This document discusses how Woodholme Elementary School aims to improve small group instruction through the implementation of Universal Design for Learning (UDL) principles. The school's teachers struggle with providing differentiated instruction to diverse learners in heterogeneous classrooms. By applying UDL, the goal is to develop lessons that utilize tools and resources to support small group work and meet varied student needs and abilities. Examples of UDL-aligned tools that could aid small group instruction include Microsoft Word's auto-summarize feature, graphic organizers, and assistive technologies.
2. • Common Core standards
• Implementation of small group
instruction
Woodholme Elementary’s
Goal
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3. “Small Group instruction enriches student learning of grade
level standards by increasing the rigor of the texts read
(including texts beyond the enrolled grade level), increasing
work on drawing inferences and evidence from texts, and
increasing the time on task for comparing and synthesizing
ideas across texts over that provided for the enrichment and
scaffolded groups.
In addition, this group extends learning through using and
analyzing sources to develop skills in written expression, oral
expression, and listening comprehension. Students also
engage in lessons using above-grade level standards.”
SMALL GROUP INSTRUCTION
Retrieved from http://www.bcps.org/offices/gt/curriculum-default.html
4. Woodholme Elementary School’s
teacher problem…
• Small group instruction
• Integration of Common Core Standards…
• With heterogeneously grouped classrooms
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5. What does the research say?
• Schools with effective reading programs
facilitate a variety of instructional
practices including whole group, small
group, and individualized instruction.
• Scheduling an uninterrupted block of time
for reading is ideal in order to maximize
opportunities for differentiated instruction.
6. problem…
• Too many diverse learners who are not having direct
instruction from the teacher.
• Curriculum is absent and not enough resources are given
to support implementation of successful small group
instruction
• Teachers are burning out from working overtime in
producing materials to help meet student’s needs in the
classroom
• Providing appropriate resources and instructional
implementations to support students engagement,
expression, and representation for the extreme diversity in
each classroom.
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7. • To increase awareness of tools available for UDL by
applying principles of UDL to Maryland’s Common Core
State Curriculum in order to develop lessons that will help
teachers plan for small group instruction.
Woodholme Elementary’s
Goal
Give an example of when you
have used small group
instruction.
What is something you would
like to learn about small group
instruction?
Small group instruction means
planning a different lesson for
each group.
Name an independent activity (s)
that the other students work on
at their seats.
Identify ways to organize the
classroom during small group
instruction.
Identify ways to manage the
rotation of providing instruction
for more than one group of
students.
8. Teacher’s Goal:
Examine the implementation of small
group instruction in order to create
and establish a differentiated and
meaningful learning environment
for students.
9. Facilitating Students
Independence
• Teachers must provide training for the
routines and expectations.
– Ensures structure for small group
• The classroom rules and procedures must
be clearly established and consistently
followed.
– Working quietly and independently
– Following the Daily 5 framework
– Using materials/time appropriately
10. 9:45 -
Shared Reading (mentor text)
Model thinking strategies
- 10:00
Shared Learning Experience
Discussion
Exit ticket
10:00
10:20
10:40
-
10:20
10:40
11:00
Small Group Instruction
- SG1 - Meet with teacher
- SG2 - Independent application of
previous days skills
- Alternate days
11:00 - 11:20
Extra Support / Intervention
- Walk around and support students
- Pull small re-teach or extra support
group
- Individual conferences
Schedule 2013-2014
11. But how can we do this????
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12. Universal Design For Learning
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Access for All
• Embedding flexible strategies into the curriculum
during the planning process
• Reduces the need for retrofitting
accommodations for individual students
• Flexible teaching and carefully planned choices
for all students to demonstrate their knowledge
Retrieved from www.udlcenter.org
13. Don’t throw the baby out with the bathwater!
http://www.pgannon.com/images/art_main/bathwater_main.jpg
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I think it’s important that teachers use the
materials and resources that are available
on a daily basis. The philosophy of UDL
does not say we must go out and buy new
technology.
Using tools that are already in the classroom
and the curriculum to meet the needs of all
students
Work smarter not harder?
14. PUTTING IT INTO PRACTICE
Continuing with the curriculum material
and working in grade level groups,
complete the UDL/Content, Process,
Product using the new resources
showcased.
1. Generate lists of tools/strategies to be used
to support
1. Multiple means of representation-process
2. Multiple means of engagement-
process/product
3. Multiple means of action and expression-
product
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15. Windows 7 Ease of Access
•Magnifier
•Onscreen Keyboard
•Speech Recognition
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17. 17
Microsoft Word- AutoSummarize
For example, a student could use Office Word 2007 to create
an automatic summary of a number of long science articles or
to quickly create an abstract for a finished history report. The
student runs AutoSummarize and then edits the summary.
AutoSummarize analyzes a document and then assigns a
score to each sentence. You decide the amount of detail you
want, and AutoSummarize uses the scoring system to extract
the key points and assemble them for you.
Choose one of the four types
of summaries, and Office
Word 2007 displays the
extracted text.
After AutoSumarize finishes,
you can edit the results to fit your needs.
19. 19
This is an example of giving a
student the same information as
their peers. Running auto
summarize all of the students
can be asked to read the
highlighted information first and
then the rest of the document.
The student with a learning
differences may be asked just
two read the highlighted text.
Running auto summarize
23. Word Prediction
We mentioned word
prediction earlier. Here
we are talking about two
distinct third party word
prediction software
programs. Word Q and
co writer. Both programs
work with any word
processor providing the
students with an
onscreen writing support.
They also provide for
students who have
significant difficulty with
spelling and use it
invented spelling.
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24. Clicker 5
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offers both text and picture support
to help students with reading and
writing.
You can see from the screen there is
a typing or writing window as well as
a grid window. The grid is totally
customizable. Allowing for students
to write what they are capable of
writing.
Online support and activity bank
25. Classroom Suite
This program is similar
to the clicker 5 -offers
a report generating
feature as well as a
correction feature.
The correction feature
allows the correct
answers to be put into
the activity giving the
students get
immediate feedback.
Activity exchange
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