UDL and Pos Ed- Staff Only Day - Feb 2023

What’s in my own Toolbox?

What do we want our children to have in their toolkit for representing ideas and learning?

What’s possible?

 

In groups we selected some tools to represent your learning (from Walk and Talk with Sue podcasts) back to the group - we were invited to be creative ….anything goes, we had some fun!

We have summarised our learning: Staff Only Days 2023 IMPORTANT

Celebrating TAIs and UDL Walkthrough 10th June

Teachers shared TAIs in teams and discussed where to next.

We did a UDL walk through of all of the teaching spaces. We discussed what visual tools we have put in place to support our students. 

Using Seesaw as Formative Assessment

How can Seesaw be used as a formative assessment tool? 

In teams:
Go and evaluate 1 or 2 students in the area.

What does this do to tell the learning story? Formative assessment?
What do we need to develop?
What are the advantages? What is missing?
What conversations are we having?
What is evident in the pieces?

What does the next piece look like? 

Is the criteria evident? 

Is the child goal evident? 

Teacher reflection? 

Each teacher set a Seesaw Goal:
Seesaw Goals: 2 Weeks
Using "Skills" on Seesaw

"Teachers using Seesaw for formative assessments can now tag their students' posts with their own set of skills or standards. They can assign a simple 1-4 star rating to student work to get a real-time understanding of how students are progressing towards key curriculum objectives. Skills also helps teachers inform instructional practice and save time on reporting.

Skills and ratings are only visible to teachers and are fully customisable to the learning goals your class is working towards."

Activities on Seesaw

"Now you can easily create and share activities for your students to complete in Seesaw on iOS and the web. Get inspired with grade-level specific activities from our library, or create your own!"

 

100 ways to use Seesaw

This is a Collaborative Presentation set up by Allanah King for New New Zealand teachers. There are lots of ideas for using activities on Seesaw. Please add your ideas!




Guidelines for posting on Seesaw:

Is your post about learning? 

Remember to add a caption to say why you are adding the post.

This shows that I am learning to… 

This shows that I can… 

I figured out that… 

Wow! I did this for the first time… 

I am sharing this post because… 

I learnt that… 

I think that I did a good job with this because… 

This shows that I am meeting my goal… 

My next steps will be... 

I could improve this piece by... 

Next (time) I would like to try...

UDL in Action at Worser Bay School

At Worser Bay School, we are embracing the principles of Universal Design for Learning so that we can give individuals equal opportunities to learn. It is about flexible pathways so that learning can be personalised, rather than a one size fits all solution. In the past we thought about the average student’s needs and taught as though all of these children had the same needs. In reality all children are unique and as teachers, we need to teach in different ways.

There are three main principles of UDL:

1. Representation - Students have many ways to gain knowledge and information through multiple ways of presentation
e.g. non readers can not access information when it is presented in writing.

2. Expression - Students need to express themselves so that they can reflect and assess themselves.
Children who can’t write can’t express themselves if they are asked to put pen to paper.

3. Engagement - Students who are engaged and motivated to learn are more resilient and problem solve to complete tasks. Kevin Honeycutt says that learning to love to learn hinges on engagement and so this factor is essential in good curriculum design.

No two students are alike or learn in the same way therefore we have to teach students to think for themselves. There are greater opportunities for collaborative learning!

We worked in teams to prepare presentations about the strands of UDL across the school. 

Active Demonstrating and UDL: Thursday Admin

Check in with Active Demonstrating goals: Goals and Reflection
Last year, we did a "Thinglink" to show UDL around the classroom. How have we moved on? What have we put in place for our learners? 

On Monday, you will do a 5 minute presentation per group to show how we are embedding strands of UDL in our spaces. Your group will take on one of the strands. You will have time to prepare for this during the session... 

Questions to consider: 

How are we doing this now? 

How are we reducing the barriers for our learners?
What are we doing in our spaces to ensure that we are planning for all of our students? Give examples.
What are our next steps? Literacy/ Maths/ Inquiry?

 You also need to read the 2 readings for Monday and give a short summary to a small group. 

Carl, Nicola, Hayley, Susie:
Provide multiple means of Engagement

UNIVERSAL DESIGN FOR LEARNING IN CURRICULUM PLANNING AND LESSON DESIGN by Lynne Silcock (Core Ed)

To Help Students Learn, Engage the Emotions BY JESSICA LAHEY "It is literally neurobiologically impossible to think deeply about things that you don’t care about,” says the neuroscientist Mary Helen Immordino-Yang." To Help Students Learn, Engage the Emotions.


Gillian, Shona, Anna, Suz:

Provide multiple means of Representation

Katie Novak: Million Dollar Question- what does UDL look like?

