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https://teachbetter.com/udl-workshop-files/

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https://docs.google.com/document/d/1dQJCTxG5mS6YbMqKq8hO-ad6cDZnDh4KqCAvaTZCka4/copy

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Giving students the opportunity to talk to clarify wrong answer choices and demonstrate understanding rather than move on without clarifying.

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Why? Engagement.

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Students are working on their independent learning level based off of IEP and progress data.

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Why? Engagement

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Workshopping with students after assessments

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Allowing student choice in how the show learning, providing leveled articles and assignments, workshops.

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Visuals and tangible items to demonstrate new ideas.  Students have multiple ways to show mastery.  Often, because we do not co teach on this campus just yet, it is difficult for students to have different ways to show mastery so our sped students grades do not accurately show student progress. Some kids aren't successful on tests...

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Giving students choice and workshops.

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Why/Engagement/Self-regulation

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Why? Engagement

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Working on Expression collaboration. I am ICS for Special Ed and we are trying to embed more ways to modify assessments for sped students WITHIN the gen ed classroom. Flip grids were talked about. Also Quizziz as a resource to modify assessments.

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Engagement. I am interested in trying google expeditions. This helps students visualize information in a new way, that can positively impact their ability to retain information.

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Using screencastify to very quickly shoot video notes of what students should be getting from resources we provide them to read, video, etc.

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Engagement. I am interested in trying out Google Expeditions, as well as possibly using guided meditation to remove distractions within my classroom.

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My focus was looking at different tools for students. I will utilize several of the tools provide. I forgot about many of these and thanks
for the reminder.

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My focus in this session was expression. I worked on the Story Board. Which I thought was cool and gives students a change to be more creative.

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Improving engagement/self-regulation in students.
Checked out “10 Tips for Designing an Engaging Learning Environment”.

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I am differentiating the way students receive, acquire, and demonstrate information.

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I use IEPs, testing scores and formative assessments to differentiate my classroom. I also adjust as needed for each class period and each student. I give students choice and different ways to respond.

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With leveled questioning, and giving students choice in their assignments.

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I'm doing a lesson this week about Persuasive Appeals via Peardeck.

Included in the lesson is a clip explaining the three different appeals with captions. The entirety of the lesson will be directed in Peardeck where students can type their answers and engaged in the topic. A copy of the topic notes will be provided then glued in their journals.

English Language Learners will supported via verbal scaffolding (paraphrasing, reinforcing contextual definitions, or elaboration and expansion of student response). In addition, peer interaction and visuals for academic vocabulary and concepts will be embedded in the lesson

Visual learners will have images and pictures included. The clip about the differing types of persuasive appeals will be fore the aural learners and the visual learners. I will also be talking and explaining the lesson for the verbal learners. Students may discuss with their shoulder neighbors when prompted for the social learners.

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Students given choice and grouped by levels in which "tutors" can assist in small groups, reading is leveled, and assessments are scaffolded

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Why? Engagement.

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Student choice.

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Small groups

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Student choice and conferencing with students who are unsuccessful

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Differentiating with pace and student choice

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Pear Deck, Noredink, student choice, leveled readings, small groups

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engagement

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Expression, Using different forms of assessments

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Why. Engagement.

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Why

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Why? Engagement.

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Small groups

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Seamless transition from formative assessment to small groups.

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Exit tickets.

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engagement

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We discussed the ways in which Ms. Duni could deliver lessons in which engagement would best occur

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Finding better ways of engagement and trying to make assignments more relevant for the students.

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Explored the different programs that were shown to us.

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Improving UDL in our classrooms. I went over the resource guide and worked on how I would use them in the classroom.

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How

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Working with students in small groups based on their academic needs!!

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Student choice in practice activity. Leveled problems for groups - easier problems for groups with approaching, difficult/challenging problems for those on-level or beyond.

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Opportunities for students to share understanding of current material with each other.

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In class support is provided for all students regardless of their level. We tier our test and quizzes as well for the learners. Learners are also allowed to revisit test/quizzes for extra credit.

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Formative Assessment, self-paced activities

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Have students explain the processes so students can hear different ways to work problems.

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Allowing corrections on Quizzes and Tests not only to improve their grade but to go back over the ones that were missed and see why

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Gerald
Students are asked the basic definition/identify, while others are asked to solve only, while advanced learners are asked to do all and be able to explain to a peer.

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Engagement. Keep students interested in the concept and focused on their learning

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Always teach things in multiple ways using multiple strategies, then encourage students to use the one they feel the most comfortable with. Allow students to correct all assignments, and pull out students that are very low and do small group corrections with them.

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Why/Self Regulation/Engagement

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What - Representation.

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Engagement

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Probably engagement. Some Math like Probability is kinda fun, some like Surface Area is tedious.

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What- Representation

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What

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Exit Tickets

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I like the exit slip link that includes 5 ready to use exit tickets! Play go and I just want you to

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Explored additional resources

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The Survival Kit tool was very useful.

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Exit slips

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By highlighting important text, using sentence stems to guide discussion and summarizing reading.

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I give students who struggle with reading texts passages that are more doable. I add highlighting to aid in finding the main idea. I also give students questions for those that are at level and sentence starters for those that are struggling learners.

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Providing guided questions and highlighting important details in articles and primary sources.

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GORMAN                                      I allow multiple attempts on quizizz formative assessments.  Give students choice on showing what they know.  Small group workshops after quiz and tests.

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GORMAN                                      I allow multiple attempts on quizizz formative assessments.  Give students choice on showing what they know.  Small group workshops after quiz and tests.

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I provide differentiation to my students with reading texts and highlighting for students that I know will need the extra assistance and also giving students choice on different assignments.

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Engagement

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Why? Engagement (Self-Regulation)

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engagement

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Exploring the many options for differentiation.