Common Core Georgia Performance Standards Universal Design for Learning, Part 2

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Common Core Georgia Performance
StandardsUniversal Design for Learning, Part 2

• Cynde Snider, PhD, NBCT
• Program Specialist, Georgia Department of
  Education

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• How can I incorporate UDL principles to
  scaffold instruction and build student
  self-efficacy and independence?

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UDL Principles
CAST (2008). Universal design for learning
guidelines version 1.0. Wakefield, MA Author.
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PreassessmentPart 2, Handout 1
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Preassessment Example
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Learning Targets

• I can scaffold a text to provide multiple means
  of representation.
• I can apply the principles of UDL to engage
  students and develop their self-efficacy skills.

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• Why Literacy?

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2011 NAEP Scores
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2011 NAEP Scores
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11th Grade 1215L-1355L US History Class
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• How can I use the principles of UDL to scaffold
  a text to make it more accessible to the diverse
  learners in my classroom?

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Scaffolding a Math Problem
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UDL Principles
CAST (2008). Universal design for learning
guidelines version 1.0. Wakefield, MA Author.
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Scaffolding an Informational Text
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UDL Principles
CAST (2008). Universal design for learning
guidelines version 1.0. Wakefield, MA Author.
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Learning Targets

• I can scaffold a text to provide multiple means
  of representation.

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• What can I do to improve adolescent literacy and
  develop independent learners in my classroom?

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Improving Adolescent Literacy
Evidence-Based Practice Recommendations for Improving Adolescent Literacy Evidence-Based Practice Recommendations for Improving Adolescent Literacy
Recommendation Level of Evidence
Provide explicit vocabulary instruction. Strong
Provide direct and explicit comprehension strategy instruction. Strong
Provide opportunities for extended discussion of text meaning and interpretation. Moderate
Increase student motivation and engagement in literacy learning. Moderate
Make available intensive and individualized interventions for struggling readers that can be provided by trained specialists. Strong
Source Kamil, et al. (2008)
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• What does direct and explicit strategy
  instruction look like?

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COMMON CORE UNITA Close Reading of Lincolns
Gettysburg Address

• UNIT SUMMARY
• This unit has been developed to guide students
  and instructors in a close reading of Lincolns
  Gettysburg Address. The activities and actions
  described below follow a carefully developed set
  of steps that assist students in increasing their
  familiarity and understanding of Lincolns speech
  through a series of text dependent tasks and
  questions that ultimately develop college and
  career ready skills identified in the Common Core
  State Standards.
• This unit can be broken down into three sections
  of instruction and reflection on the part of
  students and their teachers, which is followed by
  additional activities, some designed for
  history/social studies and some for ELA
  classrooms.

Source Achieve the Core, Student Achievement
Partners http//www.achievethecore.org/steal-t
hese-tools/close-reading-exemplars
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COMMON CORE UNITA Close Reading of Lincolns
Gettysburg Address
3. Students translate the text of the first paragraph into their own words in one or more sentences. This is the second independent activity, in which students attempt to understand on their own the first paragraph. The aim here for students is not to summarize, but to paraphrase, to put it in their own words. Students should write no more than a couple of sentences. In order for students to accomplish a task like this successfully, they will need practice in focusing and writing independently. The aim is not to have them ask questions but do what they can on their own.
Source Achieve the Core, Student Achievement
Partners http//www.achievethecore.org/steal-th
ese-tools/close-reading-exemplars
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COMMON CORE UNITA Close Reading of Lincolns
Gettysburg Address

• President Abraham Lincolns SpeechThe Gettysburg
  Address, 1863
• Paragraph 1
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• Four score1 and seven years ago our fathers
  brought forth on this continent, a new nation,
  conceived in Liberty, and dedicated to the
  proposition that all men are created equal.
• 1score twenty

Source Achieve the Core, Student Achievement
Partners http//www.achievethecore.org/steal-th
ese-tools/close-reading-exemplars
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Strategy Instruction Paraphrasing

• Teacher models the strategy.
• Teacher guides whole class through a second
  example, and then students practice in small
  groups with more examples and teacher works with
  groups as needed.
• Individual students practice independently with
  additional examples teacher provides feedback.

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Strategy Instruction ParaphrasingModeling the
Strategy

• Of all the enemies to public liberty, war is,
  perhaps, the most to be dreaded because it
  comprises and develops the germ of every other.
• Source Maddow, R. (2012). Drift. New York
  Chrome.

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Strategy Instruction ParaphrasingModeling the
Strategy

1. The words in this sentence are in a funny order
   its definitely not an SVO sentenceI need to
   reorganize the ideas so that this makes sense to
   me.
2. Lets see. War is the subject . . .
3. Okay, now I need to put it in my own words and
   style.
4. I cant look at it when I try to do this because
   if I do I have a tendency to word slot or just
   replace a word or two with synonyms and thats
   not my own words and style. So, Im going to
   turn the page over and write my paraphrase on the
   back.

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Strategy Instruction ParaphrasingModeling the
Strategy

• War may be the most dangerous threat to our
  freedom because every other threat to our freedom
  is either a part of war itself or an effect of
  war.

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Strategy Instruction Paraphrasing

• Teacher models the strategy.
• Teacher guides whole class through a second
  example, and then students practice in small
  groups with more examples and teacher works with
  groups as needed.
• Individual students practice independently with
  additional examples teacher provides feedback.

Meaningful homework
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Learning Targets

• I can scaffold a text to provide multiple means
  of representation.
• I can apply the principles of UDL to engage
  students and develop their self-efficacy skills.

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Post AssessmentPart 2, Handout 1
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Resources

• Achieve the Core, Student Achievement Partners
  
• http//www.achievethecore.org/steal-these-tools/cl
  ose-reading-exemplars
• Gradual Release of Responsibility Model
  http//www.cornerstoneliteracy.org/newsletter-arch
  ive/revisiting-the-gradual-release-of-responsibili
  ty-model
• Kamil, M. L., Borman, G. D., Dole, J., Kral, C.
  C., Salinger T., Torgensen, J. (2008).
  Improving adolescent literacy Effective
  classroom and intervention practices (NCEE
  2008-4027). Washington, DC National Center for
  Education Evaluation and Regional Assistance,
  Institute of Education Sciences, U.S. Department
  of Education. Retrieved from http//ies.ed.gov/nc
  ee/wwc/PracticeGuide.aspx?sid8.
• NAEP Scores http//nationsreportcard.gov/reading_2
  011/

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If you have questions, feel free to contact
Cynde SniderProgram SpecialistGeorgia
Department of Educationcsnider_at_doe.k12.ga.us
404-657-9971