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To make this lesson more accessible for students with learning and language struggles, using the Universal Design for Learning, I would use some of the following techniques.

To use multiple means of representation, I would start by having visuals that included vocabulary words.  On a handout with the text, I would highlight the vocabulary words.  I would also have some fidgets to pass around, even though I am certain many students already have them.  When reading the article, I would vary how portions of it would be read, including out loud as a class, out loud in groups, and independently.

To use multiple means of action and expression, depending on the students, I may have the students in groups draw out classroom scenarios discussed in the article.  I would also have students make graphs giving examples of the pros and cons listed in the article.  I would have the students answer prepared questions and then have a  class discussion based off the group discussions.

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It seems that Fidget Spinners are the latest sensation in schools right now. I must admit the whole spin idea is quite catchy. However, let's not take away the fact that this was first introduced as a toy for therapy for those who really need it. Even though, teachers and parents still ask themselves does this gadget belong in the classroom? I believe that it can, but the teacher needs to model the "correct" way students can use this toy. I would make this entire phenomenon a lesson plan for my students! First, I would do my homework and find an article that talks about the topic "if fidget spinners belong in the classroom." Overall, I would want my students to debate on the topic. To find evidence within the text that can back up/ support their claim. I would encourage my students to create a "project" that would convince the audience to allow fidget spinners. The classroom would then challenge the students who are presenting by asking questions.

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In order for me to introduce this article in my classroom, I would first have an open discussion about "What are fidget spinner?" which can lead to other discussions like, "Are fidget spinners toys or use learning devices?" "Should they or shouldn't they be allowed in school?". After having a brief class discussion I would ask for volunteers to take turns in reading a loud. In addition, I will have  small pauses during the reading to ask questions relating to the article, making sure everyone is understanding what is being read aloud. After reading the article as a class I would have them write their own views about fidget spinners and discuss whether or not they should or should be allowed in schools.

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Melanie Sklaire - I would love to share this article with my students and would differentiate the instruction for my students with disabilities. I would provide scaffolding for the instruction by first making a list of words they may not know or have previously come across (for example, the concept of “fidget therapy” – or exploring what something means to be “therapy” – in the first paragraph, and the word “Velcro” which students may have come across but may not know the technical term for), and additionally have students make a list of words from the article they did not know and have them independently research the word’s meaning. My class can explore the meanings behind the technical terms “Attention Deficit Disorder” and Anxiety Disorder and have them explain why (or why not) they believe fidget spinners may be useful toward alleviating the symptoms of those disorders. I would explore students’ personal experiences with fidget spinners and have them share their own personal beliefs behind fidget spinners so that they can take active ownership of their learning, taking a stance on their own independent thought process. Finally, I would create an “Exit Ticket” toward the end of my class and ask them to explain both sides of the article’s arguments to check for understanding and to create even more active engagement in the lesson.

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Melanie Sklaire - I would love to share this article with my students and would differentiate the instruction for my students with disabilities. I would provide scaffolding for the instruction by first making a list of words they may not know or have previously come across (for example, the concept of “fidget therapy” – or exploring what something means to be “therapy” – in the first paragraph, and the word “Velcro” which students may have come across but may not know the technical term for), and additionally have students make a list of words from the article they did not know and have them independently research the word’s meaning. My class can explore the meanings behind the technical terms “Attention Deficit Disorder” and Anxiety Disorder and have them explain why (or why not) they believe fidget spinners may be useful toward alleviating the symptoms of those disorders. I would explore students’ personal experiences with fidget spinners and have them share their own personal beliefs behind fidget spinners so that they can take active ownership of their learning, taking a stance on their own independent thought process. Finally, I would create an “Exit Ticket” toward the end of my class and ask them to explain both sides of the article’s arguments to check for understanding and to create even more active engagement in the lesson.

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To make this article accessible for students with learning and language struggles in your class I would start with a word bank and include all of the vocabulary that I know in advance my students will struggle with. I would do a popcorn reading and stop and discuss each paragraph. I would allow the students to turn and talk to their elbow neighbor to ask(scaffold) questions  and require them to answer with evidence from the article. I would then show them a fidget spinner not assuming they all know what one is and give them an opportunity to use it and explain in a short paragraph to see if they see the benefits of having them and why or why not. I would find another article that argues both for and against spinners that were written by mental health professionals and have the students do a say, mean, matter on the article. I would have student break up into groups of three and give my student with learning and language challenges the responsibility to write down the groups answers to the discussion questions. After we have a share aloud about the second article I would give them an exit ticket question specifically related to both articles with explicit instructions on the answer I am expecting them to arrive at.

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I would first introduce the class with a picture of the fidget spinner and a question for the Do Now to get kids ready for the main lesson. Students will respond to the question and three students to share out their responses with the class. Once that is complete would begin the lesson by reading the article first two paragraphs and start popcorn reading. If there are any words that we come across that may see confusing, I would stop and ask the class if anyone can define the word for us. Students will continue to popcorn reading till the end of the article . Once that is complete, student will be divided into two sides. One side will have students find evidence that agrees that fidgets spinner are disruptive while the other side finds evidence that supports the benefits of using them in school. once this is complete students will share what they wrote with the class and the evidence that supports their claims. I would end the class with a exit ticket and assign homework on article that is similar to the reading in class. students will have to find evidence that supports sides of the argument.

