Strategies that Work: Universal Design for Learning

LONG ISLAND TASK FORCE FOR QUALITY INCLUSIVE SCHOOLING 2007 Strategies that Work: Universal Design for Learning and the Culturally Responsive Classroom Dr. Dolores Burton New York Institute of Technology Dr. Sarah McPherson New York Institute of Technology Dr. Andrea Honigsfeld Molloy College Dr. Darra Pace Hofstra University
Funding for this Institute provided by the New York State Task Force for Quality Inclusive Schooling The Higher Education Support Center at Syracuse University Table of Contents Introduction ......................................................................................................................................... 3 Effective Strategies for Today’s Classroom............................................................................................ 5 Using Ideas from Universal Design .......................................................................................................18 for Learning to Teach Mathematics......................................................................................................18 Characteristics of Legible Text..............................................................................................................30 Legible Graphs, Tables, and Illustrations ..............................................................................................32 Place Value Interactive Style!...............................................................................................................34 An Example of a Lesson in Geometry Addressing the Three Networks..................................................35 Mathematics Resources That Can Be Used to Implement Universal Design Instruction ........................36 Universal Design for Learning Language Arts........................................................................................38 Universal Design for Learning Language Arts Web Resources...............................................................45 Differentiated Instruction and Implications for UDL Implementations..................................................47 Developing Cross‐cultural Awareness and Competence through Games and Learning Activities ..........66 Developing Cross‐cultural Awareness and Competence .......................................................................74 Understanding Your Own Cultural Diversity .........................................................................................77 What is Cross‐Cultural or Intercultural Competence?...........................................................................78 Read and reflect on the following poem: .............................................................................................79 Musical Response Sheet ......................................................................................................................81 Response Sheet to Gallery Walk...........................................................................................................82 Understanding and Responding to Diversity in the Classroom .........................................83 WHAT INFORMATION IS HELPFUL? ......................................................................................................84 Student Information Profile .................................................................................................................85
1 Family History Questionnaire...............................................................................................................86 The Importance of Culture...................................................................................................................87 Strategies to Empower Language Minority Students ............................................................................88 and Their Parents ................................................................................................................................88 (Based on Jim Cummins)......................................................................................................................88 Creating a Caring Classroom Environment ...........................................................................................89 Online Lessons and Units on the Immigrant Experience .......................................................................90 Online Resources Relating to ESL and Bilingual Instruction...................................................................92 Understanding Diversity in the Classroom............................................................................................99 Diversity Bibliography ........................................................................................................................100
2 Introduction The Long Island Task Force for Quality Inclusive Schooling has been providing professional development workshops to educators for the past few years. These workshops have offered strategies and techniques to use in the inclusive classroom. Our latest professional development program continued our focus on working in the inclusive classroom with a diverse population of students. We centered our seminars on the specific areas of Universal Design for Learning and cultural responsiveness. Both of these concepts are critical for effective teaching and learning in inclusive settings. The Center for Applied Special Technology, CAST (2001) states that the goal of Universal Design for Learning is to develop teaching methods that enable all students with diverse learning needs, including those with disabilities and cultural differences, to have equal access to classroom curriculum. A major concern of practitioners of UDL is the creation of classes with equity and inclusion at the core of the learning environment (Pliner & Johnson, 2004). Multiculturalism shares the same goal as UDL. According to Banks and Banks (2001), “Multicultural education incorporates the idea that all students – regardless of their gender and social class, their ethnic, racial or cultural characteristics – should have an equal opportunity to learn in schools (p.3)”. In addition, multiculturalism asks for reform within schools by restructuring the educational systems to accommodate the students, rather that asking students to deal with barriers to their learning individually. This is a call for culturally responsive education. This paradigm shift echoes the move in special education from a deficit model to a minority rights model put forward by Hahn (1989), and which is the basis of inclusive
3 educational philosophy. Together inclusion, Universal Design for Learning, and culturally responsive educators create learning environments that strive to serve all students. The following presentations and handouts are designed to give educators information and strategies to increase their sense of efficacy in the inclusive classroom. These materials represent the current knowledge and techniques that are facilitating the educational shift to a paradigm that is inclusive, culturally responsive, and uses universal design for learning to teach all children. References Banks, J.A., & Banks, C.A.M. (2001). Multicultural education: Issues & perspectives (4 th Ed.). New York: Wiley. Center for Applied Special Technology (2001). Universal design for learning. Retrieved from http://www.cast.org/udl Hahn, H. (1989). The politics of special education. In D.K. Lipsky & A. Garner (Eds.), Beyond separate education: Quality education for all (pp.225­24). Baltimore: Paul H. Brookes Publishing Co. Pliner, S.M, & Johnson, J.R.(2004). Historical, theoretical, and foundational principles of universal instructional design in higher education. Equity & excellence in education, 37, 105­113.
