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Educating the Whole Child. Goals for this Session. Learn about Universal Design for Learning (UDL) Link UDL to the Teacher Evaluation System Review classroom look- fors

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goals for this session
NCDPI Arts Education Literacy Institute 2004Goals for this Session
  • Learn about Universal Design for Learning (UDL)
  • Link UDL to the Teacher Evaluation System
  • Review classroom look-fors
  • Use classroom look-fors to write reflective questions that lead teachers to the distinguished level on the teacher evaluation
slide3
How does this content area prepare students to be future ready?
  • How does this area connect to other content areas?
  • What are the implications for meeting the needs of all learners as related to this content area?
universal design for learning udl is
UniversalDesignfor Learning (UDL) is

Universal Design for Learning (UDL)

A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners

http://www.udlcenter.org/resource_library/videos/udlcenter/udl

slide5

UDL

UDL Principles

principle i multiple means of representation
Principle I: Multiple Means of Representation:

The what of learning

  • To give diverse learners options for acquiring information and knowledge
  • Present content in a variety of formats and modalities
udl requires multiple means of representation
UDL requires:Multiple Means of Representation

Artifacts

Videos

Music

Movement

Text Readers

Multiple Means of Representation

Examples:

Manipulatives

Visual Displays

Anticipatory Guides

Graphic Organizers

udl requires multiple means of action and expression
UDL requires:Multiple Means of Action and Expression

and

Examples:

Thumbs Up/Thumbs Down

Gallery Walks

Pair/Share

Chalkboard/Whiteboard Splash

Response Hold-Up Cards

Quick Draws

Numbered Heads Together

Line-Ups

principle iii multiple means of engagement
Principle III: Multiple Means of Engagement

Taps into learners’ interests, offers appropriate challenges, and increases

udl requires multiple means of engagement
UDL requires:Multiple Means of Engagement

Examples:

Bounce Cards

Air Writing

Case Studies

Role Plays

Concept Charades

Response Hold-Up Cards

Networking Sessions

Simulations

slide14
Connecting to Serve All Quick Referencehttp://si2012leadertools.ncdpi.wikispaces.net/2012+Leader+Tools
multiple means of representation for ells
Multiple Means of Representation for ELLs

Non-verbal

Language Support

Word banks

Word walls

Labels

Graphic organizers

Sentence starters

Sentence frames

  • Modeling
  • Pictures
  • Realia/Concrete objects
  • Gestures
  • Manipulatives
  • Demonstrations
  • Hands-on
  • Picture dictionaries
multiple means of expressing for ells
Multiple Means of Expressing for ELLs
  • Role-play
  • Illustrations/ Drawings / Visuals
  • Gestures
  • First language
multiple means of engagement
Multiple Means of Engagement
  • Student Interaction
    • Oral comprehension supports reading and writing development
    • Differentiate Collaborative Activities
implications for the classroom explicit teaching of language
Implications for the Classroomexplicit teaching of language
  • Create a language-sensitive classroom
  • Deconstruct/reconstruct complex text
  • View other languages as assets
slide21

Just as there are strategies for assisting the ELL student, there are strategies to move the AIG student even farther…

why gifted students need differentiated learning
Why Gifted Students Need Differentiated Learning

For most.…

  • Faster pace of learning (2-3 repetitions)
  • Precocity for information
  • Ability to synthesize information within and across disciplines (conceptual understanding)
  • Intensity of learning in area of interest
  • Asynchronous development
learning needs of gifted some not all
Learning Needs of Gifted: Some, Not All
  • Complexity: Abstract-thinking, Variety of concepts, subjects and strategies
  • Depth: Higher levels of thinking, concepts
  • Creativity: Open-endedness, choice
  • Acceleration: Rapid pacing, Focus on Growth
  • Relevance: Personal interest, Real-world problems and audiences, Connections
non negotiables for gifted learners
Non–Negotiables for Gifted Learners
  • Gifted Children Vary in Needs and Strengths
  • Mindset of Differentiation in Class, School, LEA
  • Pre-assessment to understand needs and strengths; Flexible Grouping
  • Social and Emotional Needs Addressed
  • Academic and Cognitive Growth Addressed

AIG: ALL DAY, EVERY DAY

slide25
Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.
slide27

Serving All is a Process

NCDPI Arts Education Literacy Institute 2004

intentional and purposeful
NCDPI Arts Education Literacy Institute 2004Intentional and Purposeful

Common Core

and Essential Standards

Principle I

Multiple Means of

Representation

(Content – “What”)

Principle III

Multiple Means

of Engagement

(“Why” of Learning)

Principle II

Multiple Means

of Action and Expression

(Process of “How”)

Student

Prior Knowledge, Readiness, Talents, Abilities, etc.

Planning

and

Pre-Assessment

inter rater reliability
Inter-Rater Reliability
  • Assess your surroundings and move into natural groups to collaborate.
  • Your group will examine 1 teacher evaluation standard together.
  • Look at the indicators and choose which ones could be evaluated during UDL process.
  • Be prepared to share 2 examples of indicators you value as an instructional leader.
slide32

Standard 4:Teachers facilitate learning for their students

Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.

