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UDL Accommodations: ELL Student

UDL Accommodations: ELL Student | Differentiated Instruction | Scoop.it

Michelle Meyer presents some excellent UDL strategies that can support the ELL Student. She describes a learner who has limited English proficiency and offers options to support that learner using the 3 UDL Principles with reference to specific UDL Guidelines and Checkpoints.

 

According to The Knowledge Loom, English language learners refer to students who have a first (home, primary or native) language other than English and are in the process of learning English. The article  states there are at least three factors that can affect the amount of time it takes for a student to attain cognitive and academic sufficiency in English:

> Age

> Immersion in English

> Similarity to English


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Mary Perfitt-Nelson's curator insight, February 27, 9:38 AM

wonderful resource!

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Should we tailor difficulty of a school text to child’s comfort level or make them sweat? - The Hechinger Report

Should we tailor difficulty of a school text to child’s comfort level or make them sweat? - The Hechinger Report | Differentiated Instruction | Scoop.it

The notion of leveling was introduced by psychologist and reading specialist Emmett Betts in 1946. In a book published that year, Betts instructed teachers to select texts that students could read with relative ease, and to avoid assigning “frustration-level texts.” His approach has proved remarkably durable, as the shelves full of leveled-reader series like Step Into Reading and DK Readers in any school library demonstrate.

But digital programs like Newsela (the name is a combination of “news” and “ELA,” or English Language Arts) are shaking up the familiar world of the leveled reader. Dan Cogan-Drew, a cofounder of Newsela and its chief product officer, explained in an interview some of the novel features his program brings to leveling.

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The Brain of a Struggling Reader Infographic - e-Learning Infographics

The Brain of a Struggling Reader Infographic - e-Learning Infographics | Differentiated Instruction | Scoop.it
The Brain of a Struggling Reader Infographic explains how brain differences play a crucial role in children’s literacy development.
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Twenty terrible reasons for lecturing

The dominant teaching method in many Universities is still lecturing. and the ratio of lectures to all other teaching methods can be as high as 2:1 and occasionally no teaching method other than lecturing is used at all.

Is this reliance on lecturing an effective way for Universities to achieve the educational objectives they set themselves? Is this reliance on lecturing an efficient use of the lecturer's time and energy and of students' time and energy? Does it give students a rich and rewarding educational experience?

Cheryl Frose's insight:

If this position is research supported in post-secondary, can it be effective in K-12?

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Left Vs Right Brain in Which Side are Teachers ? ~ Educational Technology and Mobile Learning

Left Vs Right Brain in Which Side are Teachers ? ~ Educational Technology and Mobile Learning | Differentiated Instruction | Scoop.it

The human brain is a mysterious entity that scientists have been exploring for decades particulalry since the 1950s. Among the early pioneers in brain study were scientists Michael Gazzaniga and Roger Sperry whose hemispheric experiments paved the way for some amazing discoveries in cognitive science.However, now with the advance of technology it becomes way easier to study the brain than ever before , Howard Gardner and Daniel Goleman are the guys to turn to for some recent researches in this field.


I know we are teachers and not cognitive scientists but I think that a basic knowledge about our brain, how it works, and how it develops could help us understand our kids and students learning behaviours and therefore cater more effectively to their learning needs. Just very briefly,here are some very interesting brain facts I found on Jump Start, the original article has more facts but I selected just the most interesting

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Bloom's revised Taxonomy with verbs!

Bloom's revised Taxonomy with verbs! | Differentiated Instruction | Scoop.it
  Need some extra verbs? Here you go!           ~Mia

Via Marta Torán
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Narayanan Kulathuramaiyer's curator insight, July 31, 4:52 PM

Nice graphic of Blooms

Ryan Sines's curator insight, September 2, 1:08 PM

Visual reminder to ask high order thinking questions and tasks of students.

Paul Hobcraft's curator insight, September 3, 3:00 AM

Nice way of presenting this- could work for lots of different prompters

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Addressing Our Needs: Maslow Comes to Life for Educators and Students | Edutopia

Addressing Our Needs: Maslow Comes to Life for Educators and Students | Edutopia | Differentiated Instruction | Scoop.it

In the mid-1950s, humanistic psychologist Abraham Maslow created a theory of basic, psychological and self-fulfillment needs that motivate individuals to move consciously or subconsciously through levels or tiers based on our inner and outer satisfaction of those met or unmet needs. As a parent and educator, I find this theory eternally relevant for students and adults, especially in our classrooms.