4 Effective Strategies for Today’s Classroom Effective Strategies for Today’s Classrooms Universal Design for Learning Mathematics and Language Arts Dolores Burton Ed. D. Sarah McPherson Ed. D. Long Island Task Force for Quality Inclusive Schooling July 10, 2007 Inside View of the Brain • The human brain has many parts and each has a specific function. • Each of our brains is unique and is ever changing and sensitive to its environment. • Its modules are interdependent and interactive and their functions are not totally fixed.
5 The complex organization and unique structure of cortex gives it a central role in learning. • The approximately 1 trillion neurons in the cortex are linked by approximately 10 trillion connections, creating an incredibly dense network. • These multifaceted connections help individual parts of the brain communicate flexibly and along multiple pathways, regardless of whether they are close to each other or on opposite sides of the brain. (Rose & Meyer, 2002) • As visual sensory information we take in though our eyes departs from our retinas, it travels up through an increasingly complex hierarchical network, eventually reaching the visual cortex. • This processing is responsible for identifications based on particular sensory features, meaning the quality of sensory input is very important. • Poor lighting, low­quality photocopies, or mumbled speech can all impede bottom­up processing and make everyday recognition tasks difficult.
6 Within this large network, many smaller networks are specialized for performing particular kinds of processing and managing particular learning tasks. Three primary networks, structurally and functionally distinguishable but closely connected and functioning together, are equally essential to learning. We identify these networks by terms that reflect their functions: the recognition, strategic, and affective networks. (Rose & Meyer, 2002) Recognition Networks Networks in the brain that enable us to identify and understand information, ideas, and concepts; networks specialized to sense and assign meaning to patterns we see, hear, taste, touch, and smell.
7 These contrasting images illustrate the fact that visual stimuli are recognized in one part of the cortex and auditory stimuli in another (Kandel, Schwartz, & Jessell, 1991). In other words, the task of recognition is distributed across different areas, each specialized to handle a different component of recognition
8 Affective Networks Are specialized to evaluate patterns and assign them emotional significance; they enable us to engage with tasks and learning and with the world around us. Affective Networks Are specialized to evaluate patterns and assign them emotional significance; they enable us to engage with tasks and learning and with the world around us.
9 Fundamentals of UDL • Students with disabilities fall along a continuum of learner differences rather than constituting a separate category • Teacher adjustments for learner differences should occur for all students, not just those with disabilities • Curriculum materials should be varied and diverse including digital and online resources, rather than centering on a single textbook • Flexible Curriculum Continuum of Learner Differences Instead of remediating students so that they can learn from a set curriculum, curriculum should be made flexible to accommodate learner differences ULD Varied Curriculum Materials Adjustments for all children UDL Can be High Tech or Low Tech • More Developmental • Activities • • Organize Material Into Smaller, More • Manageable Units • Simplify Vocabulary • Change size of fonts Clear extraneous information from page Use of E programs to read text Use of internet resources for hands­ on, minds­on activities
10 BARRIERS TO LEARNING • What strategies are typically used for presenting content information? • Discussion Recognition Networks – What? when? where? • What are the current methods used to address the needs of all learners? • What methods are needed for access, participation, and progress for all learners?
11 Strategic Networks What are the current methods used for student learning, actions, and expression? Discussion Multiple Pathways • Methods to access, participate and progress in general education curriculum. – Flexible models – Guided practice – Feedback – Flexible opportunities to demonstrate skills – Novel problems to solve
12 Affective Networks What are current methods used for engaging students? Discussion Multiple Ways to Engage Students Methods for all learners to access, participate and progress • Choice of content and tools • Adjustable levels of challenge • Rewards and reinforcement • Choice of learning context
13 Definition • To differentiate instruction is to recognize students' varying background knowledge, readiness, language, preferences in learning and interests, and to react responsively. Hall, Stangman, and Meyer (n.d.) National Center on Accessing the General Curriculum Definition • To differentiate instruction is to recognize students' varying background knowledge, readiness, language, preferences in learning and interests, and to react responsively. Hall, Stangman, and Meyer (n.d.) National Center on Accessing the General Curriculum
14 Learning Cycle and Decision Factors Content • Several elements and materials are used to support instructional content. • Align tasks and objectives to learning goals. • Instruction is concept­focused and principle­driven.
