Design Thinking and UDL for Makerspaces in STEM and STEAM Classrooms Some makerspaces are set up in separate rooms down the hall, in the library, or in another building. Kids may only be able to use the makerspace once a week or month. Some activities may focus on how to use the resources available and not connect the activities to the curriculum or around a real world problem. This is why we decided to focus on this topic for #plearnchat and created a planning tool for makerspaces in the classroom using the Design Thinking Process and Universal Design for Learning®. The big question: How can a maker and design thinking mindset encourage deeper learning for STEM and STEAM? We used the Q1, A1 format with the following six questions: The questions scaffolded using UDL and Design Thinking to build a maker mindset. Charity Dodd @CharityDodd"UDL provides Ss with supports so that they ask questions, create agency and take ownership of their learning." Kathleen Johnson @mskmjohnson"By giving students freedom to express their own ideas and share with one another.
Personalizing the Learning Experience: New Insights from Future Ready Schools – Medium When done well, personalized learning has the potential to radically transform how we teach and learn and how we create more equitable opportunities for students. In the 2016 National Educational Technology Plan (NETP), our flagship policy document for educational technology, the U.S. Department Education defines personalized learning: Personalized learning refers to instruction in which the pace of learning and the instructional approach are optimized for the needs of each learner. Learning objectives, instructional approaches, and instructional content (and its sequencing) may all vary based on learner needs. In addition, learning activities are made available that are meaningful and relevant to learners, driven by their interests and often self-initiated. On Monday, September 12, we are supporting the White House Next Generation High Schools Summit in bringing together six states and more than 20 school districts to commit to redesigning their high schools.
Toolkit Our Personalize Learning Toolkit includes resources that can help your school or organization personalize learning for all learners. You can use this toolkit to:help you understand the language around personalizing learning.provide background knowledge of the differences of Personalization, Differentiation and Individualization.understand Universal Design for Learning as the foundation to create Personalized Learning Environments.realize that there are three stages of Personalized Learning Environments.design Personal Learner ProfilesTM and Personal Learning BackpacksTM.guide change with the Stages of Concern about Personalized Learning.have the research and resources to support your journey to personalize learning. Personalization vs Differentiation vs Individualization (PDI) Chart (V3) This is version 3 of the PDI chart with revisions and a facelift based on feedback from educators around the world. Go to this page to read more about the new version of the PDI chart... Read more...
About UDL A short video by CAST illustrates the three principles of Universal Design for Learning. How US Federal Statute Defines UDL The Higher Education Opportunity Act (HEOA) of 2008, passed with strong bipartisan support, established the statutory definition for universal design for learning. Read the definition UDL Series A free online collection of rich media presentations that help educators to build UDL understanding, implementa-tion skills, and leadership ability. Visit the UDL Series Resource for Parents and Teachers The UDLinks app was developed through a grant from the Maryland Department of Education to help teachers and parents search for online teaching resources aligned with UDL. UDL Now! In UDL Now!
Ten Tips for Engaging the Millennial Learner and Moving an Emergency Medicine Residency Curriculum into the 21st Century Finding my Voice to Become a Learner Again This is my story why I am so passionate about transforming teaching and learning.Barbara Bray, co-founder, Personalize Learning, LLCI was brought up in a house of artists in Maryland. My mother, a fine artist, raised me with the idea that I could draw whatever I wanted and especially to draw my own way including outside the lines. I was raised to be creative, to come up with new ideas and to ask lots of questions. My first day of school was exciting and scary. She had everyone introduce themselves and then had us divide into groups by hair color. I pushed myself to be part of the class. Not one teacher in my K-12 experience ever asked me why I felt the way I did about school or why I was so quiet. I secretly cried about school. "Go with your strengths, find your interests, talents and passions, so you discover your purpose." Barbara Bray 2006 I found out that I can learn what I want to learn and that I have a voice in how I learn. I live in Oakland, California with my husband, Tom.
the special needs hat The mission statement for my library included this statement We are dedicated to providing and promotingintellectual and physical access for allto an extensive range of print and electronic resources,tools and technologies It sounded very grand in theory but what did it look like in practice? Was it even put into practice? Or was it one of those statements that had no substance behind it? Achieving this part of the mission statement became a very real necessity as the school grew and more and more students enrolled. One of these special children was Molly who was a delightful child, but who suffered from severe and very frequent epileptic episodes which intruded on her everyday functioning as well as her ability to learn. It meant closely examining a number of things a familiar place Provide teddies or other soft toys which the children can cuddle during storytime, read to or tell their secrets to. Teddies provide comfort physical access resources Signage needs to be bold and clear social online
3 Areas Where Having “The Innovator’s Mindset” is Crucial – The Principal of Change As I have contended for years, “Innovation” is about mindset, not skill set. How we look at the world, is how we move forward, learn, and create. In my book, “The Innovator’s Mindset“, I defined it as the following: “Belief that abilities, intelligence, and talents are developed so that they lead to the creation of new and better ideas.” Yet the term “innovation”, has often been equated with either technology or directly with business. Innovation is NOT synonymous with the word technology, but how we create and use technology can lead to innovative practices in many elements. Although this image is no longer being used, I still see it as very relevant graphic to many things we are trying to do to school today. I wanted to talk about each “E” individually and what their connections are to the characteristics of “The Innovator’s Mindset”, and how this is crucial to our thinking in education today. Entrepreneurial Spirit Yet our notion of “creation” is changing. Ethical Citizen