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SPE 416

SPE 416. Session 5. INTASC STANDARDS. 2(g) The teacher understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner’s strengths to promote growth.

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SPE 416

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  1. SPE 416 Session 5

  2. INTASC STANDARDS • 2(g) The teacher understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner’s strengths to promote growth. • 2(h) The teacher understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs

  3. Today: Agenda: Objective: SWBAT design UDL accommodations and modifications for their lesson plans

  4. REVIEW OF ASSIGNMENTS

  5. UNIVERSAL DESIGN FOR LEARNING

  6. A REVIEW OF UDL AND THE CAST WEBSITE MATERIALS NEEDED: DIRECTIONS: GO TO THE CAST WEBSITE AND WORK WITH A PARTNER TO COMPLETE THE CAST NOTES WORKSHEET ABOUT UNIVERSAL DESIGN – YOU WILL NEED THE FIRST 2 MATERIALS ON THE LIST FOR THIS ACTIVITY. • 1) LINK TO THE CAST WEBSITE • 2) CAST NOTES ABOUT UDL WORKSHEET • 3) YOUR LESSON PLAN • 4) THE 9 TYPES OF CURRICULUM ADAPTATIONS SHEET ON YOUR CASE STUDY STUDENT FROM THE PREVIOUS SESSION.

  7. UDL chart addressing the curriculum barriers • YOU WILL BE ADDING A UDL CHART TO YOUR LESSON PLAN THAT YOU TURN IN AS YOUR SIGNATURE ASSIGNMENT. • WE ARE GOING TO PRACTICE HOW TO COMPLETE THIS CHART

  8. THE UDL CHART FOR THE SIGNATURE ASSIGNMENT HAS 3 COLUMNS

  9. UDL Application

  10. Application: Model • Let’s look at our 9 grid from yesterday on Brendan and complete the UDL chart together based on a HS science lesson about atoms. • I have added some accommodation resources for you to consider as we look for the UDL solutions for accommodations and modificaitons for this case.

  11. DISCUSS: • Using your resources and what you have learned about UDL accommodations and modifications, think about the chart for Brendan and decide how to fill out the chart for this science lesson plan. • Each table will take a different row on the chart.

  12. A chart for multiple students… • Let’s take a look at how this would look for multiple students • This is an example of how the chart should look when you turn in your signature assignment

  13. Application: Your Turn

  14. Your turn… You and a partner… • Based on your lesson plan (look at both plans that have been brought and decide which one will be the best to use) and the case study from the last session, fill out a UDL chart. • Use the accommodations/modification resources provided to think about the student and the material and lesson and choose accommodations that really will apply. • You will submit the lesson plan with the chart attached to Bb.

  15. Reflection and Next Steps

  16. Reflection… • How does the information on UDL and the chart align with the TAP rubric?

  17. Next steps…

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