Colorado june 2014

Universal Design for
Learning
& Differentiated
Instruction

Kirk D. Behnke, M.Ed., ATP
kirkatp@outlook.com
Twitter @KBehnke

Digital Materials and Resources
Wikisite:
http://agcforalllearners.wikispaces.com
Or
http://bit.ly/AGCALL
Back Channel:
https://todaysmeet.com/AGC0623

Learning Choices
Me preschool
My son
Kindergarten
Digital Immigrant
Digital Native

Objectives
Participants will be able to identify...
• legal evolution of special education & AT
• national technology-based trends and why technology is
a good resource for students with reading differences
• overview of assistive technology and SETT Framework for
consideration
• Universal Design for Learning (UDL) principles,
guidelines, checkpoints and implementation strategies
which support students with reading difficulties
• an overview of the need for and access to accessible
instructional materials (AIM)
• effective instructional practices that create the climate
for integration of technology and support effective
instruction
• resources for audio and digital books

The Legal Evolution of Access
EHA 1975 Access to schools
IDEA 1990 Access to classrooms
IDEA 1997 Access to general
education curriculum
IDEA 2004 Access to instructional
materials

Congressional Intent of IDEA 2004
• Improved student performance
• Increased accountability
• Strong parental participation
• High expectations for student
achievement
• Linked to the general education
curriculum
• Accessible instructional materials

Requires consideration of AT in the IEP process
Places responsibility for decision-making with IEP
committees
Requires accessible instructional materials
IDEA 2004 affirms emphasis on
Assistive Technology as a
means to support educational
achievement
Congressional Intent of IDEA 2004

Why Technology is a
good resource for
students with
Reading Differences

10 Tech Trends Students Say Are Changing
Their Education (The Journal) Feb 5, 2014
2013 Speak Up Survey from Project Tomorrow, which
CEO Julie Evans – preliminary survey results
The 2013 results :
• 400,000 surveys from 9,000 schools and 2,700 districts
across the country
• Respondents included:
• 325,279 students
• 32,151 teachers and librarians
• 39,986 parents
• 4,530 district administrators

# 10 What Devices Belong in the
"Ultimate School"
Ranking of the relative importance of devices in
their classroom experience:
–Laptops (56%)
–Digital readers (51%)
–Tablets (48%)

# 9 Social Media in Schools
Student use of twitter,
Facebook, Instagram, and
other social media
outweighed Administrators,
Teachers and Parents.
Students are looking at social
media as a pervasive part of
the way they are living

#8 Gaming is growing;
and the Gender Gap is Closed

#7 An Increased Interest in
Online Learning
Students desire to have more control over their
own individual learning

#6 Paying Attention to the
Digital Footprint
64% of HS students admitted to being
careful about the things they post online
39% said they advise friends about the content they
post -- 32% saying they stopped interacting with
friends who post inappropriate content
44% of high school students said they believe a positive
digital profile is an important part of their future

#5 Using Different Tools for
Different Tasks
“They like the devices, but they are more focused
on using the right tool for the task at hand,” and
many times tablets don’t seem
to fit.

#4 Mobile Devices for Schoolwork
Use mobile devices for day-to-day tasks and
leverage their learning process
• 12% of respondents said they
used their mobile device to text
their teacher during class

#3 Use of Video for Classroom
and Homework
46% of teachers are using
videos in the classroom
33% are using video to
supplement their own
learning – “Kahn Academy
effect”
23% of students are
accessing video created by
their teacher

#2 Internet Connectivity
64% using a 3G or 4G enabled device to connect to
the internet at home
and 23% additionally through internet enabled TV
or Wii console

#1 Personal Access to Mobile
Devices
–62% wanted to bring their own devices
to the classroom

Discussion: The future of technology…
• to improve student performance
• a tool to lift student educational and life
expectations
• built-in features access for
everyday technologies
• to prepare our students to
advocate for their own accommodations
in a digital world
• addressing student needs which are
foundations for good AT implementation

