UDL and Student Groups How to Structure Groups so Everyone Benefits

UDL and Student Groups
How to Structure Groups so Everyone Benefits
Sabita Raman – Lakelands Park MS
Bill McGrath - HIAT
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By the end of this training session, participants
will have:
• Learned how a UDL lens for lesson planning
can make small group learning more
effective for all students in your classroom.
• Understand how centers and stations
support the universal learner.
• Gained practical resources and tools so
support centers and stations to optimize
learning for all students in your classroom.
3 Major UDL principles…
Teachers provide:
Students have:
1. Flexible ways of
presenting lesson
content
1. Options for
how they learn
2. Flexible options
for student
engagement
2. Choices which
will engage
student interest
3.
3. Flexible methods
of expression,
and assessment
Choices for
how they
demonstrate
their learning
Collaborative Planning with
UDL Choices and Variety
Reflect:
“who is left
out?”
Refine:
adjust or
add choices
and variety
Deliver:
lesson with
choices and
variety
UDL in the Classroom
Stations/centers/groups providing variety or choices in
methods to learn information
that tap into diverse learning
styles
Routines – fluency in routines
related to variety and choice
on how they learn and
demonstrate their learning
Classroom Perspective:
How has teaching in groups changed
through using the UDL lens?
Types of Groups
Article Link - Scholastic
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Random Grouping
Achievement or ability Groups
Social (Cooperative Grouping)
Interest Grouping
Task Grouping
Knowledge of Subject Grouping
Skill/Strategy Grouping
Student Choice Grouping
UDL Lens for Stations in Science 6
• Typical delivery – whole group
presentation of content
• Required extensive re-teaching and
time to reach learners with predictable
student barriers.
• Adopted a UDL lens in collaborative
planning to frontload more varied
learning modalities
Stations in Science 6 video: http://bit.ly/q202Nr
Questions to consider:
• What were the predictable learning
barriers these teachers attempted to
address?
• Was it worth the extra time required to
plan?
• Could they have accomplished some of
this benefit without any technology?
Groups, Centers and Stations to Address Predictable Student Learning Barriers
1. Review one video from the list provided (10 minutes)
2. After viewing, pair with another teacher who viewed the same video. Identify how the features of
the groups or stations address predictable student learning barriers on the capture sheet provided.
(5 minutes)
Potential videos for viewing to identify 2-3 predicable student barriers that may be addressed:
A. Pinwheel Discussions: Texts in Conversation (Grades 9-12, ELA):
https://www.teachingchannel.org/videos/high-school-literature-lesson-plan
B. Literary Analysis Through Interactive Stations (Grades 9-12, ELA):
https://www.teachingchannel.org/videos/increase-engagement-and-understanding
C. Logistics in Groups to Promote Discourse and Critical Thinking in US History (Grade 8):
http://www.montgomeryschoolsmd.org/departments/hiat/udl/video/Gina%20Student%20Groups/Gina%2
0Student%20Groups.html
D. Collaborative Groups in Math (Grade 6) - Ms. Bailey uses netbooks and the interactive white board as part
of collaborative, small group math activities to foster collaboration:
http://www.montgomeryschoolsmd.org/departments/hiat/udl/examples/examp006.shtm
E. Math Center Choices (Grade 3)- Mr. Faleder gives third grade students choices of which center they would
like to use that will best support their learning of math concepts:
http://www.montgomeryschoolsmd.org/departments/hiat/udl/examples/examp022.shtm
 reflection on impact:
http://www.montgomeryschoolsmd.org/departments/hiat/udl/video/Adams%20response%20to%20math%20groups/Adams%20response%
20to%20math%20groups.html
Explore-Think-Share
1. Review one video from the
list provided.
2. Identify how the features
of the groups or stations
address 2-3 predictable
student learning barriers.
3. Meet with others who
views the same video and
share what barriers were
addressed at locations
marked
Whip around
Teacher Tips – Frontloading Groups for
Student Success
Classroom Perspective:
What new routines or
logistics have you
added to make groups
work better for all
learners?
Work Time
Option 1:
Begin planning for
an upcoming
lesson
How can choice
and/or variety in
groups support
student learning
for all?
Work Time
Option 2:
Plan for groups to address barriers
in one of following
• Discourse in math
• Accessing more challenging
text
• Building critical thinking skills
• Analyzing primary source
documents
• Activating or building
background knowledge and
academic vocabulary on a topic
Break – 10 minutes / Start Work Time
Whip around
What Will Be Your Everyday UDL with Groups?
