Developing Effective Speaking and Listening Skills for Students with Disabilities

2 Session Objectives Participants will be able to: Identify the skills and habits that are valued within the Common Core Speaking and Listening Standards Identify potential listening and speaking barriers and develop solutions for students with disabilities Leverage listening and speaking to scaffold critical thinking and reading and writing skills for students with disabilities Plan using UDL and integrate listening and speaking tools into their instructional practices to support students with disabilities

3 You are Here! Introduction What skills and habits are valued in the Speaking & Listening Standards? What are Potential Barriers & Possible Solutions? How can I Teach & Scaffold Student Listening Skills and Habits? How can I Teach & Support Student Speaking Skills and Habits ? Reflection and Closing

Within the context of classroom learning, what do we mean by “listening” and “speaking”? 4

5 You are Here! Introduction What skills and habits are valued in the Speaking & Listening Standards ? What are Potential Barriers & Possible Solutions? How can I Teach & Scaffold Student Listening Skills and Habits? How can I Teach & Support Student Speaking Skills and Habits ? Reflection and Closing

Activity 1: Speaking and Listening Skills and Habits 6

7 You are Here! Introduction What skills and habits are valued in the Speaking & Listening Standards ? What are Potential Barriers & Possible Solutions? How can I Teach & Scaffold Student Listening Skills and Habits? How can I Teach & Support Student Speaking Skills and Habits? Reflection and Closing

Not Skill Silos Critical Thinking Reading Critical Thinking Listening and Speaking Critical Thinking Writing 8

Students with Listening and Speaking Disabilities Students with listening difficulties (e.g., receptive language deficits) Students with speaking difficulties (e.g., expressive language deficits) Students with listening and speaking difficulties What are signs of the difficulty? Take more time to process; seem disengaged; trouble following directions; confuse words that sound similar; difficulty with complex ideas Do not voluntarily enter into classroom discussions; seems disengaged; when called on, provides abbreviated responses Have difficulties with both processing and producing spoken language In what ways do students exhibit difficulties during daily instruction? Learning challenge is directly related to a specific cognitive ability (e.g., short-term memory issues, vocabulary deficit, cognitive overload; attention) May demonstrate understanding but it is not reflected in verbal or written responses Have processing difficulties, problems related to regulating attention and short- term memory, and difficulty developing complex responses 9

Listening & Speaking: The Double Edged Sword 10 Potential Barrier Potential Scaffold Critical Thinking

Activity 2: Listening and Speaking as a Scaffolding Approach Independently generate and list ways that listening and speaking can be a means to scaffold student skill critical thinking, reading and writing skills development. Next, as a group generate a master list. Be prepared to share. 11 ReadingWriting Pre Post

Listening & Speaking Through the Universal Design for Learning Framework 12

13 You are Here! Introduction What skills and habits are valued in the Speaking & Listening Standards? What are Potential Barriers & Possible Solutions? How can I Teach & Scaffold Student Listening Skills and Habits? How can I Teach & Support Student Speaking Skills and Habits? Reflection and Closing

Teaching and Scaffolding Effective Listening Skills 1.Engage students’ metacognitive skills (multiple means of engagement)  have them define and describe “good listening”  have them listen with a purpose 2.For deeper thinking and quality responses, provide students time to think or “consolidate.” 3.Provide varied and multiple listening practice opportunities (multiple means of representation). 4.Provide visual and auditory representations (multiple means of engagement, multiple means of representation) 5.Scaffold the development of active listening skills, through tools such as RASA (multiple means of action and expression) 6.Your practices and strategies. 14

Preamble and Articles 1-10 of The Universal Declaration of Human Rights 15 Multiple Means of Representation Visual Support, Articles 1-10 Eleanor Roosevelt reading the Preamble and the UDHR

RASA 16

Lesson 1, Preamble and Articles 1-10 of The Universal Declaration of Human Rights 1.Read through the lesson. 2.As pairs, annotate:  where students are engaged in the lesson in listening and speaking  supports built into the lesson for listening and speaking  potential barriers for students with disabilities around listening and/or speaking  where additional listening and speaking could scaffold other parts of the lesson (Consider recommendations on slide 15) 17

Lesson 1, Application Question You are adapting this lesson for your class. Which recommendations would you implement in this lesson to support listening skill development for your students with disabilities? (Consider the UDL Framework and recommendations on slide 15-17) Which listening scaffolds would you implement to enhance other skill development for your students with disabilities? (Consider your ideas on slide 11) 18

19 You are Here! Introduction What skills and habits are valued in the Speaking & Listening Standards ? What are Potential Barriers & Possible Solutions? How can I Teach & Scaffold Student Listening Skills and Habits? How can I Teach & Support Student Speaking Skills and Habits? Reflection and Closing

Teaching and Scaffolding Speaking Skills and Habits 1.Provide varied and multiple means of action and expression and multiple means of engagement (apps.- Knovio, Telligami, website-Exploratree.org) 2.Ensure/Build in equitable opportunities for participation. 3.Provide “safe” opportunities for participation that will lead to engagement and greater participation. (Multiple means of engagement) 4.Scaffold the development of building academic discussion, through tools such as the Tool for Building Academic Conversations (Multiple means of action and expression) 5.Incorporate multiple means of action and expression to support developing critical thinking skills and support reading and writing skills. 6.Your practices and strategies. 20

Tool for Building Academic Conversations 21

Multiple Means of Action and Expression Literary Analysis through Interactive Stations In six groups, students will spend five minutes at each of the three stations, and then rotate and repeat until each student has completed each of the three station assignments. Stations are as follows: Wall of Silence. Students will each contribute one quote from the text to a large paper hanging on the wall. Quotes will be related to “silence,” and students will have them prepared from a prior activity. Each student will then respond to at least one of the other quotes by asking a question, making a connection, or simply writing their thoughts. Power Tableau. As a group, students will come up with a way to represent the dynamics of power and silence in “No Name Woman” by embodying them in a frozen, silent tableau. Circle Discussion. Students will be seated in a circle. Each will have a sheet for notes. They will respond to the question “How would ‘No Name Woman’ be different if characters were more open with each other?” 22

Multiple Means of Action & Expression as a Scaffold 23 The Teaching Channel Literary Analysis through Interactive Stations

Lesson 1, Application Question Again, you are adapting this lesson for your class. Using the UDL framework and referring to slides 21-24, which recommendations would you implement in this lesson to support speaking skill development for your students with disabilities? Which speaking scaffolds would you implement to enhance other skill development for your students with disabilities? 24

25 You are Here! Introduction What skills and habits are valued in the Speaking & Listening Standards? What are Potential Barriers & Possible Solutions? How can I Teach & Scaffold Student Listening Skills and Habits? How can I Teach & Support Student Speaking Skills and Habits? Reflection and Closing

3-2-1 Three supports/scaffolds you plan to take away, share, and implement Two steps you will take to expand learning more listening and speaking scaffolds for students with disabilities One commitment you will make to enhance your classroom to support students’ listening and speaking 26

27 Q & A

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