Educating the Whole Child

1.How does this content area prepare students to be future ready? 2.How does this area connect to other content areas? 3.What are the implications for meeting the needs of all learners as related to this content area?

By the time many students hit middle school, disengagement has become a learned behavior Keely Potter, Reading Specialist

Universal Design

Universal Design for Learning (UDL) is Universal Design for Learning (UDL) A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners

Universal Design Individualized Instruction Differentiated Instruction Universal Design

UDL UDL Principles

Principle I: Multiple Means of Representation: The what of learning To give diverse learners options for acquiring information and knowledge Present content in a variety of formats and modalities

UDL requires: Multiple Means of Representation Multiple Means of Representation Examples: Manipulatives Visual Displays Anticipatory Guides Graphic Organizers Artifacts Videos Music Movement Text Readers

Principle II: Multiple Means of Action and Expression: Judy Augatti

UDL requires: Multiple Means of Action and Expression Examples: Thumbs Up/Thumbs Down Gallery Walks Pair/Share Chalkboard/Whiteboard Splash Response Hold-Up Cards Quick Draws Numbered Heads Together Line-Ups and

Principle III: Multiple Means of Engagement Taps into learners’ interests, offers appropriate challenges, and increases

UDL requires: Multiple Means of Engagement Examples: Bounce Cards Air Writing Case Studies Role Plays Concept Charades Response Hold-Up Cards Networking Sessions Simulations

With UDL more students are: Engaged Learning Achieving Motivated

Multiple Means of Representation for ELLs Non-verbal Modeling Pictures Realia/Concrete objects Gestures Manipulatives Demonstrations Hands-on Picture dictionaries Language Support Word banks Word walls Labels Graphic organizers Sentence starters Sentence frames

Multiple Means of Expressing for ELLs Role-play Illustrations/ Drawings / Visuals Gestures First language

Multiple Means of Engagement Student Interaction – Oral comprehension supports reading and writing development –Differentiate Collaborative Activities

Learning about Language What does it say? What does it mean? What does it matter?

Implications for the Classroom explicit teaching of language Create a language-sensitive classroom Deconstruct/reconstruct complex text View other languages as assets

Just as there are strategies for assisting the ELL student, there are strategies to move the AIG student even farther…

Gifted Education and new NCSCOS An opportunity for growth and collaboration with regular education and within the field of gifted. Students may access more rigorous standards throughout the day, which would impact direct gifted education services and ensure access to more advanced education throughout the day. –A rising tide raises all ships. CC/ES standards align with and validate gifted education best practices, such as concept-based learning, integration of disciplines, and inquiry-based options.

Why Gifted Students Need Differentiated Learning For most.… Faster pace of learning (2-3 repetitions) Precocity for information Ability to synthesize information within and across disciplines (conceptual understanding) Intensity of learning in area of interest Asynchronous development

What do gifted learners need in order to maximize their learning?

Learning Needs of Gifted: Some, Not All Complexity: Abstract-thinking, Variety of concepts, subjects and strategies Depth: Higher levels of thinking, concepts Creativity: Open-endedness, choice Acceleration: Rapid pacing, Focus on Growth Relevance: Personal interest, Real-world problems and audiences, Connections

What does this mean for my classroom? Enrich, extend and accelerate the SCOS. Differentiate through content, process and product.

Tools and Strategies for Challenging Gifted Learners –Concept-Based Teaching –Tiered Assignments –Project-Based Learning –Curriculum Compacting –Independent Study with Rubrics –Seminars Other: All with appropriate challenge!

Non–Negotiables for Gifted Learners Gifted Children Vary in Needs and Strengths Mindset of Differentiation in Class, School, LEA Pre-assessment to understand needs and strengths; Flexible Grouping Social and Emotional Needs Addressed Academic and Cognitive Growth Addressed AIG: ALL DAY, EVERY DAY

NCDPI Arts Education Literacy Institute Serving All is a Process

Problems & Problem Solving Problem: Difference between expected/desired outcome and current outcome Problem identification: Finding a difference & determining if it is significant enough to require action now Problem solving: Figuring out how to eliminate or reduce difference (Newton et al, 2009)

RtI NC DPI has identified RtI as a research-based school improvement model and provides support to district and school implementation through professional development, technical assistance, and coaching.

Problem-Solving, Data, & Decision-Making Decision making is aided by access to data Providing instruction on a problem-solving model (TIPS) will result in problem solving that is –Thorough –Logical –Efficient –Effective Structure of meetings lays foundation for efficiency and effectiveness (Newton et al, 2009)

Collect & Use & UseData Develop Hypothesis Discuss & Select Solutions Develop & Implement Action Plan Evaluate & Revise Action Plan Problem Solving Meeting Foundations Team Initiated Problem Solving (TIPS) Model Identify Problems (Define & Clarify) (Newton et al, 2009)

The Problem-Solving “Mantra” Do we have a problem? What is the precise nature of our problem? Why does the problem exist, & what can we do about it? What are the actual elements of our plan? Is our plan being implemented, and is it working? What is the goal? (Newton et al, 2009)

Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21 st century.