Final EDEL 200

Your students have been learning how to "code" as they have been learning about technology. One of your student's parents has developed an "app." You invite the parent into your classroom so he can help your class see a real life connection and purpose. Would you be writing an Activity Plan or Lesson Plan to integrate this into your unit?

Activity Plan

In what part of an Activity Plan do you describe the selected interventions you will use for students who need more support and students who need a challenge?

Activity middle

Your professor writes down the key terms and main topics you'll be learning about in class on the board and uses them throughout class as each point is discussed. Your professor is practicing which Principle of Universal Design?

Big Ideas

What are the 6 Principles of Universal Design?

Big ideas, conspicuous strategies, mediated scaffolding, primed background knowledge, strategic integration, judicious review

This is an example of what kind of content: In order to give your diverse group of students practice in identifying nouns, you decide to have students read a passage about how extended families often live together in the Hispanic culture.

Carrier Content

This Principle of Universal Design is used to teach students the step-by-step processes of solving various problems and practicing all kinds of strategies.

Conspicuous Strategies

This word describes the new information the teacher is teaching.

Content

Flexible teaching is another way to describe this type of instruction

Differentiated Instruction

how did 8 multiple intelligences come to be?

Gardner's research in pyschology and human cognition discovered the Multiple Intelligences in addition to learning styles

How does Mediated scaffolding look in teaching?

Gradually release kids to have more responsibility. "I do." "We do." "You do."

Is an accommodation a change to WHAT is taught or HOW something is taught?

HOW something is taught

Do The Principles of Universal Design help you know WHAT to teach or HOW to teach?

HOW to teach

This is an example of what Principle of Universal Design: You begin your activity reviewing what students already know. You end your activity reviewing this same information AND connecting it to the new information students learned during the activity.

Judicious Review

Declarative knowledge

Knowing about something: facts, concepts, and principles

Activity Plan or Lesson Plan?: A teacher needs to spend most of the time directly teaching students content they don't already know.

Lesson Plan

Activity Plan or Lesson Plan?: Mr. Welch notices his students need to learn how to tell time with an analog (round) clock because they are making many mistakes and some have only used digital clocks.

Lesson Plan

Formal evaluations are used with only what kind of plan? Activity or Lesson?

Lesson Plan

Name one thing a teacher can do to create a diversity responsive curriculum

Make sure the content you teach is complete, teach students ABOUT diversity, teach content that's directly connected to your students' lives, or use carrier content

On the first day you show students how to add 2 digit numbers, you model it many times with the whole class. On the 2nd day, you have students work on problems in groups as you monitor and support each group. Finally, on the 3rd day, you have students begin to practice problems on their own and help them as needed. This is an example of what Principle of Universal Design?

Mediated Scaffolding

8 of these were created to help reach the different types of learning styles students have

Multiple Intelligences

Give a classroom example of using the Universal Design Principle of Strategic Integration. Explain why your scenario meets this principle.

Provide study guides, note taking guides or advance questions to go with readings. Putting together essential information and skills leading to higher level thinking skills

What is Mediated scaffolding?

Providing temporary support and assistance

How does primed background knowledge look in teaching?

Review at the beginning of the lesson what they've already mastered and show how it connects to the new Big Idea.

These kinds of interventions are added on to your plans to meet specific individual or a small group of students' needs

Selected Interventions

This guides a teacher to know exactly WHAT to teach the students in his/her grade level.

State Standards

Sci 3.1.2 The first number in this state standard represents...

The grade level

True or False: Universal Design and Differentiated Instruction are 2 similar frameworks for how to reach a diverse group of students?

True

These kinds of interventions are built into your initial planning to promote the success of ALL students

Universal Interventions

Name the first 2 parts of the Diversity Responsive Teaching framework we have focused on in this class

WHAT to teach and HOW to teach

Modifications

a change a teacher makes to what is taught

Accommodations

a designed change in how you instruct a student or group of students to better meet those students' needs (focus in 200)

Logical/Mathematical

ability to know numbers well, recognize patterns, symbols, likes to follow prescribed processes to solve problems

INTRApersonal

ability to know your own strengths and weakness well, very in tune with yourself, very self-reflective; solitary

Facts, concepts, and principles make up this kind of knowledge

declarative knowledge

The two types of knowledge teachers need to teach

declarative knowledge and procedural knowledge

Why was Response to intervention created?

designed to stop the influx of students labeled with a learning disability by trying to catch students early on and intervene as much as possible to reach success

Examples of declarative knowledge

facts, concepts, and principles

20. What is Response to Intervention (RTI)?

o An approach to instruction to support students with additional needs

How does strategic integration look in teaching?

o Be transparent in showing the connection between each step they've taken to reach the Big Idea. Give them a chance to see how it works in the real world.