 

After studying it over the past couple of years, my graduate and undergraduate students have decided that every classroom should display a wall-sized diagram of the pyramid, as students and teachers alike place pins and post-its on the varying tiers based on their own feelings, behaviors and needs. What do actual brain-compatible strategies look like on this pyramid?


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Rob Hatfield, M.Ed.'s curator insight, February 27, 5:58 PM

This theory was adapted into my Masters degree research along with metacognitive learning strategies. I also touched on other areas of internal and external motivational factors in language learning. 

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How Do We Create Rich Learning Opportunities for All Students? | TeachThought

How Do We Create Rich Learning Opportunities for All Students?  | TeachThought | Differentiated Instruction | Scoop.it

So what defines deeper learning? This group has identified six competencies: mastering content, critical thinking, effective written and oral communication, collaboration, learning how to learn, and developing academic mindsets.


Via Rob Hatfield, M.Ed.
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Rob Hatfield, M.Ed.'s curator insight, February 28, 6:44 PM

When it comes to 21st century authentic integrated learning environments, all stakeholders must be able to develop goals and objectives, but allow the creative learning experience to become "messy" for deeper learning to occur.

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UDL for All Learners

UDL for All Learners | Differentiated Instruction | Scoop.it
Universal Design for Learning from CAST is for all learners and how it maximizes learning for all learners to become expert learners..

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Kathleen McClaskey's curator insight, March 10, 3:48 PM

UDL is the framework for personalized learning. We found this very helpful for the teachers we are working with to personalize learning. UDL made sense for all learners. If you look at the three principles from the learner’s point of view, it is all about access and how they process information, how they engage with the content and use what they learn, and how they express what they know and understand. To personalize learning, we recommend using these three terms: access, engage, and express to help teachers wrap their hands around the design of their curriculum and learning environment. 

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27 Simple Ways To Check For Understanding

27 Simple Ways To Check For Understanding | Differentiated Instruction | Scoop.it

Checking for understanding is the foundation of teaching.

Whether you’re using formative assessment for data to personalize learning within a unit, or more summative data to refine a curriculum map, the ability to quickly and easily check for understanding is a critical part of what you do.

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How To Teach Critical Thinking Using Bloom's Taxonomy - Edudemic

How To Teach Critical Thinking Using Bloom's Taxonomy - Edudemic | Differentiated Instruction | Scoop.it
You can now easily integrate Bloom's Taxonomy into the teaching of critical thinking skills in your classroom using a fabulously simple chart!

Via David Mainwood / EFL SMARTblog, Dennis T OConnor
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Dovid's curator insight, October 1, 2013 9:12 PM

Bloom's Taxonomy simplified for developing thinking skills!

Rudolf Kabutz's curator insight, October 3, 2013 12:30 PM

Thanks, dear Fabienne, this is really insightful.

In teaching one might want to progressively move from one level to the next, yet I would expect that one could work on all levels simultaneously.

How much more would children learn when they ask their 3-year-old, "What do you think ..."

Cassandra's curator insight, October 11, 2013 11:57 AM

Good information for teaching or treatment plans.

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Home | Students at the Center

Home | Students at the Center | Differentiated Instruction | Scoop.it

Student-centered approaches to learning respond to each student’s needs and interests, making use of new tools for doing so.

Critical and distinct elements of student-centered approaches to learning challenge the current schooling and education paradigm:

Embracing the adolescent’s experience and learning theory as the starting point of education;Harnessing the full range of learning experiences at all times of the day, week, and year;Expanding and reshaping the role of the educator; andDetermining progression based upon mastery.
Cheryl Frose's insight:

Excellent resource.

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10 Assessments You Can Perform In 90 Seconds

10 Assessments You Can Perform In 90 Seconds | Differentiated Instruction | Scoop.it

Good assessment is frequent assessment.

Any assessment is designed to provide a snapshot of student understand—the more snapshots, the more complete the full picture of knowledge.

On its best day, an assessment will be 100% effective, telling you exactly what a student understands. More commonly, the return will be significantly lower as the wording of questions, the student’s sense of self-efficacy, or other factors diminish their assessment performance. It sounds obvious, but a student is a human being with an entire universe of personal problems, distraction, and related challenges in recalling the information in the form the assessment demands.

