WSI Self Contained Classroom Track Tonya Brackett, SPED Teacher, St. Richard School, Jackson, MS tbrackett@strichardschool.org Tom Harmon, MAC Teaching Artist, VSA Teaching Artist Fellow, Visual Artist mrtom@comcast.net

Who Are You ? Make a 2 sided name plate for yourself. It must be freestanding Your name must be on both sides Your name must be printed You may use first and last names, first name, or nickname. Names must be large enough to be read from 20 feet.

Who are you? Collaboratively decide on a table group team name and make a 2 sided name plate for your table. Use the same standards as before. Use any materials available to you

What we will be doing today Talk about Universal Design for Learning (UDL) Look at a model residency Make some paper Discuss process used to plan residency Make a handmade book Daily reflection and sharing

What we will be doing tomorrow Sharing and assessing bookmaking Storytelling project How do we know the student learned Group presentations Gardening unit presentation Wrap-up and reflections

Universal Design for Learning (UDL) Our agenda for this afternoon is very straightforward. First you will tell a little about yourselves, then I will tell you about how our brains function when in a learning mode. Actually our brains are always in a learning mode, constantly collecting and cataloging information. Then we will take a short break and after that I will demonstrate how I use UDL in my papermaking workshops. You all will get a chance to make paper. The final hour you will have a chance to use your new skills and knowledge to start a UDL analysis of your teaching artform. We will finish with a show and tell, sharing your insights with all of us.

Goals Understand the concepts of Universal Design for Learning Apply the concepts of Universal Design for Learning to classroom practice Presenter states goals of the UDL overview session. Two keys are “UNDERSTANDING” and “APPLYING”.

Three Brain Networks The Recognition Networks The Strategic Networks The Affective Networks Dr. David Rose, a researcher with the Center for Applied and Special Technology (CAST) has identified three brain networks that support learning. The brain is one big, integrated network. But for convenience, we often think of three different groupings within that network. The first are recognition networks (THE WHAT), the second are strategic networks (THE WHY), and the third are affective networks (THE HOW).

Primary Principles of UDL I. Provide Multiple Means of Representation Perception Language, expressions, and symbols Comprehension II. Provide Multiple Means of Action and Expression Physical action Expression and communication Executive function III. Provide Multiple Means of Engagement Recruiting interest Sustaining effort and persistence Self-regulation

1. Multiple means of Representation Ensures that Recognition networks of students are supported (The “WHAT” of Learning) Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because it allows students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential. How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.

Recognition

2. Multiple Means of Action and Expression Ensures that the Strategic networks of students are supported (The “HOW” of learning) Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another are in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential. Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.

Expression

3. Multiple Means of Engagement Ensures that the Affective networks of students are supported The “WHY” of learning Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors. Some learners are highly engaged by spontaneity and novelty while other are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential. How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions which stimulate interest and motivation for learning

Engagement

What it Means to me UDL means that there are many ways to represent information, not only for the teacher but also for the student. The key term for me is “MULTIPLE MEANS…”

Think about your classroom and how you can apply these UDL principles: Theory into Practice Think about your classroom and how you can apply these UDL principles: Representation Action/expression Engagement Identify worksheets, and provide UDL Guidelines, v.2

Better yet, how do you know? Papermaking Example How do I ensure that ALL the students UNDERSTAND what I am explaining or discussing? Better yet, how do you know?

Provide options for perception ·  Have samples of clay tablets, papyrus, banana leaves, wasp nest, cotton rag, cotton boll, wood, paper pulp and handmade paper to show and pass around for tactile and close-up examination. This is an example of my UDL chart for papermaking and bookmaking. You can also see how I provided multiple means for the students to understand the information. One you are aware of the process it becomes second nature to provide options.

Perception

Representation

UDL Strategies Worksheet Use the worksheet provided to record your ideas. Analyze each checkpoint based on your selected artform. Do you find things you are already doing?

Presentations and Discussion Identify and discuss one network strategy you developed. Discuss one insight into UDL you felt was important. Each student will have 2 minutes to share information (12 students) Briefly recap three networks, student responses.