15 Process • Flexible grouping is consistently used. • Classroom management benefits students and teachers. General Education Applications • UDL calls for the design of curricula with the needs of all students in mind, so that methods, materials, and assessment are usable by all. • UDL curriculum is designed to be flexible, with multiple media alternatives. • A UDL curriculum minimizes barriers and maximizes access to both information and learning.
16 UDL curriculum takes on the burden of adaptation so that the student doesn't have to!
17 Using Ideas from Universal Design for Learning to Teach Mathematics Using Ideas From Universal Design for Learning to Teach MATHEMATICS Justin and Sarah shook all the money out of the piggy bank they shared. They put the coins in these two groups: Justin’s Coins Sara’s Coins Justin and Sarah's mom looked at the groups of coins. She told Justin and Sarah that if they could make each group total the same amount, she would match them that amount of money. Show Justin and Sarah how to arrange their coins in 2 equal groups. Explain your math thinking.
18 Alternative Versions of Task More Accessible Version: Justin and Sarah shook all the money out of the piggy bank they shared. They put the coins in these two groups: Justin's group of coins: Sarah's group of coins: Justin and Sarah's mom looked at the groups of coins. She told Justin and Sarah that if they could make each group total the same amount, she would match them that amount of money. Show Justin and Sarah how to arrange their coins in 2 equal groups. Explain your math thinking. Using Ideas From Universal Design for Learning to Teach MATHEMATICS
19 More Challenging Version: Justin and Sarah shook all the money out of the piggy bank they shared. They put the money in these two groups: Justin's group of coins: Sarah's group of coins: Justin and Sarah's mom looked at the groups of money. She told Justin and Sarah that if they could make each group total the same amount, she would match them that amount of money. Show Justin and Sarah how to arrange their money in 2 equal groups. Explain your math thinking. NCTM Content Standards and Evidence Number and Operation Standard for Grades Pre‐K‐12 Instructional programs from Pre‐Kindergarten through grade 12 should enable students to... • Understand meanings of operations and how they relate to one another. – NCTM Evidence A: Understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations; – Evidence A: This task requires students to "even out" coin values that results in subtracting an amount from one value and adding it to another, the result being equal values. The degree to which this will occur will depend on the student's problem solving strategy. – NCTM Evidence B: Understand situations that entail multiplication and division, such as equal grouping of objects and sharing equally. – Evidence B: This task requires students to understand a situation involving division where objects (coin values) need to be shared fairly. The degree to which this will occur will depend on the student's problem solving strategy.
20 Four Types of Activities • Developmental activities‐create opportunities for student to have experiences that the teacher can use to build a new idea. • Practice activities‐ to help students become proficient in the use of concepts they have learned. • Application activities‐ to provide opportunities for student to use concepts they have learned. • Assessment activities‐activities that require students to demonstrate in an observable way their depth of understanding. What kind of activity is this? • Display five triangles with different shapes. Tell the children that the shapes are all triangles. Ask the students to tell you what is the same for all the triangles. Draw a shape that is not a triangle. As if it is a triangle. Ask why not. Repeat the process with counter examples that do not have the required characteristics.
21 What kind of activity is this? • Prepare a set of 24 cards with basic addition facts with the answer missing. The dealer gives two children four card each. When the dealer says start the children race to place the cards in order from the smallest answer to the largest answer. The first correct answer wins that round. Play until the cards are all used. Use More Developmental Activities • Provides connections with what the student already knows • Has a familiar comfortable feeling • Provides mental imagery for mathematical ideas • Increases retention • Improves problem solving ability • Reduces amount of time needed to practice
22 Organize Material Into Smaller, More Manageable Units • Easier for student to master • Teacher can celebrate successes • Motivating • Cutting the recipe in half is a great idea for students to gain success. Students can relate math concepts to everyday living. I would also suggest as the lesson progresses that the teacher break up the learning material into even smaller parts to allow for students to see their success at relatively short intervals. If students with special needs are constantly encouraged with small steps of success then motivation will increase. Often times students are discouraged easily and are frustrated with failure. Even a small let down can set them back pretty far. Jason Simplify Vocabulary • Understanding directions • Revise to eliminate difficult words • Print text in larger size • Use short sentences rather than longer ones
23 Where Appropriate Allow Partners • Discourse helps to clarify concepts and improve skills • Both partners receive immediate feedback • Lower functioning student gets immediate correction of errors • Improve the learning of both students Visual Spatial Processing • Losses place on worksheet • Difficulties in seeing differences • Problems in writing • Problems with direction • Difficulty in using a number line
24 Auditory Processing • Difficulty in counting on from within a sequence • Difficulty doing oral drills Memory, Retrieval and Motor Problems • Cannot remember number facts • Forgets steps • Difficulty with time • Forgets multiple step word problems • Difficulty in writing numbers • Illegible, inaccurate or slowly
25 Some Suggestions • Enlarge the assignments and add spacing between the problems. Use tables. • Color‐code or highlight important concepts and words or sequential‐step problems. • Adjust the number of problems or pages assigned to match the student's capabilities. • Provide samples of finished products • Provide vocabulary supplements with extra space for students to add their own examples or visual clues. Some Strategies That Can Help • Provide many examples • Provide practice in discriminating between problem types • Provide direct instruction • Teach vocabulary separately • Identify the underlying skills
26 Adapting your Lessons • Expand the developmental portion of the lesson • Provide more visual input • Include more kinesthetic activity • Include opportunities for more communication within the lesson Task Analysis • What prior skills does the student need?
