EDPY 301 – Flashcards

“shaking up” what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they’ve learned

1. respectful tasks
2. flexible grouping
3. ongoing assessment and adjustment

1. proactive – plans a variety of ways ‘to get’ at and express learning
2. more qualitative than quantitative – adjust the nature rather than the quantity of an assignment
3. rooted in assessment – ongoing
4. student -centred – provide appropriate challenging learning experiences for all students
5. multiple approaches to content, process, and product – what how and how to demonstrate learning
6. blended of whole class, small groups, individual instruction – whole: establishes common understanding, small/individual: most effective
7. organic – is evolutionary, and dynamic – continually learning

1. convos with individuals
2. classroom discussion
3. observation
4. examine student work
5. formal assessment

i. knowledge is clearly organized
ii. student highly active in learning process
iii. assessments are rich and varied
iv. students feel sense of safety and connection
v. learning experience pushes learner a bit beyond his or her independence level

i. the image above standard — issue student is comfortable it denies what we know about the wide variance that inevitably exists with any group of learners
ii. no substitute for high quality curriculum and instruction in classrooms
iii. even with high quality instruction and curriculum we will fail in helping each learner be successful unless we build bridges between the learner and the learning

i. become mentally lazy
ii. become ‘hooked’ on the trappings of success
iii. become perfectionists
iv. fail to develop a sense of self -efficacy
v. may fail to develop study and coping skills

remember faster, have special hobbies/interests that you’ve learned lots about, learning is easier

1. look for positives in learner
2. don’t let what’s broken extinguish what works
3. pay attention to relevance
4. go for powerful learning
5. teach up
6. use many avenues for learning
7. see with eyes of love

changing HOW a student is taught and how he or she is assessed (i.e hearing impaired student has an interpreter)

changing WHAT a student is taught and how he or she is assessed (i.e student works on multiplication, while others do long division)

the input of teaching and learning
what we learn

goal: to offer approaches to ‘input’ (info ideas and skills) that meet students where they are and vigorously support forward progress

1. can adapt what we teach
2. we can adapt or modify how we give students access to what we want them to learn

1. response to students interests learning profile or readiness
2. response to any combo above

involves including the curriculum ideas and materials that build on current student interests or extend students interests

implies ensuring that a student has a way of ‘coming at’ materials and ideas that match their preferred way of learning

goal is to match the material or information students are asked to learn to a students capacity to understand it

i. concept-based teaching
ii. using varied text and resource materials
iii. learning contracts
iv. mini lessons
v. curriculum compacting
vi. varied support systems

stage 1: teachers identifies students who are candidate for compacting and assesses what they know and do not know about a particular topic
stage 2: teacher notes any skills or understandings covered in the study in which the student did not demonstrate mastery; and then lays out a plan to make certain that the students learn those concepts/skills
stage 3: teacher and student design an investigation or study for the student to engage in while others are working with the general lesson

emphasizes key concepts and principles

can contain both ‘skills’ and content components and the components of a contract can vary with a student’s needs

reteach a part of the lesson to students
find another way of teaching a group of students
meet with groups to extend their understanding

1. note-taking organizers
2. highlighted print materials
3. design of key ideas
4. peer and adult mentors
5. reading partners and audio/video recorders

sense making or opportunity for learners to process the content or ideas and skills to which they’ve been introduced (HOW)

help students rethink, use and extend what they have learned over a period of time

1. intelligence preference
2. culture – influenced preference
3. gendered-basesd preferences
4. combined preference

brain-based dispositions we all have for learning

combo of gender and culture will create unique constellations of learning preferences in individuals

1. complex instruction
2. entry points
3. 4 – MAT
4. varied approaches to organizing ideas

emphasizes teachers studying their students to determine which intellectual strengths each student brings

varied learners would prefer:
1. mastery of information
2. understanding of key ideas
3. personal involvement
4. creating something new related to a topic

Foundational: basic and presented in ways that help them build a solid foundation of understanding

Transformational: stretch and bend ideas and see how it interacts with other ideas to create a new thought

ex. 1 kid may benefit from a foundational task related to classifying animal by body covering; while another may be ready for a transformational task of how environment affect body covering

concrete: need to become familiar with key information or material about an area of study

abstract: look at its implications, meanings or interrelationships

ex. idea of plot (concrete) leads to investigations of theme (more abstract)

simple: big picture of a topic ‘skeleton’

complex: add ‘muscle, bones, and nerves’

single facet: involve only a few steps or solutions to complete

multiple facets: more challenging by following complicated directions

small leap: taking what they learned and applying it

great leap: taking what they learned and apply it on a bigger scale

more structured: well laid out and not many decisions to make

more open: discover and make more decisions

process that enables a student to solve a problem, carry out a task, or achieve a goal which would be beyond his or her unassisted efforts

i. not to aid the student in completing a task, but to aid the handover of the skills needed to complete the task
ii. the teacher and student jointly perform the task to develop the student’s subsequent ownership of the skill
iii. distinction between handover and helping
iv. focus MUST be on the student’s active participation in the task
v. enables kid to acquire knowledge about task goals, actions and strategies that will lead to increased in subsequent occurences with the task

