1. By Jana Moore Corey Barton
Supporting Students By
Jana Moore
Corey Barton

2. Learning Target:
Today I will learn about student supported and flexible learning targets so I can support the various learning needs of my students by re-writing traditional learning targets and adding accomodations and/or modifications.
Corey

3. Education for ALL Learners
Academically Gifted Students
Typical Learner
IDEA or 504 Students
English Language Learners
Jana

4. MoHS Teachers’ Toolbox
Universal Design for Learning
Instructional Strategies
Thinking Maps
These have been the key “tools” that the school has been focusing on for the past few years.
Jana

5. 7 Instructional Strategies:
I do, We do, You do (gradual release)
Think-Pair-Share (turn and talk/collaboration)
Feedback (written, verbal, peer-peer, teacher)
Concrete, Pictorial, Abstract (see, hear, think)
Writing (short response, essay, graphic organizers/thinking maps)
Questioning (depth of knowledge, Bloom’s revised taxonomy)
Examples/Exemplars (criteria as applied to assignment)
Jana

6. Accommodation vs. Modification
Accommodation: Change how an assignment is completed, but not the what of the assignment.
Modification: Change the what of the assignment, and possibly the how of the assignment.
Jana

7. UDL: 3 Principles
Representation = How students see, hear, and perceive what is being taught.
Action & Expression = How students interact/think with learning during the process and during the product (assessment) of learning
Engagement = Motivation behind why students learn.
I like this slide the best as per UDL...I think it describes UDL in a nutshell.
Do we need the words in the blue box though? It seems like they just reiterate the diagram.
Corey

8. Support our Students: I DO a Rewrite.
Original Learning Target: SWBAT understand what life was like for Jews during the Holocaust by reading the book Anne Frank: The Diary of a Young Girl and giving a five-minute oral presentation about the author’s experiences.
Q1. What are the representation barriers? What parts of the assignment might be difficult as far as input?
Q2. What are the action and expression barriers? What parts of the assignment might be problematic as processing and output?
Q3. How can we rewrite/accommodate this target so all students succeed?
Corey

9. Support our Students: I DO a Rewrite.
Traditional Target: SWBAT will understand what life was like for Jews during the Holocaust, because of its historical impact on human rights by exploring Anne Frank: The Diary of a Young Girl and communicating about the author’s experiences.
What are the representation barriers? Printed Text/Cultural Context/Level of text
What are the action and expression barriers? Reading, Oral Presentation, Vocabulary
How can we rewrite this so that all students succeed?
Corey

10. Learning Target with Accommodations
Traditional Target: Today I will understand what life was like for Jews during the Holocaust, because of its historical impact on human rights by exploring Anne Frank: The Diary of a Young Girl and communicating about the author’s experiences.
Accommodations for Input: On your own, with a partner, listen to a recording of the story, abridged version. Vocabulary provided, discussions included to help with understanding, group work, show the movie.
Accommodations for Output: Students can present orally, visual representation, or in written form or any combination of both. Length depends on level. Present on own or with a partner. Time to complete assignment.
Need to note that there are lots of ways to do this. There is no one correct way.
Corey

11. Support our Students: WE DO a Rewrite.
Original Learning Target: Today I will learn about subatomic particles so that I further understand quantum mechanics by identifying three parts of an atom and describing their unique features.
What are the representation barriers? Science vocabulary
What are the action and expression barriers? Describe. Orally? In Writing?
See what the teachers come up with as well.

12. Learning Target with Accommodations
Original Learning Target: Today I will learn about subatomic particles so that I further understand quantum mechanics by identifying three parts of an atom and describing their unique features.
Accommodations for Input:
Accommodations for Output:
See what the teachers come up with as well.

13. Learning Target: YOU DO!!!
In your groups, select 1 learning target you have for your students this year.
List obstacles to success.
Present your learning target with accommodations.

14. "Education is what remains after one has forgotten what one has learned in school."
Albert Einstein