What to teach

o Content: the information you teach (what the student is trying to learn) o Must decide what to teach before how to teach o Common Core Standards o School/District Curriculum o IEPs

what are the 3 different avenues in which you can differentiate?

o Differ the content (way you teach): provide options in how you present information (readiness, interests, learning preferences) o Differ the process (way students "practice"): provide options for students to practice and make sense of new ideas o Differ the product (assessment): provide options for students to show what they learned (models, presentations, projects, tests

What is Differentiated Instruction ?

o Flexible teaching

How to teach

o Instruction ♣ Multiple intelligences ♣ Principles for universal design

Procedural knowledge

o Knowing how to do something: skills, processes, strategies

How does Conspicuous strategies look in teaching?

o Model these steps. Write them. Draw them. Make an anchor chart to revisit.

What is Judicious review?

o Provide opportunities for students to review important learning

What is strategic integration?

o Putting together essential information and skills leading to higher level thinking skills

What is primed background knowledge?

o Recalling prerequisite skills and knowledge needed for learning a new task

How does Big ideas look in teaching?

o Share (say, write, and show!) the Big Idea/key points at the beginning, middle, and end of your lesson.

How does Judicious review look in teaching?

o Show and tell them what they just learned. Bring up the Big Idea again. Let kids share the progress they've seen in themselves!

Why do Developmental Assets exist?

o The assets have real-world impact on children's lives. o High risk behaviors (alcohol use, drug use, violence, etc.) are minimized. o Young people who have more assets are much LESS LIKELY to get involved in problem behaviors.

How does Bloom's help students?

o This taxonomy (classification of thinking) helps teachers know / determine how much "thinking" is required of students

How are universal and selected interventions different?

o Universal is built in whereas selected is added to the universals

What is Conspicuous strategies?

o Using steps for problem solving or accomplishing a task

What is Big Ideas?

o When presenting information, summarize and emphasize key points by referring to big ideas

What are selected interventions?

o added on to support some students when universals aren't enough for each student's success

What are universal interventions?

o built in to lessons/activities to benefit all students

Activity Plan

o purpose: to make progress toward understanding/ability to do something ♣ motivation ♣ to assess/build to PK ♣ review ♣ can't practice o long-term objective o teaching is more indirect and as needed

Lesson Plan

o purpose: to teach specific knowledge/skills o short-term objective (By the end of this lesson...) o formal evaluation: Is student able to independently and individually achieve objective WITHOUT help? o meaty, direct teaching takes place

Both lesson plans and activity plans

o to help students learn o support standards o planned in advance o differentiation/6 principles are used

Visual/Spatial

often forms mental images and picture in mind, ability to perceive the spatial world, use of space and knowing how to navigate it

You can differentiate and provide options for students in these two areas: 1. how you present the content, 2. practice/process options you provide. What's the 3rd area in which you can provide options/differentiation?

product or assessment

Examples of Procedural knowledge

skills, processes, strategies

How do you read the numbers/letters that label each standard indicator? What does each part represent?

• 1st number is GRADE LEVEL • 2nd number/letter is broad topic/area/category • 3rd number is sequential under the topic (Many standards have several sub-standards or indicators)

What are the 6 levels of Bloom's Taxonomy (in order)?

• 6 Levels o 6. Creating - build, put parts together to make a new whole o 5. Evaluating - make judgments (have an opinion and back it up)- o 4. Analyzing- separate into concepts or parts o 3. Applying - use or apply what's learned o 2. Understanding - Explaining Ideas/Concepts 1. Remembering - recall/remember facts (spit them back)

What are the differences between accommodations and modifications?

• Accommodations o a designed change in how you instruct a student or group of students to better meet those students' needs (focus in 200) • Modifications o a change a teacher makes to what is taught

Which components of activity plan belong to which parts? Describe each component's purpose and examples.

