Professional Documents
Culture Documents
New Pathways Capstone 2013 Dr. Christopher Shamburg Graduate Program in Educational Technology New Jersey City University cshamburg@njcu.edu
The TEACHNJ Act, signed into law in August 2012, mandated that new evaluation systems based on multiple measures of student learning and teacher practice be implemented statewide in 2013-14.
AchieveNJ
Teacher Practice
Source: NJ Department of Education. (May, 2013) AchieveNJ: Educator Evaluation and Support in New Jersey Retrieved May 30 from http://www.state.nj.us/education/AchieveNJ/intro/guide.pdf
Source: NJ Department of Education. (May, 2013). AchieveNJ: Improved evaluation and support for teachers and principals. Retrieved June 6, 2013 from : http://www.state.nj.us/education/AchieveNJ/intro/RegOverview.pdf
Student Engagement
Take risks to pursue quality Shows concentration and effort
Engagement Spectrum
Deep Engagement: Students take full ownership of learning activities,
displaying high levels of energy, a willingness to ask questions, pursue answers, consider alternatives, and take risks in pursuit of quality.
Remixing Shakespeare
First Murderer But who did bid thee join with us?
Third Murderer Macbeth. Second Murderer He needs not our mistrust, since he delivers Our offices and what we have to do To the direction just.
First Murderer Then stand with us. The west yet glimmers with some streaks of day.
Station Teaching
Stations are spots in the classroom where small groups of students can work on various tasks simultaneously and then rotate.
Station 1 Station 2
Station 5
Station 3
Station 4
Station Teaching
Station Options
Can be teacher-led or student-directed, independent, or collaborate. Stations can work at a station for 8 minutes or a full class period Stations can focus on the same topic in different ways or different parts of a larger topic.
Station 4: Students are given a list of figures of speech and must enact them and video record (e.g. busy as bees).
Station 5: Students will do a variety of activities on the Smartboard relating to Idiomatic Expressions.
Retain right to change groups if misbehavior interferes with activity Consider making a station outside of the classroomthe gym, an empty room, outside, the auditorium (if you have the supervision or co-teacher)
Universal Design
UDL is
A set of research-based guidelines for curriculum development. Guidelines that focus on: Multiple means of representation to give learners various ways of acquiring information and knowledge
Multiple means of expression to provide learners alternatives for demonstrating what they know.
Multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn.
UDL is
A set of research-based guidelines for curriculum development. Guidelines that focus on: Multiple means of representationwhat is learned Multiple means of expressionhow its learned Multiple means of engagement --why its learned
The model of learning described in this plan calls for engaging and empowering personalized learning experiences for learners of all ages...It calls for using state-of-the-art technology and Universal Design for Learning (UDL) concepts to enable, motivate, and inspire all students to achieve, regardless of background, languages, or disabilities.
--Arne Duncan, US Secretary of Education Letter to Congress Introducing the National Educational Technology Plan http://www.ed.gov/technology/netp-2010/letter-secretary
UDL Guidelines
Multiple Means of Representation 1. Options for Perception 2. Options for Language, Expression and Symbols 3. Options for Comprehension Multiple Means for Action and Expression 4. Options for Physical Action 5. Options for Expression and Communication. 6. Options for Executive Function Multiple Means of Engagement 7. Options for Recruiting Interest 8. Options for Sustaining Effort and Persistence 9. Options for Self-Regulation
1, 4, 7, 8 Mr. Mooks Stairway to Algebra UDL Guidelines ____________ A 7th grade algebra teacher teaches slope by having students review common mistakes and then apply the slope formula to real life problems involving building codes.
Cases in UDL
Multiple Means of Representation
1. Options for Perception 2. Options for Language, Expression and Symbols 3. Options for Comprehension
Ms. Fernandez teaches Spanish. She is introducing students to the vocabulary of the household. She gives students a list of vocabulary words and 4 different optionsdraw a diagram, create a short skit, write a poem, or create a comiceach must include the set of household vocabulary words
Cases in UDL
Multiple Means of Representation Multiple Means for Action and Expression Multiple Means of Engagement
1. Options for Perception 2. Options for Language, Expression and Symbols 3. Options for Comprehension
4. Options for Physical Action 5. Options for Expression and Communication. 6. Options for Executive Function
7. Options for Recruiting Interest 8. Options for Sustaining Effort and Persistence 9. Options for Self-Regulation
Case 2: Unlike Denominators UDL Guidelines ________________ 2,3,4 Mr. Kouse teaches a sixth-grade mathematics class. He notices many students have problems adding and subtracting fractions with unlike denominators. He gets a bunch of pebbles and puts them in plastic mixing cups and demonstrates adding amounts with unlike denominators (e.g. 1/4 of a cup and 3/8 of a cup). He sets this up as a station and rotates groups of students through as other groups do different activities.
Case 3: Enacting Novels Case 4: Feedback on Cards Case 5: Audio Tour Case 6: Figurative Language Contract Case 7: Pictures and Labels Case 8: Cheat Sheet Case 9: EROX Learning System
Other Cases
The End Dr. Christopher Shamburg Educational Technology Department New Jersey City University cshamburg@njcu.edu