Tools & Accommodations
Everyone Uses Tools/Accommodations to do
things they normally cannot do
Stephen “Broken Ninja” France
American Ninja Warrior
Ford ‘s kick-activated tailgate

Skill DevelopmentBasicAdvanced

Common Core
Reading & Writing Across the Curriculum

How Many Words do Students
Need to Know in order to Keep
Pace with Objectives?
➢
➢ 96% of
spoken language
is made up for
4,000 words
➢ To read
written text, you
need a
vocabulary of 1
million words

Intrigood Harry flicked the envelope opened to pulled out the sheaf
of perch inside More curly silver writing on a front page said: Fill out
of step in the world of modem modern magic? Find yourself making
excuses not to perform simple spells ever been rented taunted for
your willful wendword? There is an answer! Kwikspent is at all-new
fail-safe, quick-reset, easy-learn course. Hundreds of witches of
wizards have benefits from the Kinwhich spell method! Madam Z
Nettled of Topshum writes I had not memory for incononotions and
my positions were a family joke now, after a Kiwikinspell course I am
the center of attention at parties and friends beg for the recipe of my
Sinstiation Solutation. Would Warlock D.J. Prod of Dissburg says:
“My wife used the sneer at my feeble charms, but one month into
our famulous Kwikspell course and I suggusted in turning her into a
yak! Thank You, Kwikspell”
-Harry Potter Passage As Read by Anthony

Reference: Edyburn, D.L. (2004). Rethinking assistive technology.
Special Education Technology Practice, 5(4), 16-23.

➢ Assistive Technology for students with Learning Disabilities is defined
as: any device, piece of equipment or system that helps bypass, work
around or compensate for an individual's specific learning deficits
➢ Over the past decade, a number of studies have demonstrated the
efficacy of Assistive Technology for individuals with Learning
Disabilities
➢ Assistive Technology doesn't cure or eliminate learning
difficulties, but it can help students reach their potential because it
allows them to capitalize on their strengths and bypass areas of
difficulty
➢ Assistive Technology compensates for a student's skill deficits or
area(s) of disability
➢ Utilizing Assistive Technology does not mean that a child can't also
receive remedial instruction aimed at alleviating deficits
Assistive Technology

The SETT Framework
S = Student
E = Environment
T = Tasks
T = Tools
Adapted from Joy Zabala, www.joyzabala.com

Student
Educational Needs &
Motor
Cognition, Memory,
& Attitude
Language
& Processing
Sensory
Module 9: Assistive Technology

Environments
Library Classroom
Lab
Home

 Mechanics of Writing
 Reading
 Communication
 Computer Access
Task

Tools

Likes history
Wants to help others
Poor handwriting
Difficulty with organization
Easily Frustrated
Poor spelling
Struggles in Spanish
Dyslexia, Dysgraphia,
Does he enjoy listening to
books?
Does Dragon help him get
thoughts on paper?
History tests
Foreign Language
Homework is always a
struggle
Where are the error
patterns on tests?
What can he have
access to at both
home & school?
Pass history exams
Write essays to prepare for
high school
Complete homework with
support
What options are there for
state foreign language
requirements?
What testing options are there
in history?
Computer based testing
instead of scantron
Audio sources for foreign
language practice
Audio books for Spanish
text
Google Translate
Is there a computer option
for the history tests?
Is Rosetta Stone
appropriate for middle
schoolers?
Does Learning Ally have
foreign language learning
audio books for his iPad?

Universal Design for
Learning (UDL)

What is UDL?
“A framework for instruction
organized around three principles
based upon the learning sciences”
(Rose & Gravel, 2010).

“Based on two decades of research
into the nature of learning
differences and the design of
supportive learning environments”
(Rose & Meyer, 2002).
What is UDL?

