2. Break directions into VERY small steps with pre-arranged breaks for feedback.
Example:
1. Put your name on your paper.
2. Choose your topic and write it in this box.
3. Bring your paper to me.
4. Now write one sentence.
5. Read the sentence aloud to yourself.
6. Bring your paper to me.
7. etc...
Gradually increase the amount of work expected before feedback. This technique allows the student to get feedback and attention from the teacher as well as a chance to get up and out of their seat without getting in trouble.
. 3. Evaluate lesson plans for engaging, interesting activities: http://www.inspiringteachers.com/classroom_resources/tips/curriculum_and_instruction/involve_engage_students.html
4. Use the element of surprise: find new, novel ways to present information
5. Pause dramatically right before important information
6. Utilize a center-based instructional design
7. Use the child's name in material that is being covered.
(If Diane has 10 apples and Erika has 20 apples...)
8. Non-negotiable vs.negotiable
Before beginning a lesson, decide which things are a MUST DO and which things might have some leeway.
e.g. The student MUST demonstrate knowledge of math facts; the student COULD do the test orally with a parent volunteer, on a dry erase board, while standing up, etc...
Summary
UDL Overview
http://www.donjohnston.com/research/articles/LL_UDL_1_Nov2006.html
Description of the three principles of UDL
Multiple Means of Representation
http://www.donjohnston.com/research/articles/LLarticleUDL_2.html
Multiple Means of Expression
http://www.donjohnston.com/research/articles/LL_UDL3_Jan07.html
Multiple Means of Engagement
http://www.donjohnston.com/research/articles/LL_UDL4_Feb07.html
Ideas and Samples
Idea list - multiple means of representation:
http://www.donjohnston.com/research/articles/LL_UDL3_Jan07.html#EXPRESSIONS
Sample 1st grade reading lesson incorporating UDL principles (scroll to the last page of the document to see the modification planning sheet.)
http://www.patinsproject.com/universal_design_for_learning_project_files/frontier_lesson5.pdf
2. Break directions into VERY small steps with pre-arranged breaks for feedback.
Example:
1. Put your name on your paper.
2. Choose your topic and write it in this box.
3. Bring your paper to me.
4. Now write one sentence.
5. Read the sentence aloud to yourself.
6. Bring your paper to me.
7. etc...
Gradually increase the amount of work expected before feedback. This technique allows the student to get feedback and attention from the teacher as well as a chance to get up and out of their seat without getting in trouble.
.
3. Evaluate lesson plans for engaging, interesting activities:
http://www.inspiringteachers.com/classroom_resources/tips/curriculum_and_instruction/involve_engage_students.html
4. Use the element of surprise: find new, novel ways to present information
5. Pause dramatically right before important information
6. Utilize a center-based instructional design
7. Use the child's name in material that is being covered.
(If Diane has 10 apples and Erika has 20 apples...)
8. Non-negotiable vs. negotiable
Before beginning a lesson, decide which things are a MUST DO and which things might have some leeway.
e.g. The student MUST demonstrate knowledge of math facts; the student COULD do the test orally with a parent volunteer, on a dry erase board, while standing up, etc...
9. Alternatives to Hand-Raising; Active responding to increase cognitive engagement
Use cooperative learning strategies instead of asking a question and calling on one student (while your 23 other students zone out).
Active student response
http://www.cde.state.co.us/cdesped/download/pdf/facActiveStudentResponseStrategies.pdf
ftp://download.intel.com/education/Common/in/Resources/DEP/strategies/DEP_Strategies_TPS.pdf
Cooperative learning not working for you? Troubleshooting tips:
10. Teach from a different area of the room
Don't need the promethean board for your lesson? Try teaching from somewhere other than your usual spot.
11. Eliminate timed tests
Students with attention problems become preoccupied with elapsed time.