universal design for learning and response to intervention

Broadly, universal design for learning is an instructional method that involves creating lessons and classroom materials flexible enough to accommodate different learning styles. And response to intervention is an approach intended to provide early identification of students' learning problems paired with the use of focused lessons—interventions—to address those problems before it's too late.

"We have an opportunity to sell RTI as a process that helps implement the common core as opposed to this thing you do for special ed.-identification or special education."

Student-led Conferences – Very recent and up-to-date information, examples, and resources. Multiple videos for a range of grade levels modeling best practices, viewer guides, handouts, and planning guides from Curriculum Services Canada. These videos show that student-led conferences aren’t just a stunt, but a serious reflection exercise for students, parents and teachers.

The content of this guide was reviewed and vetted by practitioners in the field and includes extensive resources that address student selection criteria, technology considerations, training needs, IDEA requirements for AIM and copyright provisions. It is organized into three sections: Pre-Implementation, Implementation, and Post-Implementation; providing information and resources in support of each phase.

I learned that it does not matter how far students are behind, if you engage them in learning and provide them with the right tools, they can achieve their academic goals. For Michael, technology was the ideal learning tool. The online games and iPod apps gave him instant feedback. He knew within seconds whether his answer was right or wrong. The games also provided Michael with a low-pressure learning atmosphere where he could try, fail, start over, and try again until he mastered the level or solved the problem. This kept him engaged and gave him the chance to succeed. While Michael was never able to put more than two physical puzzle pieces together without getting frustrated and giving up, he could solve a puzzle on the Let’s Tans iPod app in seconds. He would tap pieces to turn them, double-tap to flip them, and then slide them into the shape. His mind worked incredibly fast and Let’s Tans allowed him to try as many times as possible at a rapid pace. 

hanks to Tracy Watanabe and the students in Mrs Martinez’s class for many of the ideas for this week’s posts.