What is UDL?
Video: UDL Principles and Practice
http://www.udlcenter.org/resource_library/videos/udlcenter/guidelines

What is UDL?
To Support Learning
Provide
Multiple Means of:
• Representation
• Action & Expression
• Engagement
Learning
Differences
The
Learning
Brain
Recognition
Networks
Strategic
Networks
Affective
Networks

How does UDL help students with
reading difficulties?
• Design of lesson plans incorporates built-
in scaffolds and supports
• Richer learning environment
• Flexible goals, methods, materials and
assessments
• Learner directed choices
• Based on brain research and uses the
three brain learning networks:
Recognition, Strategic, & Affective

Brain networks
Universal Design for Learning

40 years of
research
No “typical”
student
Individual
learning is
unique
Abilities
are not
static
Variability is
the “norm”
Variability is
systematic

Three Distributed Systems
2. Strategic
1. Recognition
3. Affective
Graphic © Don Johnston Inc.
2007

Recognition Networks:
The “WHAT” of Learning
Recognition
“Specialized to sense and assign meaning to
patterns we see; they enable us to identify and
understand information, ideas and concepts”
(Hall, Meyer & Rose, 2012, pp. 3)
2007

The “WHAT” of Learning
“Present to Cement”
Recognition Networks

Strategic Networks:
The “HOW” of Learning
Strategic
“Relate primarily to the executive functions and specialized to
generate and oversee mental and motor patterns. They enable
us to plan, execute, and monitor actions and skills”
2007

The “HOW” of Learning
“Show what
you Know”
Strategic Networks

Strategic Network Works with
Recognition Network
During Learning
 Read
 Write
 Compute
 Solve Problems
 Plan and execute
project
 Doing a project
 Taking a test
 Taking notes
 Listening to lecture

Why it’s important to explicitly teach strategies…

Affective Networks:
The “WHY” of Learning
Affective
“Are specialized to evaluate patterns and assign them
emotional significance; they enable us to engage with
tasks and learning and with the world around us”

Affective Networks: The “WHY” of Learning

Networks are interconnected…
Recognition
AffectiveStrategic

The “WHY” of Learning
Affective
“Connect to Affect”
2007
Affective Networks

Understanding the Interrelations
Helps us to understand that there is no single
solution that works for everyone.
• We must employ flexibility
•Include alternatives
•Appreciate differences
•Set appropriate learning goals
•Focus on reducing barriers within curriculum

…Reflection…
Based on what you’ve learned so far, what
are two key points you might share with a
colleague about the relationship between
brain networks and learning?

UDL provides a blueprint for
creating flexible…
Goals
Methods
Materials
and assessments
that accommodate
learner differences

UDL Curriculum…Defined
Goals
Designed to offer options—varied
pathways, tools, strategies, and
scaffolds for reaching mastery
Do Not prescribe the methods and
materials
Methods
–Instructional decisions, approaches,
procedures, or routines used to
accelerate or enhance learning

UDL Curriculum…Defined
Materials
–Materials are variable and flexible
–Multiple media and embedded, just-
in-time supports
assessments
 Process of gathering information about
a learner’s performance
 Uses a variety of methods and materials

Effective Instruction:
Equal Access for All Students
Accessible Instructional Materials (AIM)

Accessible Instructional Materials:
Things to consider…
 Learner’s needs
 Recommendations from team
 Availability
 Implementation and support
 Parental involvement
 Environments
 Technologies

Access for all students
Accessible Instructional Materials
➢Text to speech (i.e. Read and Write Gold, Kurzweil 1000,
Kurzweil 3000)
➢Audio and screen readers
➢Learning Ally
➢Braille
➢Screen magnification hardware and software
➢Technology to access Interactive Boards and
White Boards
➢Use of iPads, Kindles, Nooks etc.
➢Keyboarding skills note takers, apps for writing
and note taking

AIM Simply Said
by the PACER Center

THOUGHT BREAK
Used with permission - Vince Low Designs
https://www.behance.net/VinceLow

Effective Instructional
Practices that create the
climate for integration
of technology

CLASSROOM MANAGEMENT
I’ve come home exhausted
and frustrated every day
since we returned to
school! I have two little
guys who I’ve tried all my
tricks on and nothing is
helping. Feeling really
frustrated and upset with
my attitude towards my
class. Hoping I will find
something that will
motivate and help them and
will then help me and the
rest of the kids in my room.
Laurie Irby,
Elementary Teacher

Time Management & Smooth
Transitions – The Why?