This makes a strong argument for frequent assessment, as it can be too easy to over-react and “remediate” students who may be banging against the limits of the assessment’s design rather than their own understanding. Rather than re-teaching, sometimes all that is necessary is re-measuring.

It is a huge burden (for both teachers and students) to design, write, complete, grade, and absorb the data into an instructional design sequence on a consistent basis. So why not frequent, simple assessments?

Cheryl Frose's insight:

Exit Cards, Self-Checks...by any name, frequent assessment is also useful!

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UDL Curriculum Self-Check: Learn About Universal Design for Learning (UDL)

Cheryl Frose's insight:

A vast UDL library from the originators: CAST

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Educational Leadership:Instruction That Sticks:The Right Questions

Educational Leadership:Instruction That Sticks:The Right Questions | Differentiated Instruction | Scoop.it

We first became interested in the potential of questions two decades ago, when we heard from parents in a low-income community in Massachusetts that they were not participating in their children's education because they "didn't even know what to ask." This insight—that the inability to formulate questions can be a significant obstacle to effective participation—has guided our work ever since. We have researched, developed, and tested methods for teaching the skill of question formulation in the simplest way possible to a wide range of audiences, including residents in homeless shelters, patients in community health centers, participants in adult literacy classes, and Harvard University graduate students.

These years of research and refinement led to a protocol—the Question Formulation Technique—that makes it possible for anyone, no matter their level of income or education, to learn how to produce and improve their own questions and then strategize on how to use them.

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daretodifferentiate - home

daretodifferentiate - home | Differentiated Instruction | Scoop.it

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Tom Perran's curator insight, September 21, 9:28 AM

Excellent resource for the what, why and how of differentiation

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To Improve Student Performance, Start Thinking Like a Coach

To Improve Student Performance, Start Thinking Like a Coach | Differentiated Instruction | Scoop.it
I have a confession to make. I was wrong. You see, I once thought that teaching was lecturing, and I thought that because that is how my graduate mentors taught me to teach.

But I was wrong. Studies have shown that lecturing has little to do with teaching. A University of Maryland study found that right after a physics lecture, almost none of the students could answer the question: “What was the lecture you just heard about?” Another physics professor simply asked students about the material that he had presented only 15 minutes earlier, and he found that only ten percent showed any sign of remembering it (Freedman, 2012).
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Virtual Learning Network: UDL links and resources

Virtual Learning Network: UDL links and resources | Differentiated Instruction | Scoop.it
And from the VLN Universal Design for Learning group - more fab resources #UDL #hackyrclass http://t.co/zIe2vikvjM

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5 Assessment Strategies Every Teacher Should Know

5 Assessment Strategies Every Teacher Should Know | Differentiated Instruction | Scoop.it
5 Assessment Strategies Every Teacher Should Know

 

Most teachers and current textbooks offer varied approaches to the material to be learned so the teaching can be brain-compatible with the varied student learning styles. It is only logical that respect for these individual learning styles be incorporated into assessment forms.


Via Rob Hatfield, M.Ed.
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Rob Hatfield, M.Ed.'s curator insight, February 11, 6:48 PM

These teaching and learning assessment strategies can be adapted to fit within your learning environment.

Juan Legarda's curator insight, February 12, 6:22 PM

Learning Styles and Assessment:

Kirsten Macaulay's curator insight, February 13, 5:28 AM

Option 1: Open-Book & Take-Home Tests

 

Option 2: Student-Made Tests

 

How My Students Create And Study For Their Own Exams

This is the process I use for student-created math final exams in my classroom. Your process may differ depending on grade level, content area, or other local concerns.

I give the structure for the tests students are required to create such as, “Include 15 calculations and 5 word problems with 2 from each of the 10 subsections of the chapter”I make a copy of each test and change the numbers, but not the structure of the equations. They knew I would do this and that the numbers will be different than the ones they usedStudents are assigned homework to make practice tests on their own, using the template of the test they created and changing the numbers themselvesIn class, for further review, students exchange their practice tests with partners for study and to the confirm accuracy of their answers (as I don’t have an answer key to all of their self-created tests)

Option 3: The Complexity & Diversity Of Project-Based Learning

Option 4: Written Response–Or Rather, The Pre-Writing

Option 5: Ask A Question


Great article.