TAKING A FRESH LOOK AT YOUR LEARNING SPACE by Lynne Silcock (Core Ed)

Scott, Ximena, Gabrielle, John:
Provide multiple means of Action and Expression

This is the future of education and it will change everything. We need to let students express themselves in ways that work for them… Sometimes we hold them back if we don’t give students a choice. Making ideas into reality at MIT's 'Future Factory'

UNPACKING UDL, DIFFERENTIATION AND ADAPTATION

Ideas during the session: 

2018 Planned Actions

These meetings were focused around planned actions for 2018. 

This was the "Smackdown" led by Gabrielle

This was the "Smackdown" led by John:

We started by planning from the why? 

Inclusion Meeting: Preparing for Inclusive Education Internal Evaluation 16th October 2017

We are preparing for our Inclusive Education Self Review.

What is Inclusive Education?
What different groups do we have in the school?
What perspectives do we need to consider?

We will look at what the survey showed.
Look at school vision and Year 6 leaver's profile.

What are we currently doing that contributes to Inclusive Education?

What UDL strategies and tools are you using in your classroom? Why?

Refresh from ULearn...

In her ULearn17 keynote, Ann Milne shared her story of the Warrior Scholars from Kia Aroha college. The video below demonstrates a wonderful model of cultural responsiveness in action:

 
Warrior Scholars - Decolonising education from Teach For All on Vimeo.


These slides have been adapted from the ULearn presentation by Margaret Lelieveld and Sunny West. The slides are about ASD in the ILE:

 

This is a link to a transition checklist for ASD students (but would be useful for other students too)

The senior team have been working with Evan Barker, who has been completing his Masters Thesis, "The implementation of (UDL) guidelines … and its influence on students’ learning." This has further helped us to reflect on our journey, our achievements and inform our next steps. These are the slides about his research from his ULearn presentation:

 

September 4th 2017 UDL, Inquiry and Maths/ Observation Triples

Further reading: What is Mathematical Beauty? Teaching through Big Ideas and Connections: Jo Boaler

Here is a run down for Maths Triples Next week and the week after.  There are a few group changes etc .  We also really want to 'join the dots' between our PLD Foci/meetings , WBS initiatives such as triples observations, teaching goals etc and student outcomes.  

 FOCUS of Maths Triples -    Improve student outcomes in maths                        

For these triples please think about the sorts of things you might want to demonstrate/explore/discuss during your sessions.

Please keep in mind the things we have looked at already so that the session is relevant:

-Using growth mindset in Maths

-Maths as a creative realm and the application of flexible thinking

-Visualisation in Maths, number talks

-Collaborative problem solving

-Formative assessment, student voice in learning, self evaluation and goal  setting

                         

There is likely to be quite a lot of cross- over with some of these things.  It is bound to be really interesting.  Exciting!

During this session we will also be setting Teaching goals :

These goals will focus on student outcomes.  What difference will ‘numbertalks’ or…………. make to this group/individual .... and where will they be by.........  How will you know ?    What will you see/collect/gather ?  What will they be able to do ?

Timetable

Week 7			Week 8
Time	Monday John Wanwan Susie	Tuesday Nicola   Scott Anna		Monday Shona Gabrielle Gillian Chris
	04 Sept	05 Sept		11 Sept
			9.00-9.30
9.00 - 9.20			9.30-10.00	Chris - Suz/Jude
9.20 - 11.00	John - Hayley	Nicola-Chrissy	10.00-10.40	Gabrielle - Kathryn
11.40- 1.00	Wanwan-Sherwin	Scott - Sherwin	11.40-1.00	Gillian-Hayley
1.40 - 3.00	Susie - Kathryn	Anna - Hayley	1.40-3.00	Shona - Sherwin

First 20 minutes:   Share how your Maths programme is structured.  

Before Observation - Person being observed will share:

• focus for the lesson, background to student needs in maths
• the planning - lesson sequence overview and student outcomes
• personal goals in teaching maths - or your Teaching as Inquiry

During Observation:

• note teaching strategies/behaviours
• what students are doing in relation to these
• what is effective?
• what could be improved?

After Observation discuss:

• what were the strengths?
• what could be improved?
• questions to think about/consider
• set a teaching goal for the next 4 weeks.  We will reflect on this during an admin meeting.

What staff said...

Teachers

Students

Planning linking to real world context/ Inquiry Provide contexts Posing questions (creativity, materials and opportunity to explore) Direct teaching (strategy and knowledge) Number Talks (visual, language) Formative Assessment Scaffolding Modeling Think aloud Open ended tasks Appropriately pitched UDL Authentic- linking strand to number Reflecting Feedback Provocations Provide a variety of materials Low floor/ high ceiling activities Maximising teachable moments (being nimble) Capturing learning Knowing the learner Knowing content

Exploring Answering Questioning Sharing Collaborating Showing Explaining Creative Output Being creative/ flexibe Doing (measuring, questioning, trial and error) Practising Proving Thinking Games Practise skills Think aloud Having learning conversations Taking risks Being curious Choosing how to investigate Visualise Imaging Reflecting Teaching others Solving real problems Opportunities to share/ celebrate Students as mathematicians