Universal Design for Learning,
Differentiation, RtI
Region 4 PD Leads
Graphing Me
Why it Matters
•
In general, it’s true that no one has
bars that all the same height
•
Some people are good at some
things and not so terrific at other
things
•
What does FAIR mean? Everyone
doesn’t always get the same.
Everyone gets what he or she
needs!
•
One size fits all instruction does not
address the needs of many
students
•
Kids come in different shapes and
sizes as well as interests, learning
profiles, and readiness levels
Why it Matters
• In general, it’s true that no one has bars that
are all the same height
• Some people are good at some things and not
so terrific at other things
• What does FAIR mean? Everyone doesn’t
always get the same. Everyone gets what he or
she needs!
Serving All is a Process
Individualized Instruction
Individualized
Instruction
Differentiated
Instruction
Universal Design
Universal Design for Learning
Universal Design
Universal Design for
Universal Design for Learning
Learning (UDL) is
(UDL)
A set of principles for curriculum
development that applies to the general
education curriculum to promote learning
environments that meet the needs of all
learners
A Different Way
http://www.youtube.com/watch?v=bDvKnY0g6e4
Meeting the Needs of ALL Learners
Individualized
Instruction
Differentiated
Instruction
Universal Design
Universal Design
UDL
Principles
Principle I: Multiple Means of
Representation:
The what of learning
• To give diverse learners
options for acquiring
information and knowledge
• Present content in a variety
of formats and modalities
UDL requires:
Multiple Means of Representation
•
Manipulatives
Multiple Means of Representation
•
Visual Displays
•
Anticipatory Guides
•
Graphic Organizers
•
Artifacts
•
Videos
•
Music
•
Movement
•
Text Readers
Principle II: Multiple Means
of Action and Expression:
Judy Augatti
UDL requires:
and
Multiple Means of Action and Expression
• Thumbs Up/Thumbs Down
• Gallery Walks
• Pair/Share
• Chalkboard/Whiteboard Splash
• Response Hold-Up Cards
• Quick Draws
• Numbered Heads Together
• Line-Ups
Principle III: Multiple Means of
Engagement
Taps into
learners’
interests, offers
appropriate
challenges, and
increases
UDL requires:
Multiple Means of Engagement
• Bounce Cards
• Air Writing
• Case Studies
• Role Plays
• Concept Charades
• Response Hold-Up Cards
• Networking Sessions
• Simulations
With UDL more
students are:
• Engaged
• Achieving
• Learning
• Motivated
Differentiated Instruction
Individualized
Instruction
Differentiated
Instruction
Universal Design
Differentiated Instruction
Discover your learning style
Complete the online survey:
http://www.thirteen.org/edonline/concept2class/mi/w1_interactive1.html
Learning Styles Inventory Test:
http://www.berghuis.co.nz/abiator/lsi/lsitest2.html
Learning Styles Test:
http://faculty.ucc.edu/business-greenbaum/LearningStlyes.htm
Multiple Intelligences:
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm
Why Differentiate?
• One size fits all instruction does not
address the needs of many students
• Kids come in different shapes and sizes
as well as interests, learning profiles, and
readiness levels.
How We Learn
Some kids who continually are doing what
they already know are just marching in
place. Let’s take a look at how we learn…
Like a dog sniffing,
the brain scans a
new situation.
The reticular activity system
(RAS) in the brain is like a
toggle switch with three
positions.
As in any switch, only one
position can be activated at a
time.
When the switch is in the HIGH
position:
•Brain activity goes from the cortex to
the limbic area (the protection
system)
•You can’t think in this area!
•Fight/flight (Can I go to the
bathroom?)
•out of control
•ESL/LD
When the switch is in the LOW
position:
•Brain waves are in the sleep
position
•relaxation
•off-duty
•depression
•Bright kids who aren’t learning
When the RAS switch is in the
MIDDLE position:
•There is cortical arousal
•problem solving can occur
•in control
•There is moderate challenge
•LEARNING CAN ONLY
OCCUR IN THIS POSITION!
What does all this mean?
Two adverse conditions are dangerous:
1. Anxiety – when we expect too much
2. Boredom – when we expect too little
When & Why
When do we differentiate?
• When some work is too hard or too easy
• Change the degree of difficulty not necessarily the learning goal
Why do we differentiate?
• Student variance (one size doesn’t fit all)
• Professionalism (adapt what we know to the kids we serve)
What does a differentiated
classroom look like?
Providing a “Rack of Learning
Options”
• We need to do more than “tailor the same
suit of clothes”
• Differentiation requires thoughtful
planning and proactive approaches
W
ECANDIFFERENTIATE
CONTENT
PROCESS
PRODUCT
ACCORDINGTOSTUDENTS'
READINESS
INTEREST
LEARNINGPROFILE
Preschool children can “Dump
their Brain” in a modified way:
Show me all the ways we can
make “three.”
three
+
= 3
A-B-C Books
Basic
• Create a traditional A-B-C
book to demonstrate
understanding of a unit or
concept
Differentiated
• Create a higher level A-BC book based on Q is for
Duck to demonstrate
understanding of a unit or
concept. For example, A
is for weather. Our
weather takes place in
the atmosphere.
Show and Tell about Ecosystems (Form A)
Directions: Pick one square from each horizontal row to show what you know and tell all about it.
Select one of
these.
List five things that
all living things need
in their habitat.
Define a living thing Explain the role of
and a non-living thing. non-living things
(water, sun, space,
light, shelter,
minerals) in a
habitat.