27 The Problem 306 ‐ 99 Underlying Skills • • • • • • • Does the student know that 300=100+100+100+6? Does the student understand place value? Does the student know single digit subtraction? Can the student count ordinal numbers up to 306? Does the student need lined paper? Does the student understand what the – means? How can we teach this a better way?
28 What Does a UDL Classroom Look Like? ü Teachers begin where the students are. ü Teachers engage students in instruction through different learning modalities. ü A student competes more against himself or herself than others. ü Teachers provide specific ways for each individual to learn. ü Teachers use classroom time flexibly. ü Teachers are diagnosticians, prescribing the best possible instruction for each student. (Carol Ann Tomlinson, 1999, p. 2)
29 Characteristics of Legible Text Dimension Characteristics of Legible Text Contrast (degree of separation of tones in print from the background paper) White or glossy paper should be avoided to reduce glare (Menlove & Hammond, 1998). Blue paper should not be used. Type Size (standard measuring unit for type size is the point) Black type on matte pastel or off­white paper is most favorable for both contrast and eye strain (Arditi, 1999; Gaster & Clark, 1995). Avoid gray scale and shading, particularly where pertinent information is provided. The point sizes most often used are 10 and 12 point for documents to be read by people with excellent vision reading in good light (Gaster & Clark, 1995). Fourteen point type increases readability and can increase test scores for both students with and without disabilities, compared to 12­point type (Fuchs, Fuchs, Eaton, Hamlett, Binkley, & Crouch, 2000). Large print for students with vision impairments is at least 18 point. Type size for captions, footnotes, keys, and legends need to be at least 12 point also. Larger type sizes are most effective for young students who are learning to read and for students with visual difficulties (Hoerner, Salend, & Kay, 1997). Large print is beneficial for reducing eye fatigue (Arditi, 1999). Spacing (the amount of space between each character) Leading (the amount of vertical space between lines of type) The relationship between readability and point size is also dependent on the typeface used (Gaster & Clark, 1995; Worden, 1991). Letters that are too close together are difficult for partially sighted readers. Spacing needs to be wide between both letters and words (Gaster & Clark, 1995). Fixed­space fonts seem to be more legible for some readers than proportional­spaced fonts (Gaster & Clark, 1995). Insufficient leading makes type blurry and gives the text a muddy look (Schriver, 1997). Increased leading, or white space between lines of type makes a document more readable for people with low vision (Gaster & Clark, 1995). Leading should be 25­30 percent of the point (font) size for maximum readability (Arditi, 1999). Leading alone does not make a difference in readability as much as the interaction between point size, leading and line length (Worden, 1991). Suggestions for leading in relationship to type size:
· · · · Typeface (characters, punctuation, and 12‐point type needs between 2 and 4 points of leading. 14‐point type needs between 3 and 6 points of leading. 16‐point type needs between 4 and 6 points of leading. 18‐point type needs between 5 and 6 points of leading (Fenton, 1996) Standard typeface, using upper and lower case, is more readable than italic, slanted, small caps, or all caps (Tinker, 1963).
30 symbols that share a common design) Avoid font styles that are decorative or cursive. Standard serif or sans serif fonts with easily recognizable characters are recommended. Text printed completely in capital letters is less legible than text printed completely in lower‐case, or normal mixed‐case text (Carter, Dey & