SIG Project Description - April 14 - Group 2
For our Special Interest Group we will be focusing on Universal Design of Learning utilizing Assistive Technologies. UDL has been developed for all learners which would include various learning styles, such as kinesthetic, visual, auditory, etc., as well as “a wide range of abilities and disabilities, ethnic backgrounds and language skills." Assistive Technologies allows students with disabilities to utilize technology tools as well. http://www.washington.edu/doit/Faculty/Strategies/Universal
In our area of focus considering the four common places of education, we will address 4th grade writing. Karen will discuss the teacher, Beth the student, Kiryn, the subject matter and Steve the context.
The teacher is responsible for create a learning environment where all students feel welcome and important. There should be no barriers that would prevent a student with a disability from participating in the classroom. The teacher should use a wide variety of instructional strategies with all students. These strategies should “motivate and engage learners and include lectures, collaborative learning options, hands-on activities, Internet-based communications, educational software, fieldwork, etc.” When working with group members the students should have varied assignments and responsibilities that develop their abilities. Feedback is very important to students. This should be “provided on a regular basis. When they are working on large projects, feedback should be given before the final project is due.” Assessment should be done independently for each student and according to how well they work together within their groups. Also it is important to make adjustment to student’s assignments and vary them to meet their needs.
With fourth grade students we will address needs for intervention when they have physical difficulty with pencil grip and letter formation, lack of organizational structure that impedes fluent writing, lack of conventions, attention/focusing issues students are unable to produce grade level content.
In the subject area of 4th grade writing, we focus on two major writing styles: personal narrative and essay. Students are provided with organizers and step by step lessons to scaffold them in this process. In addition students are given four prompts throughout the year that mimic MEAP assessments. The children are held accountable in the following areas in writing: content and ideas, organization, word choice, style and voice and conventions. Students are required to write daily responses in their reading journals, as well as constructed responses in the areas of math, science and social studies.
The context is the fourth component and very important when implementing a lesson with students. The way the classroom and school is set up mayefect the outcome of the lesson. Accommodations need to be taken into consideration for students with special needs when teaching technology.
The major categories of resources we have begun to collect for this assignment include:
Universal Design for Learning Professional Organizations, Forums and Articles
http://www.washington.edu/doit/Faculty/Strategies/Universal
http://www.washington.edu/doit/Brochures/Academics/equal_access_udi.html
http://www.paciellogroup.com/blog
http://www.washington.edu/doit/Resources/udesign.html
Great explanation of UDL
http://www.washington.edu/doit/Video/ea_udi.html (Video 13.08 Minutes)**
Universal Design for Learning supported with Assistive Technologies
http://homepage.mac.com/seilts/udl_at/links.html Forums
http://www.aypf.org/forumbriefs/2000/fb110300.htm American Youth Policy Forum
http://www.ataccess.org The Alliance for Technology Access
http://www.accessibletech4all.org/index.cfm Accessible Technologies for All Students Project
http://natri.uky.edu Natl. Assistive Tech. Research Institute
http://www.pluk.org Parents, Let's Unite for Kids
http://www.k8accesscenter.org/training_resources/UniversalDesignPage.asp
The Access Center Blank Lesson Plan
http://www.specialconnections.ku.edu/~specconn/page/instruction/udl/case/casea/pdf/casea_lesson_blank.pdf
Lesson Plans
http://www.cast.org/teachingeverystudent Click on Right side Teaching Every Student
< xml="true" ns="urn:schemas-microsoft-com:vml" prefix="v" namespace="">
By: Beth
Students: 4th grade
Needs for intervention: physical difficulty with pencil grip and letter formation, lack of organizational structure impedes fluent writing, lack of conventions, attention/focusing issues students are unable to produce grade level content.
Content: Writing
In the subject area of 4th grade writing, we focus on two major writing styles: personal narrative and essay. Students are provided with organizers and step by step lessons to scaffold them in this process. In addition students are given four prompts throughout the year that mimic MEAP assessments. The children are held accountable in the following areas in writing: content and ideas, organization, word choice, style and voice and conventions. Students are required to write daily responses in their reading journals, as well as constructed responses in the areas of math, science and social studies.
Students: 4th grade
Needs for intervention: physical difficulty with pencil grip and letter formation, lack of organizational structure impedes fluent writing, lack of conventions, attention/focusing issues students are unable to produce grade level content.