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The way I would teach this article to my class is I would bring in an actual fidget spinner to class. I would have the students have their eyes on me and their voices would be off and I would ask them, "Class what do you think this is and I want you to silently raise your hand to tell me." After having the students identify that it is a fidget spinner I would let them know that they may think it is just a toy to have fun with but I would tell them it is not because students who have disabilities use them. I would introduce them the video of Making Sense of Universal Design for Learning. After the video I would have the students to turn to their partner and talk about what they learned from the video. We would return as a class in 5 minutes and then I would call on some students to have them share their thoughts.
We would then move to the article on "Schools Ban Fidget Toys as Classroom Distraction." Before reading the article I would write on the board and tell them what does ADHD mean and what is Autism. Then I would first read the article aloud while the students follow along and then after reading the first paragraph, I would call on the students that would want to read. After reading the article I would have the students take a vote on what is their view point of the article. If they think that the fidget spinners should be banned from schools or should they be allowed? I would split the class up from their votes and we would have a debate about their viewpoints and why they feel it should either be banned or allowed. In my opinion, I feel that fidget spinners should be allowed and given to the children that need it and will us it for the right purposes. Why should we take something away that would help a student and preventing them from learning?

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In order to introduce and differentiate this article with my students, I would ask students what they know about fidget spinners, if they have used one and get a general idea of their knowledge and experience with them. Then I would pass out a copy of the article to every student. I would read the article out loud while they follow along and track the words on the page. Next, I would break students out into small learning groups to answer 3 questions about the text. Each person in the group would be given a specific job title such as facilitator, recorder, presenter etc. At each group’s table I would provide index cards with sentence starters that they have the option of using. All groups have the option of using graphic organizers to summarize the text and complete the questions. I would then have each group share out their answers with the rest of the class. As a closing activity students would complete an exit ticket taking a stance on the use of fidget spinners in class.

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If I were to provide this article to a middle school classroom, I would consider ways that I could make this article accessible for students with learning and language struggles by introducing the idea of perspective. When reading an article that has opposing sides, I would acknowledge that there is no right or wrong side, however, there are different opinions and or perspectives. If I were to give this article to my students who have different needs, I would encourage a classroom discussion to begin with by asking questions such as is there anything that you do or use that helps you feel more comfortable while listening in the classroom? Is there anything that tends to make you feel less focused in the classroom? I would provide examples such as how does it make you feel when someone is taping their pencil? Do you want to move during class? Then I would introduce the article and emphasize the understanding of perspective and opinions just like those who gave examples in class.

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I absolutely see both sides to this argument. While I have not yet been in the classroom to see first hand how these spinners affect students concentration, I will be curious to see it first hand when I am there. As someone who was always doodling in class and often has a very hard time sitting still, I actually think these spinners would be helpful for those similar to me. I find myself fidgeting already, and I could see a spinner being helpful in a classroom situation where I am being forced to sit and concentrate for a long period of time. Differentiated instruction and knowing that education is moving to a world where students run the class, fidget spinners might not be necessary! If the goal of modern day education is to have students NOT sitting in their seats, I think there should be enough stimulation, that they will not need another object in their way, as I could absolutely see how this could be become a distraction. In a middle school classroom, I would have my students read this article and individually and then have a thoughtful discussion about it. Giving the students the responsibility to come up with their own reasoning for why we should allow or ban fidget spinners will give them a sense of leadership and responsibility that they will then hold themselves accountable for. I think this notion of self reflection and creating their own rules will be very beneficial with rules on fidget spinners, and everything else in the classroom.

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"Kids really enjoy playing with fidget spinners"
However there is a time and a place for everything. I do not agree with students having excess to fidget spinners during class lessons,unless it is benefiting  a special need.  To introduce this article to my students I would take  break it down into steps to make sure that they are engaged and understand the message that is coming from the article. Even though the article has voiced many opinions, they can be addressed accordingly.
1. The students will be introduced to the article by two questions in the Do Now: 1. What is a fidget spinner?
2. What is its purpose?

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First, I would split my students up into groups of four and provide each group with a fidget toy. I would then allot students time to answer my questions on the board through group discussion. The questions would be: What do you think this object is? And how do you think it helps in a classroom? I want to see as a teacher how many are familiar with fidget spinners and for those who aren’t they can see one up close. After this, I would have groups take turns sharing their answers. If we hit on the correct answer, I will then explain to them the current debate that is going on involving fidget toys. If students are unfamiliar, I would preface this portion of the lesson with an explanation of what these toys are and why they are being used in some classrooms.

Then, I would introduce the article to students by going over some words or names of disabilities that some students may be unfamiliar with such as “ADHD” and “autism.” I would tell them to underline and write in the margins key points as we read that you may want to reference during our after reading discussion. We would then chunk read the text through student volunteers. After we have read through the text, we will begin discussing whether or not we agree with the article and why.