• Note-taking: sentences – words - draw
• Check for understand: show me – tell
me - act it out
• Small group: verbal – manipulatives pencil/paper
• Student discourse: verbal - written drawing - multimedia
• Graphic organizers: linear - image
support - varied conceptual organization
UDL is like thinking about your guests
before you plan the meal, but every night
can’t be Bon Appetite!
Choices: Tools to Support
Memory, Organization, and
Response Options
My drawing or
writing can help
me speak more
confidently or be
an option to
contribute to
discourse
Real Objects to Support Initiation,
Language and Engagement
TASS connection
Building Student Ownership of Choices
Assessment as Learning
In a UDL classroom, we expect students to be engaged, independent, and effective learners. This requires more
than just presenting content in an interesting way. As educators, we need to provide tools for students to take
ownership of their learning by reflecting on the choices that they are provided for engaging with content and
expressing their knowledge.
This concept is also supported by two forces within the current and emerging elementary school curriculum that
you should be aware of. First is the idea of Assessment as Learning, which means that we use the assessment
cycle as a learning opportunity for students rather than simply a tool to inform us as teachers. The second idea
is that in addition to teaching content, we are charged with teaching students to reflect on their own progress
and make choices about strategies to attain a goal. The MCPS Curriculum 2.0 addresses this with the Academic
Success Skills Indictors. The following charts appear at the end of this document and may be helpful to organize
your thinking about this topic.


"Assessment as Learning"
"MCPS Thinking and Academic Success Skills Indicators"
Checkpoints for Building Student Ownership of Choices
There are many ways to have students reflect on choices in products, tools, methods or materials. Some
teachers use surveys. Others may consider graphing class preferences.
It may be helpful to reflect on three important checkpoints of empowering and building effective student
choices within the UDL framework:
1. Recognition: Methods to introduce choices to students. This may involve introducing a new method to
the whole class so that it becomes an option for future assignments. Or, it may involve explicitly asking
students to do a task several different ways in order to reflect on the experience.
2. Reflection: Methods to have students document or share which choices did or did not support their
learning for a specific task.
3. Planning: Methods for students to choose a way of learning or demonstrating knowledge based on
choices they've had before.
Consideration should be given to make sure each of these is "usable" and "accessible" to all learners.
Optional Reading
The two one-page summaries that follow are portions of longer documents for which links are provided below.


Chapter 4: Assessment as Learning from online book Rethinking Classroom Assessment with Purpose in
Mind
Elementary Integrated Curriculum Framework
Chapter 4
Summary of Planning Assessment as Learning
Assessment for Learning
Assessment as Learning
Why Assess?
to enable teachers to determine next steps in
advancing student learning
to guide and provide opportunities for each student to
monitor and critically reflect on his or her learning and
identify next steps
Assess What?
each student’s progress and learning needs in
relation to the curricular outcomes
each student’s thinking about his or her learning, what
strategies he or she uses to support or challenge that
learning, and the mechanisms he or she uses to adjust
and advance his or her learning
What Methods? a range of methods in different modes that make
students’ skills and understanding visible
a range of methods in different modes that elicit
students’ learning and metacognitive processes
Ensuring
Quality
• accuracy and consistency of observations and
interpretations of student learning
• clear, detailed learning expectations
• accurate, detailed notes for descriptive feedback
to each student
• accuracy and consistency of student’s self-reflection,
self-monitoring, and self-adjustment
• engagement of the student in considering and
challenging his or her thinking
• students record their own learning
Using the
Information
• provide each student with accurate descriptive
feedback to further his or her learning
• differentiate instruction by continually checking
where each student is in relation to the
curricular outcomes
• provide parents or guardians with descriptive
feedback about student learning and ideas for
support
• provide each student with accurate, descriptive
feedback that will help him or her develop
independent learning habits
• have each student focus on the task and his or her
learning (not on getting the right answer)
• provide each student with ideas for adjusting,
rethinking, and articulating his or her learning
• provide the conditions for the teacher and student to
discuss alternatives
• students report about their learning
54
• Re t h i n k i n g C l a s s r o o m A s s e s s m e n t w i t h Pu r p o s e i n M i n d
MCPS Thinking and Academic Success Skills Indicators
Critical Thinking Skills
1.0 Analysis
1.1 Identify and describe attributes.
1.2 Compare by identifying similarities and
differences.
1.3 Sort and classify into categories.
1.4 Identify and describe patterns and the
relationships within patterns.
1.5 Identify relationships among parts of a
whole.