• Activity Beginning o Gain Attention: tell what you'll do to regain their attention and how they should respond o Behavior Expectations: tell (or ask about) expected behaviors o Motivate (gain their attention...story, joke, song, poem, video...present a focus question, humorous example, show graphic, graph or chart that will be used) o Purpose/Goal for Learner (tell students why it's important/why they need to know/whey they'll use) o Review prior lessons (review the content; reteach; give connections to the information you'll cover)

Which components of activity plan belong to which parts? Describe each component's purpose and examples.

• Activity Closing o Group review of practice (Let students draw conclusions, describe a process used, show what they created, review content, apply to real life) o Resource(s) Used Use APA Style to cite professional resource(s) used

Which components of activity plan belong to which parts? Describe each component's purpose and examples.

• Activity Middle o Description of activity Step by step directions of what the teacher and students will do (displayed), list of procedures (state, show, demonstrate), list of rules for a game, sample of a finished product (can theirs look like yours?), demonstration. This description can be bulleted but must include everything that will be implemented as they occur during the activity. o Questions Plan at least 4 questions to ask during the activity that helps students summarize, use or develop vocabulary and higher level thinking o Selected Interventions or accommodations (adjustments for advanced students or struggling students; designed to solve specific individual learning and behavior problems) o Critical Management Skills: how will you acknowledge appropriate behavior, how will you monitor student behavior, how will you manage transitions?)

What are some ways you can create and maintain a diversity responsive curriculum?

• Big Ideas o When presenting information, summarize and emphasize key points by referring to big ideas • Conspicuous strategies o Using steps for problem solving or accomplishing a task • Mediated scaffolding o Providing temporary support and assistance • Primed background knowledge o Recalling prerequisite skills and knowledge needed for learning a new task • Strategic integration o Putting together essential information and skills leading to higher level thinking skills • Judicious review o Provide opportunities for students to review important learning

What are the Developmental Assets?

• Commitment to learning • Positive values • Social competencies • Positive identity

What are the two main categories of Developmental Assets?

• External assets: within the environment • Internal assets: within the head and the heart

Which components of activity plan belong to which parts? Describe each component's purpose and examples.

• Preplanning o Long-term goal (state standard, curriculum guide, etc...broad) o Activity description: 1-2 sentences that summarizes the activity o Activity rationale: description of how the activity will help students progress toward the goal o Prerequisite Skill(s): what info or skills do they need to be successful? Identify key terms/vocabulary to be taught. What related academic content must YOU understand in order to enhance student learning? o Management/Room Arrangement: List how will you arrange room and handle logistics o Materials/media (list all materials needed for the activity)

What are the 4 main parts of our Activity Plan format?

• Preplanning • Activity Beginning • Activity Middle • Activity Closing

What was the main purpose of our Burris observations at the beginning of the semester?

• To reflect on yourself • You identify characteristics and practices you may want to emulate. • Observe & reflect on your own development, then set goals

What are learning styles?

• Verbal/Linguistic • Logical/Mathematical • Visual/Spatial • Body/Kinesthetic • Musical/Rhythmic • INTERpersonal • INTRApersonal

What are the differences between what to teach and how to teach?

• What to teach o Content: the information you teach (what the student is trying to learn) o Must decide what to teach before how to teach o Common Core Standards o School/District Curriculum o IEPs o • How to teach o Instruction ♣ Multiple intelligences ♣ Principles for universal design

7. What is the purpose of standards? (Why do we have standards?)

• Without standards, districts and schools don't have goals to shoot for. By matching what is taught in the classroom to the standards in each subject area, students (and their parents and teachers) will know what teachers should be teaching, what students should be learning and what they will be tested on.

Body/Kinesthetic

• ability to use the body to express words/emotions, dance, body language, sports, product creation, learning by doing

Verbal/Linguistic

• ability to use words effectively in spoken and written words, talent and enjoyment in reading and writing

INTERpersonal

• ability to work with and communicate with others cooperatively, very tune with others, awareness of and emphathetic to others' moods and needs; social

Musical/Rhythmic

• having talent to recognize and use tonal patterns, environmental sounds, human voices, musical instruments

Naturalist

• in tune with nature, enjoys outdoor activities, explores different types of environments, feels at peace when interacting with plants, trees, animals, etc.

What is Diversity Responsive Teaching?

• recognition and appreciation for diversity among students • consideration for all students - it's not a one-size-fits-all approach • teaching that's designed for the success and inclusion of all students • Using a variety of instructional practices that increase the probability that all students will learn

Activity Plan

• used to help students progress toward longer-term objectives

Lesson Plan

• used to teach specific knowledge/skills leading to mastery of short-term objectives