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The Dinner Party

The Dinner Party. Imagine you own a catering company in 1975. Create a fabulous tasting menu that will make my party a huge success. Oops...forgot to tell you... Lucy is lactose intolerant. Nathaniel has a nut allergy. Greg is on a gluten free diet. Victoria is a vegetarian.

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The Dinner Party

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  1. The Dinner Party Imagine you own a catering company in 1975. Create a fabulous tasting menu that will make my party a huge success. Oops...forgot to tell you... • Lucy is lactose intolerant. • Nathaniel has a nut allergy. • Greg is on a gluten free diet. • Victoria is a vegetarian. • Wanda is on Weight Watchers.

  2. How to Meet the Standards UDL is included in the section of the Common Core Standards called “application to students with disabilities”. However, UDL not only applies to students with disabilities, it applies to all other learners as well. All students can benefit from the types of instruction used to reach learners “in the margins,” as the learning needs of all individuals vary a great deal.

  3. Two Types of Standards Content standards define the knowledge, and concepts that students should acquire. Performance standards outline specific skills students will have to complete in specific ways. The KEY to their success is following steps to a process. The method is embedded in the expectation.

  4. Reminder: Content Standards Students have: 1. Options for how they learn 2. Choices which will engage their interest and challenge them 3. Choices for how they demonstrate their learning Teachers provide: 1. Flexible ways of presenting lesson content 2. Flexible options for student engagement 3. Flexible methods of expression and assessment

  5. Reminder: Methods Standards Students have: 1. to complete a task in a specific way Teachers provide: 1. Flexible ways of presenting lesson content 2. Scaffolding and work samples for each step of the process 3. Graphic organizers, rubrics, and opportunities to provide mastery oriented feedback.

  6. Jean Anyon & Hidden Curriculum of Work “Hidden work perpetuates the maintenance of the status quo.” (to download full article, click here) -Jean Anyon Discussion: What does this mean for student involvent in the UDL Classroom?

  7. Social Constructivism & Engagement The engagement guidelines are built upon the social constructivist approach to learning. Learning takes place in and through activity with other people. Knowledge is only meaningful and useful if it can be used as a tool for further activity. Learning is active and constructive and must be in the “zone of proximal development.”

  8. How Can Students Help You to Learn Where They Are?

  9. Warts are caused by the DNA-containing human papillomavirus (HPV). There are at least 63 genetically different types of HPVs. We are in contact with warts every day. 75% of us will contract the common wart during our education career. Activating the Affective Network:Engagement & Common Warts

  10. Wart viruses are contagious. Warts can spread by contact with the wart or something that touched the wart. (like student papers, which are then transferred to teacher papers) The entry site is often an area of recent injury. Incubation: 1-8 months. 20% of school children have common warts. 75% of their teachers will contract them. “This is lame. I won’t get warts.” You’re Wrong!

  11. Virus + microabrasion + maceration = wart The Wart Likert Scale You are more likely to get warts if you bite your nails or pick at hangnails; or have cuts or scrapes on your hands. Examine your hands and assign yourself a score based on the Likert scale above. • 1 2 3 4 5 • 0 abrasions 1-2 3-4 > 4 macerated

  12. Stop and Reflect • How did I activate your affective networks when introducing a lesson on the prevention and treatment of warts? • Which specific Guidelines did I target? • How can you apply this to your own practice?

  13. Recognition Networks: Prevention & Treatment • Avoid touching warts on others or touching them on yourself. Cover abrasions every day. • Attack the virus! Bleach kills HPV. • Normal laundering in warm water with detergent will take care of the virus on towels and clothing. • Wash your hands frequently and use hand sanitizer.

  14. What do I do if I get them? • 2002 Study--Enrolled 61 people with common warts • Half got liquid nitrogen--the others had the warts covered with duct tape for 2 months • Measured complete resolution • Response rate with nitrogen=60% • Response rate with duct tape= 85%

  15. Place several layers of waterproof adhesive tape over the wart region (duct tape). Do not remove the tape for 6-1/2 days. Then take off the tape and open the area to the air for 12 hours. Reapply tape for another 6-1/2 days. The tape works best in the region around the fingernail. Tape works because the air-tight, moist environment under the tape does not allow the virus to grow and reproduce Duct tape… The Miracle Cure

  16. Stop and Reflect • How did I activate your recognition networks when introducing a lesson on the prevention and treatment of warts? • Which specific Guidelines did I target? • How can you apply this to your own practice?

  17. Activating the Strategic Network: Choice Assessment • Create a hand washing tutorial (you can draw pictures or use words), and then take a partner to the bathroom to demonstrate. • Write a catchy poem or song about wart prevention. (You can sing it at presentation time!) • Write a letter to a wart on your hand, informing it of your plans to take it down with Duct tape. • Create a handout to give to students about wart prevention. • Develop your own assignment – must get it approved by teacher before you begin. • *** SUPER CHALLENGE: Write a letter to your dermatologist, cursing his insistence on the pricey and painful nitrogen freeze, when it is less effective than Duct tape. Be sure to use scientific language appropriate for a doctor. • ROLL THE DICE!

  18. Stop and Reflect • How did I activate your strategic networks when introducing a lesson on the prevention and treatment of warts? • Which specific Guidelines did I target? • How can you apply this to your own practice?

  19. Cake Boss Evaluation Chocolate Espresso Moist, chocolate cake soaked with fresh-brewed espresso, layered with espresso buttercream. Peanut Butter and Jelly White cake, Swiss buttercream, rich peanut butter, and grape jelly sandwiched together to create a quirky classic. Peanut Butter Cup Chocolate cake layered with peanut butter filling and chocolate frosting. Pear Compote and Ginger White cake with candied ginger, layered with tender pear compote and Swiss buttercream. Gluten-free Cola CakeA rich chocolate cake made with classic Coca Cola, rice flour, and pressed organic palm oil. Weight Watchers Strawberry Layer A light airy cake made with angel food cake, non-fat yogurt, and fresh strawberries.

  20. Cake Boss Exemplar Example: UDL is a slice of strawberry layer cake. The three layers, the networks, are crucial layers of the planning process, and when frosted together, it’s a delicious offering that provides a sweet learning experience for students of all variability.

  21. The Long & Short Present information and content in different ways Stimulate interest and motivation for learning Differentiate the ways that students can express what they know Know what you’re teaching, and be flexible!

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