Chapter 6 and 11
- 1. Customizing Student Learning Activities and Diversity and Cultural Understanding by John Bullington
- 2. Using Data Can Help you.......................... see the problem! • set and revise goals for student learning • monitor the effectiveness of learning activities • who is not meeting goals? • what do they have in common? • revise instructional strategies • can I modify the learning strategies to address the issue?
- 3. Understanding the Problem • Universal Design for Learning • Neural Networks that influence learning • Recognition Networks: process "the what" should be learned • Strategic Networks: operate on "how"things can be learned • Affective Networks: process "the why" of learning
- 4. Working Towards a Solution! • Universal Design in the Classroom • Setting Goals should • recognize "what" should be learned • provide multiple opportunities for "how"it can be learned • emphasize "why"the learning is important • Individualized Learning • Differentiation utilizing various digital media
- 5. Leveling the Playing Field • Why should I learn about Assistive Technology • Over 75% of students with disabilities spent the majority of their school day in general education classrooms. (Boyer & Mainzer, 2003) • Truly effective special education requires both a general education teacher and a special education teacher trained to do two different things, not merely to work together with a common purpose," (Hallahan, 2012, p. 38)
- 6. Leveling the Playing Field • Assistive Technology • Low Tech • spell check, enlarging print on screen, calculators, timers • Mid Tech • scanning reading pens, TDD's, captioning, hyper inked multimedia • High Tech • eye tracking technology, speech synthesizers, text to speech software
- 7. Culturally Responsive Teachers • are socially conscious • view students' diverse backgrounds as assets rather than liabilities • feel personally responsible for helping schools be more responsive to all • understand how learners construct knowledge • know about the lives of their students • design instruction that builds upon students' prior knowledge and experiences and stretches them beyond the familiar
- 8. Learner-Centered Strategies • Supporting the social needs of Students • Teacher Modeling • Questioning • Quality Responding • Peer Interactions • Group Inquiry Skills • Reflective Journals
- 9. Learner-Centered Strategies • Supporting the Cognitive Needs of Students • Help students focus on learning goals • "make thinking visible" • "rules of thumb" • Supporting the Metacognitive Needs of Students • Make a connection between the Learning goals and the process • Goal Charts • Reflective Digital Journals
- 10. Equitable Access • Access to Up-to-Date Hardware, Software, and Connectivity • At School • At Home • Access to Meaningful, High-Quality, and Culturally Responsive Content • Recognizing Biases • Access to Tech-Knowledgeable Teachers
- 11. Cultural Understanding and Global Awareness • Understand your Culture and the culture of others • What is Culture? • Working with students to develop cultural understanding • Respecting Cultural Diversity in the Classroom • Respecting culture is a two way street
- 12. References • Cennamo, Katherine, John D. Ross, and Peggy A. Ertmer. "Chapter 6, 11". Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. Belmont Ca: Wadsworth, 2010. N. pag. Print. • Hallahan, Daniel, James M. Kauffman, and Paige C. Pullen. "Page 38" Exceptional Learners: An Introduction to Special Education. New York City, NY: Pearson Education, 2012