Examples: EC-6
CHOREOGRAPH THE
CLASSROOM
123 FINGER STRATEGIES
MYSTERY WALKER

Examples: 6-8
WORD OF THE DAY
TIME ESTIMATION
MY TIME – YOUR TIME

Examples: 9-12
PARKING LOT
COUNTDOWN CLOCK
ATTENTION ZONE

Proactive Strategies
Characteristics of Good Classroom Rules:
– Keep them to a minimum
– Keep the wording simple
– Represent basic expectations
– Keep the wording positive
– Make rules specific
– Make them observable & measurable
– Post the rules in a public place
– Tie rules to problem areas

Directly teach concrete social skills
expected in each relevant school
environment
Pre-teaching skills DAILY
› Skill Review: first 15 minutes of the school day
› Design brief lessons to teach the rules by:
• Teaching the skill
• Providing examples and non-examples
• Conducting activities: Role playing, modeling,
performance feedback
› Teach in the moment!
Teach Behavioral Expectations
When?

Active Supervision
Scanning – examining the area for rule
followers and rule violators
Moving – consistently traveling around the
room where problems are more likely to occur
Interacting – initiating brief pro-social
interactions with students (e.g., brief praise)

Why? –
Develop Habits
› The goal is for students to develop positive
behavior habits.
› Some students will also have to get rid of bad
habits.
› Simple habits can be developed in 14-21 days
(e.g., forming a line, lunch procedure)
› More difficult habits can take several months to
a year before you get a final result, especially if
a current habit must be replaced!
Reinforce Behavioral Expectations

What are the benefits of effective
classroom management?

Group Cost Benefit: Administrators
Reduction in Office Discipline Referrals
Impact of Minutes Gained

Group Cost Benefit:
InstructionReduction in Office
Discipline Referrals
Impact of Minutes Gained

What Does Continuous In-Class
Discipline Cost?
Impact on Minutes Lost

The UDL based
classroom is the best
place to introduce AIM
& Assistive Technology

UDL vs. Differentiated
Instruction
DI UDL
When During
instruction when
the teacher
notices the
students’ needs
When designing
the curriculum
How Makes changes
or adjustments to
the curriculum
Builds resources
and options into
the curriculum

Differentiated Instruction
Different Routes – Same Outcomes

Differentiated
Instruction IS NOT:

Teachers Can Differentiate:
Through a Range of Instructional and Management Strategies

Guiding Principles:
Flexible Grouping:
› Groups don’t have to be the same size
› In a classroom of 20 – how many combinations?
› Group by Interest, Readiness, Randomly
› Doesn’t always have to be chosen by the teacher
› Groups know the transitions and group rules
› Groups have responsibilities
› Timekeeper
› Facilitator
› Scribe
› Wingman
› Accountability

Guiding Principles:
Continuous Assessments:
› Types of Assessment
› KWL – Know, Want to Know, Learned
› What I Know Now
› Entry and Exit
› Assessments don’t always have to be written
› Choral Responding, Thumbs Up, Graffiti Wall,
Solo Cups for Group Work
› Allow students to assess themselves and others
› Continuous throughout each unit
› Use as a teaching tool to extend rather than a
way to grade

We’ve Got It
We don’t
need help
We will
need help
soon, but
can keep
working for
now
We cannot
keep working
without help
Quick Assessments
Solo Cups