I would then let students watch a very short video on fidget spinners that addresses some of the cons. This will help my more visual learners fully grasp the debate and increase their engagement that may be dwindling at this point.  Afterwards, I would have students break out of their groups and work silently and independently by answering whether they agree or disagree that fidget spinners are helpful in the classroom for students. Students will be instructed to reread the text and cite evidence from it or the video to support their answer. This will help me make an assessment for overall understanding of the topic and their writing pieces can act as their exit ticket.

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In order to make this article accessible to students to students with learning and language disabilities, I would first have a classroom discussion about the use of fidget spinners. Why do you use them? How often do  you use them? Does it help with your need to fidget or is it just a trend? After the discussion, we would popcorn read the article, stopping periodically to check for understanding. After we have read the article I would assign a writing piece to be worked on individually; 'do you agree with the banning of fidget spinners in school, why or why not? Use evidence from the text to support your opinion.' I believe the topic of the article would already grab the children's attention, as well as being able to argue their point of view about something they have a vestedn interest in.

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I think a good way to make this article accessible to middle school is to allow them to participate in our very own in class study regarding fidget spinners. From what we know as a class, it has been told that fidget spinners are used for specific disorders such as Attention Deficit Disorder and Anxiety.  We can conduct our very own observational study in our class.  The goal would be to determine if the fidget spinner is conducive to the classroom environment, or if it is simply a distraction.  I would have of my middle school class be the control group (experimental group), the group with the fidget spinners.  As a day passes by, we would alternate the groups.  Then we will conduct an assessment/survey in which students honestly portray the effects of the fidget spinners to see if they distract them or help them in classrooms.

I will read through the first couple paragraphs, then follow by calling on students to read following paragraphs as I call them.  As a class we would utilize a Venn Diagram to visually display the pros and cons of fidgets spinners.  We would have a discussion of the unfairness of banning fidget spinners for students who may actually benefit from using them.  Depending on the results of our classroom, we will talk to the administration of our school and inform them of our perspective on the topic.

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I would deliver differentiated instruction to my students by utilizing a graphic organizer to breakdown the content of this article.  I would model reading the article aloud to my class. As our guided practice we would complete our graphic organizer - together as a class.  This organizer would focus on the reasons why fidgets were introduced to schools, as well as the reasons they were banned.  To further checked for their understanding of the article, we would have a class debate - students would have to argue (making use of textual evidence) whether they are for or against the introduction of fidget toys being utilized in the classroom.

I believe this debate will keep all my students actively engaged by expressing their opinions about our close reading of this article. In doing so, I believe the visual of the graphic organizer will serve as a great support for my students that exhibit language struggles.  I also believe that the debate will also cater to the majority of my students' needs - including those with learning struggles because research informs us that thinking aloud is a metacognitive activity which significantly increases and or improves reading comprehension.

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As an uncle to two amazing children (four year old girl, 10 year old boy- 5th grade) who both have fidget spinners, I agree with the author of this text. I believe that Fidget Spinners are seen more as toys than as educational devices. Walking around in the city, I see them being sold on every corner and in nearly every store. I see people waiting in line at Dunkin Donuts playing with them while ordering their drinks and conversing with their friends and listening to music through their headphones. These are people that are already multitasking, and they are adding their fidget spinner to that already large list of tasks in which they are partaking.
I believe that fidget toys are causing more of a distraction than they are fixing a problem. It is up to the teacher to recognize when a student needs a short break from the lesson, and employing whatever tactic they see fit to address the situation. If students choose when they need a break, how often will they be permitted to fidget, and for how long?

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In order to make this article accessible for students with learning and language struggles I would first want to preteach some vocabulary words that may not be familiar.

Explain the meaning with student-friendly definitions.

Provide examples of how it is used.

Ask students to repeat the word three times.

Engage students in activities to develop mastery.

Ask students to say the word again.

Use a graphic organizer to explain concepts and related words.

I would add these words to the word wall with label drawings and pictures to help students make the connection between oral and written English.

We'd read the article as a class by section. I would call on students to read, making sure not to call on those who may struggle too much.  Students can then form small heterogeneous groups and discuss/summarize what they read (annotate the text) After reading the entire article I'd check for understanding by using an exit ticket.

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Letitia Smith UDL/Fidget Spinner Article

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Letitia Smith UDL/Fidget Spinner Article

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If I had the chance to share this article with my class, I would first show the video. The video introduces the idea that their are different ways to learn Their are all types of students with different learning abilities in one classroom and the Universal Design of Learning is a great way of showcasing this idea.
I would read the article with my students, meaning that I would read the first paragraph or two, and then I wold have students volunteer to read aloud. I would not pick on a student because I would not want to discourage a student who might not have gained enough confidence. Then I would split the students up into groups. I would have some great readers, and some average, and not so great readers in a group together for them to collaborate and read the rest of the article. In doing this I believe that I would have the great readers help the other students in the group read the article, just in case I can not get around to every group to assist them. Lastly I would have them write a paragraph stating why they believe or do not believe fidget spinners should be in the classroom. If they are not interested in writing they could maybe draw it or even make a song to showcase their answer.

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Walter V. UDL Fidget Spinner