1. zone of proximal development
2. zone of actual development

when a student can do a task unassisted

the space in which instruction and new learning can take place
-needs help
-support learning

i. interaction must be collaborative
ii. must operate within learners ZPD
iii. gradually withdrawn as learner becomes more competent

i. modelling
ii. application
iii. scaffolding fading
iv. mastery

teaching behavior that shows how one should feel, think or act within a given situation

3 types:
1. talk aloud
2. think aloud
3. performance

verbal demonstration of the task

involves verbalizing the steps you would take

verbalization of the thought processes used to complete a task or solve a particular problem

physical demonstration of the task to be completed

must constantly assess student understandings by:
-observing performance
-paying attention to error
-offer assistance and feedback

offers progressively less assistance and feedback as they begin to master the new content &/or process

1. requires teachers to give up some control
2. may not be properly implemented
3. requires planning and needs to be dynamic
4. taught with ZPD

includes a detailed description of the:
1) steps and skills (physical, cognitive, and linguistic)
2) task complexity
3) environmental conditions
4) necessary equipment/materials
5) unique factors

*how the task is accomplished

discrete skill introduction involves breaking down the final desired activity into a series of individual tasks

they’re then taught and fully mastered

move on to the new task once mastery of other task is completed

learning approach that designs curricular materials and activities that have the flexibility to match learners strengths and needs so that they can reach their learning goals

1. flexibility – works with learners strengths
2. not one size fits all

from the field of architectural studies

focus: on planning for accessibility in the need for retrofitting when a person with accessibility needs arrives

non-profit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities

a set of principles for curriculum development that gives all individuals equal opportunities to learn

perceives information in the environment and transform it into useable knowledge.
-includes: how we gather facts & categorize what we see, hear and read.
-includes: identifying letters, words or an author’s style

is the WHAT of teaching and learning

(ties with multiple means of representation)

plan, organize and initiate purposeful actions on the environment
-involves: planning & performing tasks and how we organize and express our ideas
includes: writing an essay, or solving a math problem

HOW you are going to go about things

(ties in with multiple means of action and expression)

monitor our internal and external environments to set priorities and to motivate our learning and behavior. How learners get engaged and stay motivated.

WHY

(ties in with multiple means of engagement)

UDL – looks at breaking down barriers before students arrive in the classroom (curriculum)

DI – looking at the groups of students (student level)

1. physical
2. social
3. academic

i. goals
ii. materials and resources
iii. methods
iv. assessment

consists of a wide variety of social skills and strategies including teacher-pleasing behavior, peer interactions and group dynamics

developmental neuropsychologist and educator

focus: development of new technologies for learning

cofounded CAST in 1984

1. UDL
2. DI
3. Progress monitoring

the pyramid represents both the time and intensity of instruction needed to meet the needs of particular students

1. change
2. inclusion
3. accountability

response to intervention (RTI)

a tier 2 instructional support for students ho continue to struggle or make progress faster receiving classroom instruction that incorporated UDL and DI principles

students are provided instruction which is more intense and of a longer duration or possibly a different type of instruction

Tier 3 (at top)
Tier 2
Tier 1 (at bottom)

classroom instruction -incorporates UDL and DI principles

includes:
-DI
-delivered by general ed teacher
-uses evidence-based core curriculum
-effective for 80-85% of all students

represent changes to both the type, intensity and duration of instruction

includes:
-those who don’t respond to tier 1 instruction
-uses strategic, evidence-based interventions
-help students who need a bit more help
-delivered in small groups within general ed (support provided to teacher)
-offered to approx 15% of all students
-continue to participate in general tier 1 instruction
-don’t replace core curriculum, they supplement it

represent changes to both the type, intensity and duration of instruction

includes:
-uses intensive evidence-based interventions
-individuals or small groups
-direct instruction extended
-supplement instruction provided in tier 1
-only 5% need it

formation the Canadian Association for retarted kids

learning disabilities association of Canada

parents lobbied for education of kids with exceptional needs

embrace people with exceptionalities as part of the mainstream of society and all its institutions from birth onwards

societal world view that able-bodied individual are the norm and individuals with disability must strive to become normal

– disability seen as a failure rather than a simple consequence of human diversity

kids fault, teacher has no part

a set of beliefs that emphasizes the internal attributes of a person as an explanation for how they learn and behave
ex. ‘students with disabilities don’t belong in my class’

a set of unexplored assumptions

see disability as created in part by social conditions holding that society creates barriers that prevent people who are outside the mainstream of society’s privileges
-many UDL and DI perspectives evolved from this
-teachers believe they can make a difference

exults the performances abled-bodied individuals and devalues the performance of others whose performance is aided by external devices or tools