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What am I Learning?

ED-D 425/487 Demonstration of Learning

Alexandra Gillett

on 30 June 2011

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Transcript of What am I Learning?

What am I Learning? Application of Differentiated Instruction -
There are many ways to apply DI! We can change any of:
1) content
2) process
3) product
4) learning What we change is based on students':

learning profile MI
IQ Task
Commitment Creativity (ideas) Renzulli Giftedness Assistive Technology is...

Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintian, or improve the functional capabilities of a child with a disability. Resources for Students requiring AT in BC: Tiering: A specific form of differentiated instruction Some tiering strategies:
Gradations of Mastery Anchoring is a task assigned to the entire class to work on. As the students work, the teacher pulls in small groups who are stuggling in areas to give more directed instruction or help. Once they have had the additional help, they move back t work on the original activity the class was set and another small group may be pulled aside. A way to think about a lesson's structure and flow. Full class to multi-group activity, back to whole class. ELL (English Language Learners) Honeymoon appealing features
people are accomodating
emotions - excitement
hope for better life (1 month) Hostility frustration & stress
resentful that they are different
aspects of culture that are offensive
FOOD Universal Design for Learning (UD)
Excellent instruction for all! Humour Home you develop sense of humour about situation you finally feel at home Teachers often assume that because someone is communicating well, they don't need DI. Learning Disabilities 2 yr gap (test on school-related reading and writing) Types of LDs Input processing Integration tapping schema Memory retain in short-term
retrieval from long-term memory Output witing
organization Bookbuilder
powerpoint How to make Accessible Books TIP: Differentiating in Response to Student Interest If your class is interesting, students will attend, be engaged, and like you more. Assessment OF Learning Assessment FOR Learning Assessment AS Learning (Summative) (Formative) (Formative) - Teacher-driven (Eg. tests, essays, assignments, portfolios) - Descriptive teacher feedback (Eg. preassessments, exit slips, graphic organizers - Student self-assessment (Eg. anticipation guides, reflections, KWHL) Assessment A nalyze
S trategically plan for each learner to learn and excel
S et new objectives
E xplore Abilities
S upply assistance & Appropriate materials
S tress growth
M onitor for immediate intervention
E mpower with self-directed strategies
N urture & Support efforts
T ranslate needs & strengths in to active learning "Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid."
- Albert Einstein FOR OF AS Assessment Learning Maslow's Hierarchy of Needs Security Needs - A safe, physical and emotional environment Affiliation Needs - Friendship, love and a feeling of belonging Esteem Needs - Feelings of achievement and self worth through recognition, respect and prestige from others. Self-fulfillment and achievement; realizing one's potential for personal growth and development. Self-Actualization ED-D 425 & EDCI 487
June 2011 Universal Design for Learning (UDL) ! My Personal KUD
June 5, 2011 Know What do I want to learn in this institute? Understand Do What do I want to understand? What do I want to be able to do? Differentiated Instruction (DI) Wrong! What does this look like? Gardner's Multiple Intelligences Spatial
Existential Assessment Caring 5 senses Creativity! individual attention Assistive Technology Recruiting interest Tiering Anchor Activities Anchor Activity We are in the business of: engagement
achievement Choice Clear instructions "Rightly viewed, assessment is a
facilitator of high levels of achievement for each student." SouSA & TOMLINSON (2011) UDL principles are: To support recognition learning, provide multiple, flexible methods of presentation.
To support strategic learning, provide multiple, flexible methods of expression and apprenticeship.
To support affective learning, provide multiple, flexible options for engagement. DI structures guide teaching by emphasizing
what can be changed in the classroom... "Summative assessment
emphasizes LEARNING rather than GRADING." SouSA & TOMLINSON (2011) ... student self-assessment is key! Know your students Including Samuel (Film) Advocacy in school and community
Everyone learns in a unique way (LD or not)
Intersectionality! ex. Keith Jones - black man in a
wheelchair = gang member Classroom management Be a leader rather than a manager. someone who focuses on individuals and has the capacity to build and team and enact a vision Types of Classroom Management Orderly-Flexible
Dysfunctional strive for this, but orderly-restrictive can work too, depending on the class and teacher How do we choose AT? Apply the SETT framework S tudent
E nvironment
T ask
T ools Just a few examples... AT Laptops software wheelchairs Voice input/output
devices Where am I now?
June 29, 2011 Know Understand Do Freedom Machines! Practical information I can use
Who, what, where, when, why and...
HOW can I best facilitate learning for all students?
Assistive technology - what's out there? How to access it? What types of learners exist? How does each learn best?
ESL students - their experience, how to help Feel confident that I can apply what I learn to the classroom! BC Provincial Outreach Programs
www.popbc.ca Bridges (AT education and sales)
www.bridges-canada.com SETT documents
www.joyzabala.com/Documents.html "football" strategy • UDL and DI
• Strategies to differentiate learning
• Barriers experienced by students with learning differences
• AT – tools and resources • Theory and practice of teaching diverse students - understand how UDL/DI/AT address barriers to student learning • I do feel confident that I can apply UDL/DI to my lessons! ☺
• I know how to create a system of AT for an individual, based on the SETT model
Full transcript