Teachers plan instruction appropriate for their students.

Teachers use a variety of instructional methods.

Teachers integrate and utilize technology in their instruction.

Teachers help students develop critical thinking and problem-solving skills.

Teachers help students work in teams and develop leadership qualities.

Teachers communicate effectively.

Teachers use a variety of methods to assess what each student has

learned.

slide33

Standard 4:Teachers facilitate learning for their students

Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.

Teachers plan instruction appropriate for their students.

Teachers use a variety of instructional methods.

Teachers integrate and utilize technology in their instruction.

Teachers help students develop critical thinking and problem-solving skills.

Teachers help students work in teams and develop leadership qualities.

Teachers communicate effectively.

Teachers use a variety of methods to assess what each student has

learned.

slide34

Standard 4:Teachers facilitate learning for their students

Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.

Teachers plan instruction appropriate for their students.

Teachers use a variety of instructional methods.

Teachers integrate and utilize technology in their instruction.

Teachers help students develop critical thinking and problem-solving skills.

Teachers help students work in teams and develop leadership qualities.

Teachers communicate effectively.

Teachers use a variety of methods to assess what each student has

learned.

slide35

Standard 4:Teachers facilitate learning for their students

Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.

Teachers plan instruction appropriate for their students.

Teachers use a variety of instructional methods.

Teachers integrate and utilize technology in their instruction.

Teachers help students develop critical thinking and problem-solving skills.

Teachers help students work in teams and develop leadership qualities.

Teachers communicate effectively.

Teachers use a variety of methods to assess what each student has

learned.

content look fors
Content “look-fors”

Your packet contains 3 content resources:

(they are the last documents in your packet)

  • Key Instructional Shifts- English Language Arts/Literacy
  • Key Instructional Shifts- Mathematics
  • Revised Bloom’s Taxonomy
reflective questions
Reflective Questions

1. Review all 5 standards from the Teacher Evaluation Rubric.

2. Create 3 reflective questions to support teacher growth.

RBT

Reflective

Question

Math Shifts

Reflective

Question

ELA Shifts

Reflective

Question

RBT

Reflective

Question

  • Post each of your reflective questions in the google form located at: http://tinyurl.com/86opzlr
standard 1 teachers demonstrate leadership

Element:

Lead in their classrooms

Demonstrate leadership in the school

Lead the teaching profession

Advocate for schools and students

Demonstrate high ethical standards

Rating:

Developing

Proficient

Accomplished

Distinguished

Standard 1Teachers demonstrate leadership

Reflective Question:

What data are you obtaining to ensure that students understand nonfiction/informational texts?

standard 2 teachers establish a respectful environment for a diverse population of students

Element:

Provide an environment in which each child has a positive nurturing relationship with caring adults

Embrace diversity in the school community and in the world

Treat students as individuals

Adapt their teaching for the benefit of students with special needs

Work collaboratively with the families and significant adults in the lives of their students

Rating:

Developing

Proficient

Accomplished

Distinguished

Standard 2Teachers establish a respectful environment for a diverse population of students

Reflective Question:

Do you have any ideas for involving those hard to get parents in a project with your class?

standard 3 teachers know the content they teach

Element:

Align their instruction with the NCSCS

Know the content appropriate to their teaching specialty

Recognize the interconnectedness of content areas/ disciplines

Make instruction relevant to students

Rating:

Developing

Proficient

Accomplished

Distinguished

Standard 3 Teachers know the content they teach

Reflective Question:

How will you incorporate math information into other content areas?

standard 4 teachers facilitate learning for their students

Element:

A. Know the ways in which

learning takes place, and they

know the appropriate levels of

intellectual ,physical, social and

emotional development of their

students

Plan instructional appropriate for their students

Use a variety of instructional methods

Integrate and utilizes technology in their instruction

Help students develop critical-thinking and problem-solving skills

Help students work in tams and develop leadership qualities

Communicates effectively

Use a variety of methods to assess what each student has learned

Rating:

Developing

Proficient

Accomplished

Distinguished

Standard 4Teachers facilitate learning for their students

Reflective Question:

How can you design a project that allows students to create a product that demonstrates mastery of the concept?

standard 5 teachers reflect on their practice

Element:

Analyze student learning

Link professional growth to their professional goals

Function effectively in a complex, dynamic environment

Rating:

Developing

Proficient

Accomplished

Distinguished

Standard 5 Teachers reflect on their practice

Reflective Question:

What data are you using to guide your instructional practices to meet the needs of your students?

wrap up
Wrap up

In order to transition into the new content standards and utilize the NCEES, how will you use today’s information and resources to support your district leaders?

contact information
Contact Information

Dr. Maria Pitre-Martin

Kimberly Simmons

Director, K-12 Curriculum and Instruction

Maria.pitremartin@dpi.nc.gov

(P) 919.807 .3817

NCEES Consultant

Kimberly.simmons@dpi.nc.gov

(P) 828.406.9237

Wiki Links to support leadership:

http://si2012leadertools.ncdpi.wikispaces.net/2012+Facilitative+Team+Time

http://ncees.ncdpi.wikispaces.net/