(this was written by Beth)
Content: Writing
In the subject area of 4th grade writing, we focus on two major writing styles: personal narrative and essay. Students are provided with organizers and step by step lessons to scaffold them in this process. In addition students are given four prompts throughout the year that mimic MEAP assessments. The children are held accountable in the following areas in writing: content and ideas, organization, word choice, style and voice and conventions. Students are required to write daily responses in their reading journals, as well as constructed responses in the areas of math, science and social studies.
(this was written by Kiryn)
UNIVERSAL DESIGN OF LEARNING WEB SITES
The Alliance for Technology Access
"Connecting Children and Adults with Disabiities to Technology Tools"
This site contains resource centers allowing people with disabilities to examine computers and software as well as other equipment.
An example is given with Rachel, a first grader, who has apraxia which effects her verbal and motor skills. She is able to write using a computer.
Assistive Technology Training Online Project
Assistive Technologies to utilize in the Elementary Classroom, specifically for students with disabilities in writing using computers.
Differentiation of Instruction in the Elementary Grades
Strategies to engage all students.
PROFESSIONAL ORGANIZATION WEB SITES
American Youth Policy Forum
"Bridging Youth, Practice and Research"
"Accessing the General Curriculum - Promoting a Universal Design for Learning"
At one of their forums, this organization discussed the importance of utilizing technology in varied ways to reach all students and includes writing.
National Center for Dissemination of Disability Research
"Research for shaping new technologies, improving service delivery, and expanding decision-making options for people with disabilities and their families.
All 5 Web sites above regarding UDL and Assistive Technologies are located at http://del.icio.us/kwar78 listed below in a screenshot.
Karen
Please find below are some screenshots of youtube UDL topics. If you would like to see any of these videos, simply search for the titles at YouTube.com or find the urls on top of each screenshot.
Best,
Steve
I found this YouTube account that is very interesting with the content that is provided on elementary reading and writing. The account is called ReadingIsCool.
Here are some more links that focus specifically on Elementary writing by ReadingIsCool:
This is where it all starts, writing a letter!
Another great practice to have Elementary students do practice is by back writing! See the two links below!
Back writing for 1st and 2nd graders!
Again for older Elementary students! Can you feel it?
A name writing pracice for students:
For our Special Interest Group we will be focusing on Universal Design of Learning utilizing Assistive Technologies. UDL has been developed for all learners which would include various learning styles, such as kinesthetic, visual, auditory, etc., as well as “a wide range of abilities and disabilities, ethnic backgrounds and language skills." Assistive Technologies allows students with disabilities to utilize technology tools as well. http://www.washington.edu/doit/Faculty/Strategies/Universal
In our area of focus considering the four common places of education, we will address 4th grade writing. Karen will discuss the teacher, Beth the student, Kiryn, the subject matter and Steve the context.
The teacher is responsible for create a learning environment where all students feel welcome and important. There should be no barriers that would prevent a student with a disability from participating in the classroom. The teacher should use a wide variety of instructional strategies with all students. These strategies should “motivate and engage learners and include lectures, collaborative learning options, hands-on activities, Internet-based communications, educational software, fieldwork, etc.” When working with group members the students should have varied assignments and responsibilities that develop their abilities. Feedback is very important to students. This should be “provided on a regular basis. When they are working on large projects, feedback should be given before the final project is due.” Assessment should be done independently for each student and according to how well they work together within their groups. Also it is important to make adjustment to student’s assignments and vary them to meet their needs.
With fourth grade students we will address needs for intervention when they have physical difficulty with pencil grip and letter formation, lack of organizational structure that impedes fluent writing, lack of conventions, attention/focusing issues students are unable to produce grade level content.
In the subject area of 4th grade writing, we focus on two major writing styles: personal narrative and essay. Students are provided with organizers and step by step lessons to scaffold them in this process. In addition students are given four prompts throughout the year that mimic MEAP assessments. The children are held accountable in the following areas in writing: content and ideas, organization, word choice, style and voice and conventions. Students are required to write daily responses in their reading journals, as well as constructed responses in the areas of math, science and social studies.
The context is the fourth component and very important when implementing a lesson with students. The way the classroom and school is set up mayefect the outcome of the lesson. Accommodations need to be taken into consideration for students with special needs when teaching technology.
