to learn ~ What are the BIG IDEAS?

What are your instructional goals?

What are your essential understandings?

What are your essential questions?

Stage 2: ASSESSMENT

How will we know that our students have learned the content?

What performance tasks measure learning?

What other evidence can you collect?

Stage 3: LEARNING PLAN

What are learning activities/instruction will enable students to achieve desired results?

What background knowledge, skills, or abilities will our students need?

What are the most effective instructional methods?

stage 1 essential understandings
Stage 1: Essential Understandings
  • Summarize big ideas students should know 20 years from now
  • Have lasting value beyond the classroom
  • Synthesize what students should understand
stage 1 essential questions
Stage 1: Essential Questions
  • Probe deep issues
  • Foster inquiry
  • Foster transfer of learning
  • Often interdisciplinary in nature
clarify content priorities
Clarify Content Priorities

Worth Being

Familiar With

Important to

Know and Do

Essential

Understandings

pair share
Pair Share
  • Consider your area of expertise
  • Identify a concept or a skill you teach students that has lasting value beyond the classroom
slide32

Tsunami in Japan

Essential Understandings

  • Empathy is the core of effective relationships

Essential Questions

  • What is empathy?
  • How can people show empathy toward others?
  • Knowledge & Skills:
  • Students will know and be able to…
  • Use key terms: relationship
  • Identify ways in which they are empathetic
  • Recognize ‘self’ compared to ‘others’

SEL Standard

Power Standard 1: EMOTIONAL 

DEVELOPMENT

Empathy:Recognize and understand others\' feelings while building awareness of how one\'s behavior influences others

being on time to class
Essential Understandings

Being on time is important in the working world because the people who are on time to work are the people the boss wants to keep.

Essential Questions

Why is being on time important

for academic success?

Why is being on time is

important for keeping a job?

Being on Time to Class
  • Knowledge and Skills:
  • Students will know and be able to…
  • Use key terms: professionalism, responsibility • Go to bed on time
  • Identify the meaning of “on time” • Have a back up plan for transportation.
  • Identify strategies that will contribute to being “on time” • Articulate the importance of being on time
  • Plan in advance-setting clocks, getting clothes ready etc • Communicate transportation issues with a staff
  • member

SEL Standard

Power Standard 2: SELF CONCEPT

Lifelong Learner: Set and achieve goals to enhance personal success

checkpoint1
Checkpoint
  • What questions do you have about identifying essential understandings or essential questions?
practice
Practice

Essential Understandings

  • Big ideas - 20 years from now
  • Value beyond the classroom
  • Synthesize what students should understand

Essential Questions

  • Probe deep issues
  • Foster inquiry
  • Foster transfer of learning
  • Often interdisciplinary in nature

SEL Standard:

You choose 1

slide36

Stages in Understanding by Design

Stage 1: IDENTIFY DESIRED RESULTS

What do we want our students to learn ~ What are the BIG IDEAS?

What are your instructional goals?

What are your essential understandings?

What are your essential questions?

Stage 2: ASSESSMENT

How will we know that our students have learned the content?

What performance tasks measure learning?

What other evidence can you collect?

Stage 3: LEARNING PLAN

What are learning activities/instruction will enable students to achieve desired results?

What background knowledge, skills, or abilities will our students need?

What are the most effective instructional methods?

slide37
“You don\'t change performance without changing the instructional core”

Richard Elmore, Harvard University Professor

the instructional core richard elmore harvard university

Content

(curriculum)

Learning Task

Teacher

(instructional

strategies)

Student

(engagement)

The Instructional Core Richard Elmore, Harvard University
  • 3 Points of entry for improvement of instruction
  • All 3 points have equal importance
reflection 3
Reflection #3

In what ways could you collaborate around SEL

Standards with your colleagues?

resources
Resources
  • Center for Applied Special Technology. http://www.cast.org/
  • Collaborative to Advance Social and Emotional Learning. http://www.casel.org
  • Evans, Leah. Congregation. Used with permission.
  • McTighe, Jay and Grant Wiggins. Understanding by Design: Expanded 2nd Edition
  • McTighe, Jay and Grant Wiggins. Understanding by Design: Professional Development Workbook
  • http://udl2009.wikispaces.com/file/view/UDL+word+cloud.bmp
  • http://www.arps.org/users/ms/coaches/backward%20design%20101.htm
  • Zins, Joseph, et al (1998). Enhancing Learning Through Social and Emotional Education. Think: The Journal of Critical and Creative Thinking, 9, 18-20.

Presenter Contact: Amy Clements, Program Support Teacher – Ed. Services 608.442.2166 [email protected]

stoplight activity
Stoplight Activity
  • Think about your students and your work…

3. STOP

2. CONTINUE

1. START

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