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Hattie's Index Of Teaching & Learning Strategies: 39 Effect Sizes In Ascending Order | TeachThought

Hattie's Index Of Teaching & Learning Strategies: 39 Effect Sizes In Ascending Order | TeachThought | Differentiated Instruction | Scoop.it
Hattie's Index Of Teaching & Learning Strategies: 39 Effect Sizes In Ascending Order

 

Statistically speaking, the strength of the relationship between two variables. John Hattie, Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, says ‘effect sizes’ are the best way of answering the question ‘what has the greatest influence on student learning?’

 

Effect Size Applied


Via Rob Hatfield, M.Ed.
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Rob Hatfield, M.Ed.'s curator insight, February 25, 7:06 PM

This is Interesting research and perspective on learning strategies, but unsure of it's usefulness to situation, environment and culture.

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Do Students Really Have Different Learning Styles? | MindShift

Do Students Really Have Different Learning Styles? | MindShift | Differentiated Instruction | Scoop.it

The “learning style” that teachers and parents should focus on is the universal learning style of the human mind.


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Rob Hatfield, M.Ed.'s curator insight, April 5, 7:37 PM

The main reason is that it is all integrated blended learning. Metacognitive learning strategies are one of the universal learning styles of the mind.

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Examples 1.1 | National Center On Universal Design for Learning

Examples 1.1 | National Center On Universal Design for Learning | Differentiated Instruction | Scoop.it
RT @MisterMinor: Universal Design for Learning: Here are some great resources. http://t.co/KH6QWlGmGf #TCRWP

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Jane Strunck's curator insight, October 30, 2013 12:40 PM

UDL checkpoint:  options for ways information is presented

Jane Strunck's curator insight, November 15, 2013 9:36 PM

Multiple Means of Representation, Checkpoint 1:1

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It's not about what we teach, it's about what they learn. - Piktochart Infographics

It's not about what we teach, it's about what they learn. - Piktochart Infographics | Differentiated Instruction | Scoop.it
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UDL: Creating a Learning Environment that Challenges and Engages All Students

UDL: Creating a Learning Environment that Challenges and Engages All Students | Differentiated Instruction | Scoop.it

The Iris Center: http://iris.peabody.vanderbilt.edu/module/udl/


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Kathleen McClaskey's curator insight, September 15, 2013 10:32 AM

In this module, The IRIS Center walks you through the five steps to create a learning environment that challenges and engages all learners.

 

"This module examines the three principles of Universal Design for Learning (UDL) and discusses how to apply these principles to the four curricular components (i.e., goals, instructional materials, instructional methods, and assessments)."

Rob Hatfield, M.Ed.'s curator insight, September 15, 2013 8:33 PM

World class teaching resource center!

J. Mark Schwanz's curator insight, July 22, 11:35 PM

RTI and beyond with theory and practice to help with universal design in grades PreK to University level.

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Curricular Opportunities in the Digital Age Universal Design for Learning Edition

Curricular Opportunities in the Digital Age Universal Design for Learning Edition | Differentiated Instruction | Scoop.it

This article was first published as part of a project focused on building the knowledge base for student-centered approaches to learning. The article emphasizes the limiting nature of print and the need to embrace technology to create more student-centered opportunities for learning, To illustrate the point, we decided to create a digital version of the article in an accessible format and apply the UDL principles to transform the static, print article into an interactive, learning experience. As you read in this UDL environment, you experience exactly the kind of “student-centered learning in the digital age” that the article promotes.

Cheryl Frose's insight:

Actually experience the UDL principles in this 'article' Interesting!

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UDL Studio: Deepening response to literature

UDL Studio: Deepening response to literature | Differentiated Instruction | Scoop.it
UDL Studio, a free digital tool (funded largely by the Carnegie foundation) has recently been released by CAST. UDL studio is underpinned by the principles of Universal Design for Learning . UDL studio is underpinned by the principles of Universal Design for Learning . UDL Studio  joins other successful digital tools created by CAST. See for example my blog post on LEA Meets Book Builder.UDL Studioenables anyone to create media-rich resources, to actively engage and motivate students, and to respond flexibly to the needs of each learner; thereby ensuring quality and equality in access to learning for all.

UDL Studio offers templates to scaffold you or your students as you create content using multimodal elements, such as text, image¸ video, audio, and animation. You can explore the project library to view previous projects created by UDL studio users...

We really like the tips and resources page which asks you to reflect carefully on how the use of the digital tool enhances children’s understanding of text; enriches the reading experience; and represents information in an engaging manner.

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