What’s golden?
DAY 3
Agenda
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Norms
Morning Jumpstart
RTI and UDL
Designing lesson #1
Lunch
Jump!?!?
Building height
Reflecting on SMCs and SMPs
Daily Evaluation
Evolving Norms for this PD
• We will be ready for class and use our class time effectively.
• We will keep our focus on learning and use technology for personal
reasons during breaks.
• We will be respectful of each other’s time and space and work
efficiently.
• We will actively participate by (a) listening to each other, (b) giving
others our attention, (c) not speaking when someone else is talking,
and (d) regularly sharing our ideas in class.
• If we disagree with someone or are unclear, we will ask a question
about his or her idea and describe why we disagree or are confused.
• We will ask questions when we do not understand something. We
will comment on others’ ideas rather than the person.
Evolving Norms for this PD
• We will take advantage of opportunities to share ideas and gather
feedback through presentations.
• We will encourage one another to share ideas.
• We will show our appreciation to one another for their ideas.
• If we disagree with someone or are unclear about their ideas related
to mathematics content and pedagogy, we will ask a question about
his or her idea and describe why we disagree or are confused.
• We will ask questions when we do not understand something about
mathematics content and pedagogy.
• We will comment on others’ ideas about mathematics content and
pedagogy rather than the person.
Evolving Norms for this PD
• We will always look for another approach to solve problems.
• We will use pictures, graphs, tables, symbols, numbers,
manipulatives, and/or words to assist us while doing mathematics.
• We will persist with every problem and examine it from multiple
perspectives.
• We will be mathematically precise whenever possible.
• We will explain and justify our ideas in a way that everyone can
understand.
Morning Jumpstart
TTLP, UDL, and RTI
• In Table groups, review the Thinking Through Lessons
Protocol.
• What are the key questions you need to consider in each
Part?
– Part 1: Selecting and Setting up a Mathematical Task
– Part 2: Supporting Students’ Exploration of the Task
– Part 3: Sharing and Discussing the Task
How does this protocol help you to support all learners in your class?
Response to Intervention
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Goals of RTI?
• Ensure all students receive rich learning
experiences every year, in every setting
• Enable schools to flexibly use resources in
ways that help every child be successful
• Prevent minor problems from
becoming/looking like a disability
– Universal Intervention
• reduce the number of new cases of a disability
– Targeted Interventions
• eliminate or counteract the effects of risk
factors
– Intensive Individualized Interventions
• prevent the effects of a disability from worsening
So then what is UDL?
Universal Design for Learning (UDL) is based in the principles of Universal Design
Translating Universal Design to
Learning Environments
• UDL is a set of principles for curriculum
development that gives all individuals equal
opportunities to learn
• “UDL at a Glance” video (4:38 min)
– http://www.udlcenter.org/aboutudl/whatisudl/concepto
fudl
UDL perspective on curriculum
• Goals
– Knowledge, concepts, and skills all students should master
– Aligned with the standards
• Methods
– Instructional decisions, approaches, procedures, and routines
– Application of evidence-based methods
– Differentiate those methods according to goals
• Materials
– Media used by teacher to present content
– Media used by learner to present knowledge
• Assessment
– Process of gathering information about learners’ performance
Principles of UDL
• The Three Principles video (6:36)
– http://www.udlcenter.org/aboutudl/whatisudl/3principl
es
• Ultimate goal = mastery of the learning process
– Turn novice learners into expert learners
• UDL helps teachers design curricula that meets the needs
of all learners from the start
• Each principle divided into guidelines to assist teachers
– Reduce barriers
– Optimize challenge and support
UDL Guidelines Structure (3:45)
http://www.udlcenter.org/aboutudl/udlguidelines/aboutrepresentation
Examine the UDL Guidelines
• JIGSAW Activity
1. Identify JIGSAW groups and assign sections
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Handout or go to
http://www.udlcenter.org/aboutudl/udlguidelines
2. Read your assigned section (15 minutes)
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Look for…
3. Meet with you EXPERT group (15 minutes)
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Verify information
Choose a way to present to JIGSAW groups
4. Meet with your JIGSAW group (15 minutes)
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Present your assigned section
Each individual must be prepared for a quiz
Quiz on UDL Guidelines
How can UDL address barriers in
the curriculum?
• Goals
– Does the goal require one form of student expression?
• Materials
– Do materials create barriers for some students?
• Methods
– Do methods encourage passive acquisition of content?
• Assessment
– Does the assessment limit students’ expression of
understanding
How do Materials create Barriers?
• Text-based Materials (e.g., textbook, handout) require
students to
– See and process visual information
– decode and comprehend written text
• Audio-based Materials (e.g., lectures, video) require
students to
– Hear and process auditory information
– Identify key points
– Be physically/cognitively able to take notes
• Image/graphic-based materials (e.g., video, handouts)
require students to
– See and process visual information
What Methods support UDL?
• Representation
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Build or Activate Background Knowledge
Provide multiple examples
Present using multiple media and formats
Highlight important information
• Action and Expression
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Model skills in a variety of ways
Practice with scaffolds
Provide corrective feedback
Allow alternatives for expression of learning
• Engagement
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Offer choices of content and tools
Provide adjustable levels of challenge
Utilize flexible grouping
Allow students to choose from a variety of reinforcers
Adapting Good Lessons for UDL?
Go to http://www.nctm.org/ClassroomResources/Lessons/
Look at: Learn the Game
Graphical Representations for Number of Hits
Lesson Design
• Work in grade-level teams to plan a set of lessons
that everyone can use.
• Think about:
– Who is focusing on what SP content standards?
– How will all 8 SMPs be addressed across the group’s
lessons?
– What TTLP questions will you (individually) focus on?
– How will students be assessed? (This doesn’t have to be
formal!)
LUNCH
Launch after lunch: JUMP!?!?
Building heights
• As you engage in this task, think about:
– How are the instructor(s) are promoting a learning
experience promoting equity?
– How did the instructor(s) use a RTI and UDL to promote
instruction that reaches a variety of learners at different
levels?
Synthesizing from Equity
1. Examining our lesson as a mathematics teacher
2. Reflecting on your engagement as a mathematics
student
Reflecting on SMCs and SMPs
• Share across your table with different SMPs and
SMCs addressed by today’s activities.
– Be purposeful indicating what specific behaviors or
habits led you to conclude that you engaged in a specific
SMP.
– Similarly, what did the instructor(s) do to
encourage/foster/facilitate that SMP?
Take Care
• Please complete the assessment and give it to one
of the instructors.
• You may leave personal items in the room (e.g.,
books, calculators, and notebooks).
• Please help us keep the room in order by throwing
away any trash and tidying your area.
• Bring snacks, drinks, and/or other food to share!
• See you tomorrow and travel safely!