This presentation will provide an overview of existing technology-based interventions that support writing instruction for students with high-incidence disabilities. Innovative technology-based graphic organizers (TBGOs) with embedded self-regulated learning strategies and UDL supports will be shared. The results of the TBGOs testing with more than 1,000 3rd-12th grade students including 800 struggling writers with and without high-incidence disabilities and ELLs will be discussed. Students’ and teachers’ perceptions will be shared.

Session Video Recording

Choose your own adventure using our virtual Seesaw workshop! Pick and choose from a variety of video examples and share our experiences, resources, and journey toward intentionally developing a primary grades learning environment that meets the needs of all students and empowers them to become expert learners, whether in person or remotely. Participants control their experience based on individual and district needs. Leave the session with ready-to-implement ideas and resources for developing a culture and environment of curiosity and creativity regardless of who and where your students are!

Session Navigation Instructions
Slide Deck (with Navigation to Padlet)

The Australian Curriculum is currently under review and a key action for the Health and Physical Education curriculum is to review the language used to ensure the curriculum is inclusive of all learners. This session will highlight how the language we use, particularly when describing learning and achievement in movement activities, can be the difference between inclusion and exclusion of students. We will model strategies for re-thinking the language used to describe learning goals, using the UDL Framework as a reference point, to ensure all learners can be included in the curricula we design.

Session Video Recording
Video Transcript
Padlet
JamBoard

In this session, participants will explore ways in which form drives function and how flexible learning spaces can support learner centered education.

Goals:

• Explore ways in which form drives function and how flexible learning spaces can support learner centered education.

Build Background and Reflect

• Read and explore resources from the Edutopia article: Classroom Makeovers to Engage Learning
  • Reflect on the following questions after you have completed the article review:
    • When learners walk into your classroom, what do you want them to see, feel, and think?
    • Reflect on different environments in which you work and how they impact your ability to think, collaborate, be creative, motivate, or increase energy (i.e. The office, coffee shop, your living room, etc).
      • How does form drive function in each of these environments?

Using a paper and pencil or an online tool like Mind Meister, create a mind map that outlines the connection between various flexible learning spaces in your current learning environment and the purpose for those spaces.

Video Session

View the Session Recording 

Interactive Notes Document

Apply Your Learning

Review the research based document from Steelcase Education, shared in the video presentation, to discover ways to redesign your classroom and implement flexible learning spaces that have purpose and drive learning.

You may also consider how to bring elements of flexible learning spaces discussed in the 3rd Teacher to life.

This session will recognize pointers on what to think about when trying to embed UDL within an MTSS. We will also encounter revelations in viewing our system of instruction and intervention as a network with the ability to make the primacy of purposeful interactions more obvious. Finally, we will embrace rejuvenation through examples of growing pains that go into an implementation and sustainability plan for an effective UDL within an MTSS.

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Despite Universal Design for Learning (UDL, Rose & Meyer, 2002) being internationally recognized as a framework that addresses students’ inherent learner variability and reduces their barriers to learning (Basham et al., 2018), little work has addressed the inherent variability of diverse teachers. In particular, all teachers will at some point face barriers to executive functioning; notably, this is of relevance as teachers adapt to distanced learning. This UDL talk launches discussion around the important question, “How can UDL best support diverse teachers in designing instructional experiences inclusive of both teacher and student variability?”

Session Video Recording
Slide Deck
Padlet
Resource Folder

In order to create meaningful opportunities for learners to make choices and become self-directed in their learning, we have to move away from being lesson planners and embrace our role as designers of learning opportunities and educational spaces. 

Learning designers empathize and seek to understand, define challenges and decisions to be made, share and value all ideas, create prototypes for iterations of their work, test their iterations to determine what works and how to move the design forward, and value the learner as the center of design.

Start the Module

The environment is the context in which learning takes place. It mirrors the ideas, values, attitudes, and cultures of those who use the space. Educators must utilize the learning environment to communicate the beliefs that learners should be at the center of the learning experience and that intentional and inclusive pedagogy are valued in the space. 

Start the Module

This session will introduce to participants a virtual reality social skills tool for students with social skill deficits.  Available across various platforms (e.g., Chrome, iPad, Oculus), students have the possibility of address social emotional challenges across 10 social skill domains.  Participants will learn about the tool, its alignment to the UDL Framework, and how this can be used by students and their educators to address social skill deficits in a personalized user friendly format. In addition to the virtual reality tool, educators will also learn about a tool that facilitates the practice and generalization of the learning social skill in the “real” classroom.

Session Video Recording

This session addresses affective, recognition and strategic networks for all learners. Due to challenging circumstances, educators have to change instructional delivery from face to face to virtual. The purpose of education is to engage all in all settings. Now the question is: Are we reaching out to all learners virtually? Are the lessons addressing the needs of all learners? Are we providing equity to all learners ? Are we bridging the gaps? The participant will walk away with ideas how to reduce barriers in reaching out to all learners.

• Poster
• Speaker Notes
• Slide Deck
• References