1.6 Infer and explain meaning to make
sense of parts.
Creative Thinking Skills
4.0 Elaboration
4.1 Enhance thoughts, ideas, processes, or
products by adding details.
4.2 Demonstrate thoughts, ideas, processes, or
products by using different forms of
communication.
4.3 Combine or add to thoughts, ideas,
processes, or products.
2.0
2.1
2.2
2.3
5.0 Flexibility
5.1 Maintain openness by considering new and
diverse ideas and multiple perspectives.
5.2 Select and use multiple resources.
5.3 Move freely between new information and
prior knowledge.
5.4 Adapt and use information and multiple
strategies to seek clarity.
5.5 Demonstrate adaptability by changing ideas,
questions, resources, or strategies when
presented with evidence.
6.0 Fluency
6.1 Generate many ideas.
6.2 Represent and describe ideas or solutions in
a variety of ways.
6.3 Generate ideas using multiple strategies.
6.4 Ask questions in a variety of ways.
Evaluation
Rank options based on criteria.
Select and test possible alternatives.
Justify a choice or solution based on
criteria using evidence and reason.
2.4 Question facts and claims.
2.5 Determine the credibility of information
and claims.
2.6 Determine how to use conflicting
information.
3.0 Synthesis
3.1 Organize parts to form a new or unique
whole.
3.2 Integrate ideas, information, and
theories to invent or devise a solution.
3.3 Formulate generalizations by examining
parts and putting them together.
7.0 Originality
7.1 Create a new idea, process, or product using
multiple and varied formats.
7.2 Plan and formulate a new, unique, or
alternative solution to a problem or situation.
7.3 Transform an idea, process, or product into
a new form.
Elementary Integrated Curriculum Framework – Montgomery County Public Schools – September, 2010
Academic Success Skills
8.0 Collaboration
8.1 Demonstrate active listening and empathy in
communicating with group members.
8.2 Solicit and respect multiple and diverse perspectives to
broaden and deepen understanding.
8.3 Demonstrate teamwork by working productively with
others.
8.4 Define and identify steps to reach a group goal.
8.5 Identify and analyze options for sharing responsibility to
reach a group goal.
8.6 Demonstrate the characteristics of both a group leader and
a group member.
8.7 Support group decisions with criteria.
9.0 Effort/Motivation/Persistence
9.1 Demonstrate strategies to achieve a goal or solve a
problem.
9.2 Self-assess effectiveness of strategies and redirect efforts
to achieve a goal or obtain a solution to a problem.
9.3 Identify an achievable, yet challenging goal.
9.4 Identify and describe the outcome of a goal.
9.5 Identify the components of goal-setting.
9.6 Develop and demonstrate a sequenced program of action
to achieve a goal or solve a problem.
10.0 Intellectual Risk Taking
10.1 Adapt and make adjustments to meet challenges when
seeking solutions.
10.2 Demonstrate willingness to accept uncertainty by sharing
ideas, asking questions, or attempting novel tasks.
10.3 Challenge self and others to advance skill level.
11.0 Metacognition
11.1 Examine one’s own thoughts and ideas to identify
background knowledge.
11.2 Explain thinking processes.
11.3 Self-monitor strategies to assess progress and apply new
thinking.
11.4 Seek clarification and adapt strategies to attain learning
task/outcome.
6
Accountability for Learning and
Scaffolding Metacognition
Classroom Perspective:
holding students
accountable for their
learning in the group
helping them
understand how they
learn best
Welcome to the Raman Memoir Café
Directions: Take a close look at the memoir, analyze each question, have a discussion and write your
response.
Finally synthesize the information to create a summary
This memoir is about a … (person,
How do you know it is a memoir? Give
What is the setting in this memoir? How do
place, thing or animal).
examples from the text (quotes)
Why did this person write it?
( hint: point of view)
you know?
What is the challenge you see in this
The message I learned from this memoir is
memoir? Provide details
____________________________________________
_
WRITE A SIX WORD SUMMARY OF THIS
MEMOIR
____________________________________________
______________________
____________________
____________________________________________
_______________________
____________________
_______________________
____________________
_
_ because_______
o Analyze means: examine carefully, breaking down a text into different parts
(looking at the themes, the characters, the setting, the dialogue, the plot)
o Synthesize means: combine ideas to form a new idea, put together ideas (summary)
Raman 2013 : Unit 3 Memoir Narrative
Work Time
1. Refine variety and choice in plans for groups
2. Brainstorm practical options to help your students be
accountable for both what they learn and for an
understanding of how they learn it
Whip around
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