The major categories of resources we have begun to collect for this assignment include:
Universal Design for Learning Professional Organizations, Forums and Articles
http://www.washington.edu/doit/Faculty/Strategies/Universal
http://www.washington.edu/doit/Brochures/Academics/equal_access_udi.html
http://www.paciellogroup.com/blog
http://www.washington.edu/doit/Resources/udesign.html
Great explanation of UDL
http://www.washington.edu/doit/Video/ea_udi.html (Video 13.08 Minutes)**
Universal Design for Learning supported with Assistive Technologies
http://homepage.mac.com/seilts/udl_at/links.html Forums
http://www.aypf.org/forumbriefs/2000/fb110300.htm American Youth Policy Forum
http://www.ataccess.org The Alliance for Technology Access
http://www.accessibletech4all.org/index.cfm Accessible Technologies for All Students Project
http://natri.uky.edu Natl. Assistive Tech. Research Institute
http://www.pluk.org Parents, Let's Unite for Kids
http://www.k8accesscenter.org/training_resources/UniversalDesignPage.asp
The Access Center Blank Lesson Plan
http://www.specialconnections.ku.edu/~specconn/page/instruction/udl/case/casea/pdf/casea_lesson_blank.pdf
Lesson Plans
http://www.cast.org/teachingeverystudent Click on Right side Teaching Every Student
< xml="true" ns="urn:schemas-microsoft-com:vml" prefix="v" namespace="">
By: Beth
Students: 4th grade
Needs for intervention: physical difficulty with pencil grip and letter formation, lack of organizational structure impedes fluent writing, lack of conventions, attention/focusing issues students are unable to produce grade level content.
Content: Writing
In the subject area of 4th grade writing, we focus on two major writing styles: personal narrative and essay. Students are provided with organizers and step by step lessons to scaffold them in this process. In addition students are given four prompts throughout the year that mimic MEAP assessments. The children are held accountable in the following areas in writing: content and ideas, organization, word choice, style and voice and conventions. Students are required to write daily responses in their reading journals, as well as constructed responses in the areas of math, science and social studies.
Students: 4th grade
Needs for intervention: physical difficulty with pencil grip and letter formation, lack of organizational structure impedes fluent writing, lack of conventions, attention/focusing issues students are unable to produce grade level content.
(this was written by Beth)
Content: Writing
In the subject area of 4th grade writing, we focus on two major writing styles: personal narrative and essay. Students are provided with organizers and step by step lessons to scaffold them in this process. In addition students are given four prompts throughout the year that mimic MEAP assessments. The children are held accountable in the following areas in writing: content and ideas, organization, word choice, style and voice and conventions. Students are required to write daily responses in their reading journals, as well as constructed responses in the areas of math, science and social studies.
(this was written by Kiryn)
UNIVERSAL DESIGN OF LEARNING WEB SITES
The Alliance for Technology Access
"Connecting Children and Adults with Disabiities to Technology Tools"
This site contains resource centers allowing people with disabilities to examine computers and software as well as other equipment.
An example is given with Rachel, a first grader, who has apraxia which effects her verbal and motor skills. She is able to write using a computer.
Assistive Technology Training Online Project
Assistive Technologies to utilize in the Elementary Classroom, specifically for students with disabilities in writing using computers.
Differentiation of Instruction in the Elementary Grades
Strategies to engage all students.
PROFESSIONAL ORGANIZATION WEB SITES
American Youth Policy Forum
"Bridging Youth, Practice and Research"
"Accessing the General Curriculum - Promoting a Universal Design for Learning"
At one of their forums, this organization discussed the importance of utilizing technology in varied ways to reach all students and includes writing.
National Center for Dissemination of Disability Research
"Research for shaping new technologies, improving service delivery, and expanding decision-making options for people with disabilities and their families.
All 5 Web sites above regarding UDL and Assistive Technologies are located at http://del.icio.us/kwar78 listed below in a screenshot.
Karen
Please find below are some screenshots of youtube UDL topics. If you would like to see any of these videos, simply search for the titles at YouTube.com or find the urls on top of each screenshot.
Best,
Steve
I found this YouTube account that is very interesting with the content that is provided on elementary reading and writing. The account is called ReadingIsCool.
Here are some more links that focus specifically on Elementary writing by ReadingIsCool:
This is where it all starts, writing a letter!
Another great practice to have Elementary students do practice is by back writing! See the two links below!
Back writing for 1st and 2nd graders!
Again for older Elementary students! Can you feel it?
A name writing pracice for students: