Consider This: Best Practice - PowerPoint Presentation

Slide1

Consider This: Best Practice to Inform Our Planning

The Next Chapter

Session

4

Barb Mick - COOR ISD

Jackie Fry - COP ESDSlide2

Let’s check our roadmap…

We’ve introduced

assessment

, thought about our literacy histories and those of our students, looked at the developmental progression of readers and how to determine the level of our students, and begun to look at comprehension.Slide3

Goals for Session 4Understand how to use UDL when planning

Consider what it means to RESCUE

vs

SCAFFOLDUnderstand deeper comprehension through close readingBegin to understand how to assess comprehensionSlide4

Your Turn…

Appoint a time-keeper at your table.

Spend time with your table group talking about your Close Reading lessons. How did the lessons go? How did each of your case study students do? What evidence do you have of NEW understanding? What was hard? What was successful? (15 minutes)

Share your Retelling Rubric scores and talk about how that went. (5 minutes)Share your Summary Rubric scores and discuss what you did to move your students into Summary from Retelling. (5 minutes)Slide5

Let’s turn our attention to some foundational best practices…

Look at “the list” of what we need to know to teach reading.

If we want the optimum success for all of our students, we must start by designing our instruction to support success.

Practices to consider: - Universal Design for Learning (UDL) - Scaffold vs Rescue

Let’s make sure we all know what these mean.Slide6

What is UDL?Not one size fits all –

but

alternatives for everyone

.Not added on later – but designed from the beginning. Not access for some –

but access for everyone.Slide7

Universal Design (UD)

The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.

*See Connell, et al. (1997, April 1).

Doylesaylor. (2007, September 17). Afternoon sun raking curb cut. In

Flickr

[Photograph]. Retrieved June 4, 2008, from http://flickr.com/photos/doyle_saylor/1399859064/Slide8

Drawbacks of Retrofitting

Each retrofit solves only one local problem

Retrofitting can be costly

Many retrofits are UGLY!What is Universal Design?Slide9

What is Universal Design?

A Universal Design approach is simply more practical, elegant and effective, since it is always better to build in flexibility from the beginning, rather than try to add it on later.Slide10

What is

Universal Design for Learning (UDL)

?

The process of building in (rather than adding on) accessibility and achievement supports for diverse learning needs is known as

Universal Design for Learning

“

Consider the needs of the broadest possible range of users from the beginning

”

-- Architect, Ron MaceSlide11

Ramps

Curb Cuts

Electric Doors

Captions on TelevisionEasy Grip Tools…

What is Universal Design?Slide12

One Simple UD Example

Automated Door

People carrying things

People in wheelchairs

People with service animals

Everyone!

Can be used by:Slide13
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Universal Design for Learning (UDL)

“

The burden of adaptation should be first placed on the curriculum, not the learner. Because most curricula are unable to adapt to individual differences, we have come to recognize that our curricula, rather than our students, are disabled.”

*See Center for Applied Special Technology (2008).

Universal design for learning guidelines version 1.0

(p. 4)

. Slide15

Universal Design for LearningUDL Guidelines have three primary principles:

http://www.udlcenter.org/aboutudl/udlguidelines

WHAT? (Recognition)

HOW? (Strategic)

WHY? (Affective)Slide16

So…if we use UDL, we need to make sure we aren’t enabling students.Don’t forget that we always have AGENCY in mind.

Ask yourself, “Am I RESCUING or SCAFFOLDING?”Slide17

Who do we typically RESCUE?Struggling readers and writers

Unmotivated learners

English Language Learners

“hard to accelerate” studentsPossible learned helplessness…Slide18

When do we rescue?Working with needier students

Randomly (in the moment)

Need to feel effective

Low energy or bad dayUncomfortable with the instructional goalUnplanned lessonsPressures of time, tests, curriculaSkip steps in the scaffolding processSlide19

ScaffoldingOccurs in the ZPD

Utilizes the Gradual Release of Responsibility

Debbie Miller reminds us to “TRUST AND WAIT”Slide20

Guided Highlighted ReadingSlide21

Comprehension

Big Idea

:

COMPREHENSIONKeep at the heart of our thinking:4 QUESTIONSTo Get to Deeper Comprehension:

CLOSE READINGSome Strategies for Close Reading:GUIDED HIGHLIGHTED READING

THINKING STRIPS…

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Your Turn…

Work at your table teams

How would you take this hard article and help us understand it better (without just telling us what it is)?

Read the selection together, annotating as needed, and deciding what makes it “hard”.Your job: work together to create the scaffold (GRR) for students to be able to respond to the prompt: Write a 1-2 sentence summary of this selection.Be ready to share your lesson/framework with the group.Slide23

Your AssignmentSelect a text that you will use to create a Close Reading lesson. Be ready to share your reasons for choosing it, and what makes it “hard”, at the next session. Bring the text with you to the next session so you can talk about it. (We do not expect you to create and teach the lesson at this time.)

Fill out the Reflection for Session 4.Slide24

Ticket Out the Door & Wrap UpMake sure to clean up your area and recycle your water bottles.

Please complete your Exit Ticket and turn it in as you leave.

Our next meeting

will be: Getting on the “Write” Road: Assessment, Fluency, and WorkshopThank you for your hard work, thoughtful contributions, and professionalism.