Workshop Afternoon 101008

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Karen F

Educación Empresariales

Introductory Workshop Oct. 10, 2008 Afternoon session

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Option 1: Set of 16 in one room ,[object Object],[object Object],English Math Social studies Science

Option 2: Set of 16 rotating ,[object Object],[object Object],English Math Social studies Science

Option 3: Set of 4 in each room ,[object Object],[object Object],English Math Social studies Science

Option 4: All of the above ,[object Object],[object Object],English Math Social studies Science

Mini-Grants ,[object Object],[object Object],[object Object],[object Object],[object Object]

Brainstorming team plans ,[object Object],[object Object],[object Object],[object Object]

Synthesizing ideas with a VoiceThread ,[object Object],[object Object]

Closing ,[object Object],[object Object],[object Object]

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Required Resources (I will pay $30 for all three of these together) Required Text Inclusive technologies: Tools for helping diverse learners achieve academic success Chapter 5: Principles of Universal Design for Learning Multimedia UDLCAST. (2010, January 6). UDL at a glance [Video file]. Retrieved from http://www.youtube.com/watch?v=bDvKnY0g6e4 Websites CAST UDL Lesson Builder. (n.d.). Explore model UDL lesson plans . Retrieved from http://lessonbuilder.cast.org/explore.php National Center on Universal Design for Learning. (2013). UDL and technology . Retrieved from http://www.udlcenter.org/aboutudl/udltechnology The Center for Applied Special Technology (CAST) is the founding organization for UDL and an instant resource for sharing UDL innovation and contributions regarding research related to UDL and assistive technology. Universal Design for Learning: An Introduction (http://mast.ecu.edu/modules/udl_intro/) The MAST module on universal design for learning was created to focus on the specific application of UDL. This module will provide the learner with an introduction to UDL, its application, and assistive technology tools to support the use of UDL for students with disabilities. Recommended Resources Article Rose, D. H., Hasselbring, T. S., Stahl, S., & Zabala, J. (2005). Assistive technology and universal design for learning: Two sides of the same coin . Handbook of Special Education Technology Research and Practice, 23 , 507-518. Retrieved from http://craigcunningham.com/nlu/tie536fall09/Assistive%20Technology%20and%20UDL_TwoSidesoftheCoin.pdf This article describes the history and implications of linking UDL and assistive technology in providing solutions for learning that address a wide range of abilities and disabilities. Multimedia bawilliams2. (2012, February 4). Intermediate assistive technology and universal design 2012.m4v [Video file]. Retrieved from http://www.youtube.com/watch?v=dRbV_LYsm8A This video provides creative ideas about assistive technology devices and software commonly used in curricula to provide access for students. Website Common Core State Standards Initiative (http://www.corestandards.org/) The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn so teachers and parents know what they need to do to help them. Discussions To participate in the following discussions, go to this week's Discussion link in the left navigation. UDL and Assistive Technology The promise of UDL is seen when we consider providing access to the curriculum for students from a wide variety of abilities and background. The UDL framework aligns with inclusionary practices found in today’s schools and assistive technology strengthens the UDL framework to provide a means of learning for students with disabilities. Watch the video, UDL at a Glance . After viewing the video and utilizing what you have learned about UDL, reflect .

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Assignment: Motivating and Engaging Lesson Plan Part 1 Complete a Lesson Plan Pick one instructional practice that is new to you to motivate students to engage in reading. After collaborating with another teachers design a lesson that incorporates the practice and includes a writing process strategy or instructional routine. Use the Instructional plan template below and Answer questions in your template to help with designing your lesson. Part 2 Write 2 paper Implement the lesson. Then write an approximately 2-page reflection that summarizes your implementation experience and addresses the following, using research-based findings from the course’s Learning Resources to support your responses: · How well did this practice motivate students to read? Include details from the lesson as support. · What were the critical elements that engaged students? · What kind of impact, either positive or negative, did the instructional practice have on the students? · What were the visible signs of that impact? Include specific details from the lesson. · What might you change for future instruction? · How does this practice differ from your current instructional practices? What confirmation or changes in your instructional practices have occurred? · What have you learned about yourself as a literacy teacher? · How have the International Literacy Association (ILA) helped you gain a better understanding of yourself as a literacy teacher? · Insights as to why it is important to collaborate with your colleagues in the school around literacy development Helpful Reference Cambria, J., & Guthries, J. (2010). Motivating and engaging students in reading. Retrieved from http://literacyconnects.org/img/2013/03/Motivating-and-engaging-students-in-reading-Cambria-Guthrie.pdf Stempler, E. (n.d.). 25 ways to get kids writing. Retrieved April 21, 2016, from http://www.scholastic.com/teachers/article/25-ways-get-kids-writing Teachers’ Curriculum Institute. (n.d.) Strategies to motivate struggling readers. Retrieved April 21, 2016, from http://www.teachtci.com/pdf/webinar_handouts/Strategies_to_Motivate_Struggling_Readers.pdf Norris, M. (2007). Rafe Esquith offers his fiery teaching methods. Retrieved from http://www.npr.org/templates/story/story.php?storyId=693977 California State University, Fresno. (n.d.). Bloom’s taxonomy action verbs. Retrieved December 6, 2015, from http://www.fresnostate.edu/academics/oie/documents/assesments/Blooms%20Level.pdf Instructional Plan Setting/Grade Level: Subject(s): School: Florida Date: Theme/Title: 1. PLANNING Standards Addressed List the standards by including the state, number of the standard(s), and a description of the standard(s). Which international, national, or state, or content standards does this lesson address? 1. PLANNING Learning Outcomes/SMARTGoals What will students learn? 1. PLANNING Learning Objectives (at least two) What will students do? All objectives must be measura ...

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