Create a model of an
ecosystem. Label the
living and non-living
things.
Living/Non-Living
Select one of
these.
Food Chain
Explain how
Arrange the
decomposers help our members of a food
environment?
chain in order
beginning with the
sun.
Describe the role of
the producer and
consumer in a food
chain.
Label a drawing of
the food chain with
plants, herbivores,
carnivores,
omnivores,
scavengers, and
decomposers.
Created by: Barbara Lafer, West Bloomfield Schools
Student choice is KEY!
Students work in the learning
style that suits them best.
Students work at a
comfortable level of readiness.
Some important strategies for students:
Tiered Lessons
Cubing
Anchor Activities
Anchor Activity
• An ANCHOR ACTIVITY is a strategy that allows students to work
on an outgoing assignment directly related to the curriculum that
can be worked on independently throughout a unit or
semester. An anchor activity is a logical extension of learnign
during a unit, an elaboration of important goals and outcomes that
are tied to the curriculum and tasks for which students are held
accountable.
• The purpose of an anchor activity is to provide meaningful work for
students when they are not actively engaged in classroom
activities.
Anchor Activities
Can be:
• Used in any subject
• Whole class assignments
• Small group or individual assignments
• Tiered to meet the needs of different readiness levels
• Interdisciplinary for use across content areas or teams
Tiered Instruction
“When somebody hands you a glob of kids, they don’t
hand you a matched set.”
~Carol Tomlinson
•
Provides teachers with a means of assigning different tasks within the
same lesson or unit
•
The tasks will vary according to:
– Readiness
– Interest
– Learning Profile
What Is Tiered Instruction?
• “Tiered instruction is like a wedding cake;
all one flavor, same color icing but multilayered”
Offer a different
task at varying
degrees of
difficulty on each
side of the cube.
Provide activities dealing with
the same topic at tiered
degrees of difficulty by cube
OR by learning style
(kinesthetic, visual, oral).
Level 1
Level 2
Level 3
Things to look for:
• Hands-on projects
• Rubrics
• Learning contracts
• Student Choice
• The way to the end is not always the same for
every student.
• Flexible Grouping
Key Principles of a
Differentiated Classroom
“In differentiated classrooms, teachers begin where
students are, not the front of a curriculum guide.” ~Carol
Tomlinson
• The teacher adjusts content, process, & product in
response to student readiness, interests, and learning
profile.
• Goals are maximum growth and continued success.
• Flexibility is the hallmark of a differentiated classroom.
Individualized Instruction
Individualized
Instruction
Differentiated
Instruction
Universal Design
Discussion: Read the quote below:
“The quality of a school as a learning community can
be measured by how effectively it addresses the
needs of struggling students.”
--Wright (2005)
Do you agree or disagree with this statement? Why?
Source: Wright, J. (2005, Summer). Five interventions that work. NAESP Leadership Compass, 2(4) pp.1,6.
RtI
• NC DPI has identified RtI
as a research-based
school improvement
model and provides
support to district and
school implementation
through professional
development, technical
assistance, and coaching.
What is ‘Response to Intervention’
(RTI)?
'Response to Intervention' is an emerging approach to the
diagnosis of Learning Disabilities that holds considerable promise.
In the RTI model:
• A student with academic delays is given one or more researchvalidated interventions.
• The student's academic progress is monitored frequently to see if
those interventions are sufficient to help the student to catch up with
his or her peers.
• If the student fails to show significantly improved academic skills
despite several well-designed and implemented interventions, this
failure to 'respond to intervention' can be viewed as evidence of an
underlying Learning Disability.
What are advantages of RTI?
• One advantage of RTI in the diagnosis of educational
disabilities is that it allows schools to intervene early to
meet the needs of struggling learners.
• Another advantage is that RTI maps those specific
instructional strategies found to benefit a particular
student. This information can be very helpful to both
teachers and parents.
The steps of RTI for an individual
case…
Under RTI, if a student is found to be performing well below
peers, the school will:
1.
Estimate the academic skill gap between the student and
typically-performing peers
2.
Determine the likely reason(s) for the student’s depressed
academic performance
3.
Select a scientifically-based intervention likely to improve the
student's academic functioning
4.
Monitor academic progress frequently to evaluate the impact of
the intervention
5.
If the student fails to respond to several well-implemented
interventions, consider a referral to Special Education
System Prior to Change
Special Education
Sea of Ineligibility
General Education
Changing Special Education:
1990s...Bridging the Gap
Special Education
Interventions
General Education
How We Conceptualize RTI
• More than identification for LD
• Emphasizes prevention and early intervention
• Premised on Data-based Decision-making for all learners within
the system
• Assumes effective environments
• Requires instructional grouping
• Employs research-based strategies
• Operationalized as a fluid, non-static system
Instructional Decision Making for
Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
•Of longer duration
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
LEA Activity: Take the RTI Readiness
Survey
•
Form into pairs or small groups.
•
Together, complete the RTI
Readiness Survey.
•
When finished, discuss your results
and address these questions:
–
What areas of strength did you
identify?
–
What areas did you identify that
need work?
–
What would be your group’s top
three priorities in starting the RTI
model in this school?
RTI Readiness Survey available at: http://www.jimwrightonline.com/pdfdocs/survey_rti_wright.pdf
For a comprehensive directory of up-todate RTI Resources available for free on the
Internet, visit RTI_Wire at:
http://www.jimwrightonline.com/php/rti/rti_
wire.php
Questions?
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