GMMA+-+Team+Awesome

Team Awesome - Karen, Kevin, Andrew, Joe

__**Goals**__ Having clear goals is critical in determining which methods, material and assessments are to be used. If the goal is a concept, the means are flexible. If the goal is a strategy to demonstrate the grasp of a concept, students will need supports and strategies to show their understanding.

Example: Students will demonstrate their knowledge of how high pressure systems affect precipitation.

Non-example: Students will show they understand weather.

__ Materials: __

If we stick to using only one learning material, then only one type of student will benefit. Using many different materials in our UDL classrooms is important. The more variety in the tools we use the more learning styles our teaching will meet. The following are different materials that a teacher can use in their classroom: text, images, manipulatives, video, paper/pencil/crayons, computers, and audio devices.

Examples to use would be multimedia tools such as Hyperstudio, Kid Pix, and Powerpoint. Graphic organizers such as Inspiration and Kidspiration are great tools for images. Text to speech and text to images tools like Cast eReader, Pix Reader, Pix Writer, and Intellitalk II are great tools to convert materials from one medium to another. Youtube could also be use to benefit visual and auditory leaners. Textbooks can be found online as well. Computer programs are great manipulatives for students that are tactile learners.

Anything that we use is considered a material for learning, so its tough provide non-examples. As teachers we just have to be weary of how these tools are being used. For example, youtube is great for students to research topics. Then again students can watch any kind of video they wish. If our directions and expectations (for appropriate use) are clear instruction these materials can make our content interesting and productive.

__**Methods.**__ It is important to vary the way methods used in the classroom as well as the way we ask students to demonstrate their understanding. If the context of learning, the presentation style, and/or the instruction are never differentiated, then certain students will be alienated along the way and struggle to engage in the material. Below are some guidelines for encouraging varied methods in the classroom (as detailed in chapter 6). For Recognition Learning - Provide Multiple Examples - Highlight critical features - Provide multiple media and formats - Support background knowledge For Strategic Learning - Provide flexible models of skilled performance - Provide opportunity to practice with supports - Provide ongoing, relevant feedback - Offer flexible opportunities for demonstrating a skill For Affective Learning - Offer choices of content and tools - Provide adjustable levels of challenge - Offer a choice of rewards - Offer a choice of learning context

Example: When reading a chapter of a novel, students will be given the choice to read independently, “popcorn” read in a small group, listen to an audiobook of the chapter, or follow along as the teacher reads. Non-example: All students will read the chapter independently.

__**Assessments**__
==== Assessing students in only one way can provide barriers in accurately measuring all of the student’s understanding of the skills being measured (constructs). By providing options for the students when assessing them, it can help you accurately assess what the students have learned. Students will have the opportunity to express the skills that are being assessed, making it a more valid assessment on the construct being tested. ====

Example:
==== If you are assessing the three states of matter, do not assess on a text-based exam, give them a choice to show their skills of the construct. This results in students reading about matter, having them decode and comprehend what they have read. You are measuring whether or not they understand the concept, not whether they can comprehend, decode, or have language skills. Students may have comprehension or decoding problems making it an inaccurate means of assessment. Provide options for students to explain what the three states of matter are by drawing pictures, providing examples, or stating the differences. ====

Non-example:
==== Assess students on the three states of matter, by having an explanation of what matter is, and provide details about the three states. Have students answer questions based on this content, not worrying about whether they can comprehend, decode and understand the concept. Assess students in an oral report so that they feel uncomfortable and require reading in front of their peers. Have them create a power point on the states of matter not caring whether or not they know how to use a computer. Have students write an essay, knowing that they aren’t the greatest writers. Assess students through the exact same way. ====