3. Universal Design for Learning
MulCple
means:
-‐to
tap
into
background
knowledge,
to
acCvate
prior
knowledge,
to
increase
engagement
and
moCvaCon
-‐to
acquire
the
informaCon
and
knowledge
to
process
new
ideas
and
informaCon
-‐to
express
what
they
know.
Rose
&
Meyer,
2002
4. Backwards Design
• What
important
ideas
and
enduring
understandings
do
you
want
the
students
to
know?
• What
thinking
strategies
will
students
need
to
demonstrate
these
understandings?
McTighe
&
Wiggins,
2001
5. 1. Learning Intentions
“Students
can
reach
any
target
as
long
as
it
holds
sCll
for
them.”
-‐
SCggins
-‐
2. Criteria
Work
with
learners
to
develop
criteria
so
they
know
what
quality
looks
like.
3. Questions
Increase
quality
quesCons
to
show
evidence
of
learning
6. 4.
Descrip+ve
Feedback
Timely,
relevant
descripCve
feedback
contributes
most
powerfully
to
student
learning!
5. Self & Peer Assessment
Involve
learners
more
in
self
&
peer
assessment
6. Ownership
Have
students
communicate
their
learning
with
others
7. Features
of
High-‐Engagement
Learning
Environments
• available
supply
of
appropriately
difficult
texts
• opCons
that
allow
students
more
control
over
the
texts
to
be
read
and
the
work
to
be
accomplished
• the
collaboraCve
nature
of
much
of
the
work
• the
opportunity
to
discuss
what
was
read
and
wriYen
• the
meaningfulness
of
the
acCviCes
• Allington
&
Johnston,
2002;
Presley,
2002;
Wigfield,
1997;
Almasi
&
McKeown,
1996;
Turner,
1995
8. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)
10. Essential Lesson Components
• EssenCal
quesCon/learning
intenCon/a
big
idea
• Open-‐ended
strategies:
connect-‐process-‐transform
• DifferenCaCon
–
choice,
choice,
choice
• Assessment
for
learning
• Gradual
release
of
responsibility
11. Poetry Circles
• Present
a
poem
to
the
class
• Model
how
to
surround
it
with
quesCons,
images,
feelings
• Discuss
in
small
groups
• Present
a
new
poem
–
surround
with
?,
images,
feelings
• Fishbowl
interpreCng
this
poem,
and
introduce
the
rubric
or
build
criteria
for
what
makes
the
discussion
work
• Introduce
a
new
poem
• Students
individually
surround
with
?,
images,
feelings
• Discuss
in
small
groups
• Students
write
a
response
to
the
poem
12. As
I
traveled
from
the
city
Toward
the
country
Old
age
fell
off
my
shoulders
13. As
I
traveled
from
the
city
toward
the
country
old
age
fell
off
my
shoulders.
Salah
Fa’iq
14. As
I
traveled
from
the
city
to
the
country
old
age
fell
off
my
shoulders
Salah
Fa’iq
the
flag
of
childhood
poems
from
the
middle
east
selected
by
naomi
shihab
rye
15. The
Wild
Wolves
of
Winter
–
Raymond
Souster
The
wild
wolves
of
winter
swept
through
the
streets
last
night.
Hate
glared
in
their
eyes
like
unexploded
neon
the
wind
of
their
howling
a
thousand
moon-‐curdling
moans
the
teeth
of
their
hunger
endless
fields
of
aching
snow.
The
wild
wolves
of
winter
welcome
nowhere
scratched
at
doors
and
windows,
ripped
at
roofs,
tore
at
chimneys,
kept
us
awake,
nervous
in
our
warm,
sleep-‐calling
beds.
The
wind
moan.
The
crazy
clawing.
The
shaken
doors.
Then,
as
suddenly
were
gone,
all
was
quiet.
We
turned
a
last
Cme
in
our
beds
and
slept.
16. Grade 9 Science – Starleigh Grass &
Mindy Casselman
Electricity
• The
Challenge:
• Many
of
the
students
are
disengaged
and
dislike
‘book
learning’.
They
acquire
more
knowledge,
concept
and
skill
when
they
are
acCve,
collaboraCve
and
reading
in
chunks.
• Starleigh
and
Mindy
in
It’s
All
about
Thinking
(Math
and
Science),
2011.
17. Essential Question
• If
we
understand
how
materials
hold
and
transfer
electric
charge,
can
we
store
and
move
electric
charge
using
common
materials?
18. • Individually,
brainstorm
what
you
can
recall
about
the
characterisCcs
of
an
atom.
• Meet
in
groups
of
3
to
add
to
and
revise
your
list.
• Compare
this
list
to
the
master
list.
• …(word
derivaCons,
label
an
atom…)
• Exit
slip:
2
characterisCcs
you
want
to
remember
about
atoms.
19. The
Atom
• All
maYer
is
made
of
atoms.
• Atoms
have
electrons,
neutrons,
and
protons.
Electrons
move,
protons
and
neutrons
do
not
move.
• Atoms
have
negaCve
and
posiCve
charges.
• Electrons
have
a
negaCve
charge;
protons
have
a
posiCve
charge.
• Protons
and
neutrons
are
located
at
the
centre
of
the
atom,
in
the
nucleus.
• Electrons
orbit
around
the
outside
of
the
nucleus,
in
energy
“shells.”
• An
object
can
be
negaCvely
or
posiCvely
charged,
depending
on
the
raCo
of
protons
and
electrons.