On the Web Curriculum self-check: http://udlselfcheck.cast.org/ This can be used to analyze how well teachers are incorporating UDL ideas and principles into their classrooms Lesson Builder: http://lessonbuilder.cast.org/ This tool can be used to build lessons that align with UDL principles. You can also view examples of UDL lessons available for use.

National Center for UDL UDL Tech Toolkit: http://udltechtoolkit.wikispaces.com/ This site gives several resources that teachers can use in their classrooms such as graphic organizers, math tools, literacy tools, and writing tools National Center for UDL http://www.udlcenter.org/aboutudl/udlguidelines

Mississippi Public Broadcasting: E-Learning Teaching every student in the digital age: Universal Design for Learning. http://www.cast.org/teachingeverystudent/ideas/tes/ Mississippi Public Broadcasting: E-Learning http://mpbonline.org/Education/educator_resources/ technology/e_learning

St. Richard Kids Model Residency

Model Residency Overview of residency Pre-residency planning meeting

Planning Meeting

Pre-Residency PLANNING MEETING What can the teaching artist do to support the teachers IEP Goals? What is the best art project? What resources will be needed? When will it take place? Responsibilities of each

Model Residency Internal resources Overview of residency Pre-planning meeting Internal resources

Internal Resources Arts Specialists, (Music, Visual Art) Story Books Drawing Books Art Prints Internet

Model Residency Discussion Overview of residency Pre-planning meeting Internal resources Discussion

Discussion Share your ideas with others. Create SPED Resource Group? Use social media

Papermaking Workshop A demonstration of the use of UDL to develop an arts integrated learning experience An opportunity for you to reflect on the strategies demonstrated

Papermaking Experience Activating Recognition Networks Activating Strategic Networks Activating Affective Networks Use “Introduction to Paper” curriculum map and lesson plan to conduct class. Have students identify UDL strategies demonstrated. Have students make several sheets of paper, observe dynamics of learning.

The Power of Collaboration Team Teaching Art Experience (Brainstorming) IEP Goals Hands-On Experience Group Presentations Assessments

Team Teaching Teacher focus on IEP/State Standards Teaching Artist focus on art experience integrated with IEP/State Standards Teacher has primary classroom management responsibility* Teaching Artist has classroom management responsibility also

The best teachers teach from the heart, not from the book. Anon

Using New Skills Group Flip Chart Activity Group select one IEP Goal and write on chart Brainstorm art activities that could assist in achieving IEP Goal Rotate to next chart when you hear the music Brainstorm art activities for new IEP Goal

Using New Skills Groups review their chart and select one art integrated idea from list Each group creates art from selection Use another chart and select another idea and create art Present your groups ideas to class for discussion

An Arts Integrated Lesson Bookmaking An Arts Integrated Lesson

Standards Binding through each hole at least once Binding starts and finishes on front No more than five beads used for decoration Book spine on left side Pages are secure Design on front cover using only paper

Student Examples

Review and Discussion What happened today? Any shareable insights? More fun tomorrow starting at 8:30

What we will be doing today Sharing and assessing bookmaking Storytelling project How do we know the student learned Group presentations Gardening unit presentation Wrap-up and reflections

Assessment of Learning Observation of student performance Analysis of student work Does work product meet standards? Do work products exceed standards? Discussion of unexpected results

Bookmaking Assessments Group Reports Disability Experiences IEP Goals Assessments Student Successes

Storytelling & Arts Integration Storytelling Demonstration Student Storytelling Project IEP Goals/State Standards Art/Music Standards Develop the Lesson Present the Lesson

Storytelling Project Group select storybook to read Identify “characters” that represent story elements Create “character” puppets Find appropriate music for story (www) Identify 3 different ways for students to use the music

Storytelling Project Group select storybook to read Identify “characters” that represent story elements Create “character” puppets Find appropriate music for story (www) Identify 3 different ways for students to use the music

Storytelling Project Groups perform their story and identify IEP Goals they were able to incorporate

Gardening Unit

SPED Track Discussions, suggestions? Where do we go from here? How will you be able to use this information to help you become a more “Multiple Means” teacher? Have you started thinking about using UDL as you plan your lessons?

Thank You Tonya Brackett Tom Harmon