Outline
Session #3 - UDL / Assistive Technology
UDL - Universal Design of Learning
Intro - 10 minutes
5 minutes - UDL videos, what is UDL and how it will help our learners http://udlselfcheck.cast.org/window.php?src=videos
* Total of four videos to watch
15minutes - Whole Group Activity
20 minutes - Prezi on UDL principles
Intro - 10 minutes
- Give everyone a sticky note - On the sticky note, write the answer to the following questions: Question: What is UDL? What is Assistive Technology? How do you use UDL and AT in your math classroom/to teach math content?
- Bring them up and we will read them aloud
5 minutes - UDL videos, what is UDL and how it will help our learners http://udlselfcheck.cast.org/window.php?src=videos
* Total of four videos to watch
15minutes - Whole Group Activity
- http://www.cast.org/teachingeverystudent/tools/main.cfm?t_id=10 -
- As we go through all of the pictures and questions, staff will shout out answers and we will collectively record thoughts
20 minutes - Prezi on UDL principles
1 hour - http://udlselfcheck.cast.org/check.php
*Algebra
*Geometry
*Algebra 2
10 minutes - Discuss the process of UDL and the positive impact it will have on students with Special Needs.
ADDITIONAL RESOURCES to help with UDL Lesson Planning:
http://mast.ecu.edu/modules/udl_hslp/lib/documents/PPT-Metcalf-UDL%20High%20School-rev-2012-02-26.pdf
Assistive Technology
15 minutes - Hand out AT and have teachers explore without any description. . Discuss what they think they are used for.
5 minutes - Survey - high tech vs low tech
20 minutes - Bring out AT available in the school, hand out to staff and have them identify it and discuss its uses. Can they think of a student in their classroom that may benefit from each device?
Presenters discuss uses of each device:
AlphaSmarts
iPad
iPod
Calculator
Cushion
Bubble seats
Pencil Grips
Smart Pens
Laptops
Applications that allow text-speech and speech-text
Basic accessibility that are available on all devices
Large spaced paper with raised lines
Communication boards
10 minutes - Groups discuss how these devices can help students in the math classroom.
10 minutes ** Teachers read article "Calculators help Learning Disabled Students get the Concepts."
5 minutes - “Did your minds change?” - After reading the article did your mind change about the ability of students with learning disabilities need to use a calculator?
For next Session read the following articles to get your minds thinking about Collaboration/ co-teaching in a mathematical setting.
* http://news.vanderbilt.edu/2013/03/strength-in-numbers/
- UDL self-check - The staff will be broke up into four different groups. Each group will be given a lesson that they are going to go through, break apart and analysis using the UDL Self Check.
*Algebra
*Geometry
*Algebra 2
10 minutes - Discuss the process of UDL and the positive impact it will have on students with Special Needs.
ADDITIONAL RESOURCES to help with UDL Lesson Planning:
http://mast.ecu.edu/modules/udl_hslp/lib/documents/PPT-Metcalf-UDL%20High%20School-rev-2012-02-26.pdf
Assistive Technology
15 minutes - Hand out AT and have teachers explore without any description. . Discuss what they think they are used for.
5 minutes - Survey - high tech vs low tech
20 minutes - Bring out AT available in the school, hand out to staff and have them identify it and discuss its uses. Can they think of a student in their classroom that may benefit from each device?
Presenters discuss uses of each device:
AlphaSmarts
iPad
iPod
Calculator
Cushion
Bubble seats
Pencil Grips
Smart Pens
Laptops
Applications that allow text-speech and speech-text
Basic accessibility that are available on all devices
Large spaced paper with raised lines
Communication boards
- Discuss what each of them do
- Assistive technology is not only the devices itself in which help students be more successful in a classroom, but it is also how that device works. There needs to be instructions on how the technology can be properly used for parents, students, teachers and staff that works along with the student with disabilities.
10 minutes - Groups discuss how these devices can help students in the math classroom.
10 minutes ** Teachers read article "Calculators help Learning Disabled Students get the Concepts."
5 minutes - “Did your minds change?” - After reading the article did your mind change about the ability of students with learning disabilities need to use a calculator?
For next Session read the following articles to get your minds thinking about Collaboration/ co-teaching in a mathematical setting.
* http://news.vanderbilt.edu/2013/03/strength-in-numbers/
Rationale
Most teachers have no idea that there is an AT cart in the school for them to be able to use to help students, not only special education students, but for all students. My group wanted to ensure that teachers were aware of the tools that are available to them, to help with students. We wanted to show different type of AT, and bring up the very controversial issue of calculators up. As for UDL, this is connected to the way of thinking for the Common Core. It relates to the students focusing on the learning process and not so much the correct answer. The students are being asked to use higher level of thinking, and from this the UDL shows where there are flaws in the content area in which we teach right now. In math, for example, there needs to be more student teaching, then lecture from the teacher. With this said, we were excited that UDL has the analysis website, so that other teachers can gain the knowledge of what is lacking in content, but also what they are already doing that does work. It is a great way for all to interact, and see how they can connect more, again, to the common core standards to help the students learn the process instead of the answer.