Quick Assessments
Choral Responding /Response Cards

Quick Assessments
Graffiti Wall

Teacher gives
direct
instruction on a
new concept
Class and teacher
comes together
to share
information and
pose questions
Whole class
reviews key
concepts
Introduction
of additional
skills
The whole class
discusses study
plans and
establishes
criteria for
success
Small groups-
students apply
key principles
to solve
problems
designed by
Students self select
interest areas
through which they
extend their
Students work
on varied tasks
at varied levels
of complexity
and varied
pacing
Students engage in
instruction through
further study based on
interest and readiness
1
2
3
4
5
6
7
8
9
Rhythm & Flow of a Differentiated Classroom

Differentiated Instruction:
Content- “The What”
Using Varied Delivery Methods & Support
Materials

Process- “The How”

Verbal
Intelligence
Visual
Intelligence
Musical
Intelligence
Kinesthetic
Intelligence
Write a story
using different
resources
about traveling
using a map
Make a chart
that compares
a physical map
to a political
map
Make up a
song about
maps
Make up or
adapt a game
about your
state and how
to navigate
Multiple Intelligences

Product- “The Result”

Differentiation According to
Interest

Interest Centers
Elementary Middle School
High School

Choice According to
Interests
➢iSearch – alternative to a research paper
▪ Topic Immersion & Question Generation
▪ Plan Development
▪ Information Gathering
▪ Knowledge Representation
➢Storykit –app for creating books

Readiness

Tiering Formats
Level 1 Level 2 Level 3

Learning Contracts
➢ Allow students to:
o Work at an appropriate pace
o Target their learning style
o Work independently
➢ This is an excellent way for students to
understand what is EXPECTED of them.
➢ Students enter into independent study with an
agreed-upon set of tasks supporting adjusted
goals.
➢ Can be ever-changing!

Choice Board (Tic-Tac-Toe)
Define fraction, decimal,
and percent. Draw a
picture to illustrate each
word.
Complete a chart of
conversions for fractions,
decimals, and percents.
Play the game Request or
Request Challenge. (The
game is like Go Fish, but
you need to match up
fractions,
decimals, and percents.)
Complete lesson using
equivalent fraction,
decimal, and percent
dominoes.
FREE
(Student Choice with
teacher approval)
Illustrate ways in which
fractions, decimals, and
percents are used in
everyday life. You need
two examples for each.
Color equivalent squares
to reveal a hidden picture
of an endangered species!
Play the game Recall or
Recall Challenge. (The
game is like
Concentration, but you
need to match up
fractions, decimals, and
percents.)
Complete the Hidden
Name Puzzle and then
create a puzzle of your
own.

Learning Menus
Appetizer
❑ Label parts of a map
❑ Define parts of a map
Main Dish:
❑ Use 2 map resources to compare trade routes
❑ Analyze transportation routes from New York to
New Jersey
❑ Compare/Contrast a historical map and a current
map
Dessert: YUM!
❑ Create a salt map
❑ Create a brochure for public transportation

Cubing
• Students receive foam or poster board cubes
with a different task written on each face; each
task has a different complexity level
• Given a topic, students can:
• Describe it,
• Compare it,
• Associate it,
• Analyze it, Apply it,
• Argue for or against it.

Changing the Verb
Raise or lower the
challenge level by
changing the verb in
the prompt!

Learning Profiles

Verbal
Intelligence
Visual
Intelligence
Musical
Intelligence
Kinesthetic
Intelligence
Write a story
using different
resources
about the solar
system
Make a chart
that compares
2-3 planets
Make up a
song about
planets
Make up or
adapt a game
about the solar
system
Multiple Intelligences
Howard Gardner

Technology to Help
Differentiate
• ReadAbility
• Wordle
• Simple English Wikipedia- website
• TLDR – plug in for chrome only
• 30 hands – app
• AudioNote – app
• Live Binders- website
• Edmodo

Follow Up & Resources
Agcforalllearners.wikispaces.com
kbehnke
kbehnke@learningally.org
https://todaysmeet.com/
AGC0623

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