March+5,+2008

Group Juggle Learned - general - specific Don’t know yet L - I – N – G – O Prep for next class: Sharing (inclusive plan ideas) - Room 366 Note: Plans due March 10 __ Activity: Group Juggle __ We started class with a group juggle: Create a large circle (standing) and start with a ball. Throw the ball around in the circle until everyone has caught it once. Everyone remembers who threw the ball to them and they repeat the pattern throwing the ball around the circle again. This continues as more balls are added to the circle one at a time. Slowly the balls are withdrawn from the circle until the last ball is withdrawn and the game is over.
 * Class 17: What We’ve Learned and What We Don’t Yet Know **
 * Outline of Class **

__ Review of Principles if Universal Design __ Equitable Use Flexibility in Use Simple and Intuitive Use Perceptible Information Tolerance for Error Appropriate Size and Space Should assessment and teaching strategies be in universal design? Are we designing our instruction for diverse learners? Challenging behaviour is often due to a lack of fit for a student with their environment. Example: Biology Lecture (page 266) Is this the best way to teach this material? Step back and instead of saying how can we fit students into the lesson, fit the lesson to the students. Students need to be taught how to take notes and learn how to pick out the important information. Perhaps some students may need a simpler textbook from which to take notes. // Handout – Principles of Universal Design as applied to teaching // News Article: In Saskatchewan schools they have O.Ked cell phones, how could they be used? Japan thought they could find thin cells for ten cents a piece and have a class set to eliminate any SES discrimination. Currently cell phones are not allowed in Winnipeg School Division and probably most other divisions in Manitoba. __ Unit Plan __ Question – what happens when students get in trouble with the law, is there follow up and follow through from their school? Question – how do you keep students from falling through the cracks…craters? Question – How do you connect with students who don’t engage? Question – Is good segregation better than bad inclusion? We use a lot of jargon – often parents go away confused with the acronyms, if we used plain English everyday it would be a lot easier to collaborate! Song: Jargon is the Game-o!
 * Good teachers adapt all the time
 * Good teachers incorporate new ideas
 * Good teachers design for diversity
 * We need to worry about all students in our classroom
 * Even university classes need to be adapted
 * Sometimes we teach two different classes and the same lesson won’t necessarily fit for both classes
 * Equitable Use: **
 * Def: ** Instruction is designed to be useful to and accessible by students with diverse abilities. The same means of use is provided for all students, identical whenever possible, equivalent when not, avoiding differential treatment or stigmatizing of students.
 * Examples: **
 * Multi level lessons –
 * students should all be allowed to use the same things
 * educational assistants should be available to help all students
 * novel studies – different books at different levels on the same topic or theme
 * Flexibility in Use: **
 * Def ** : Instruction is designed to accommodate a wide range of individual abilities and preferences. Provide Choice in method of use.
 * Examples: **
 * choices/options for assignments
 * variety of multiple intelligences and learning styles
 * variety of groupings used
 * different approaches used, direct, inquiry.
 * choice and input when it comes to assessment such as: self or peer assessment, making rubric together, and /or a choice in the weighting of assessments
 * Simple and Intuitive: **
 * Def: ** Instruction should be designed in a straightforward and predictable manner, regardless of student’s experience, knowledge, language skills or current concentration level. Unnecessary complexity is eliminated.
 * Examples: **
 * outlines should be made so students know where they are going
 * directions should be clear and concise
 * directions should be presented in more than one form
 * reminders to students are helpful
 * make sure that students have the pre-rec skills needed before starting something new
 * designing and sharing rubrics with the students for their assignments
 * Perceptible Information: **
 * Def ** : Instruction is designed so that necessary information is communicated effectively to the student regardless of ambient conditions or the student’s sensory abilities.
 * Examples: **
 * microphone and speakers in class
 * directions given in different ways
 * tape instructions available
 * demonstrations
 * Tolerance for Error: **
 * Def: ** Instruction anticipates variation in individual student learning pace and prerequisite skills.
 * Examples: **
 * checking pre-rec skills
 * checking for comprehension – use coloured index cards for students to hold up for true or false, or thumbs up, thumbs down, thumbs somewhere in the middle
 * giving specific feedback
 * students re submitting assignment or tests
 * sample questions to be graded first to ensure student’s comprehension
 * circulators
 * Low Effort: **
 * Def: ** Instruction is designed to minimize physical, cognitive and psychological fatigue.
 * Example: **
 * Attention span = age plus two minutes to a max of twenty minutes
 * Appropriate Size and Space: **
 * Def: ** Instruction is designed with consideration for appropriate size and space for approach, reach, manipulation, and use regardless of a student’s body size, posture, mobility, and communication needs.
 * Examples: **
 * Seating set up, not having backs to each other
 * Materials and manipulative available
 * Ability to reach and see things
 * Enough space for extra equipment if needed
 * Oral quiz have them text you
 * Have students text three people and out what they had for breakfast
 * Organize by practice – put practice in the header and then explain how you have achieved this.
 * Designing for diversity is about working smarter not harder. **
 * Don’t Know Yet **
 * Wrap up **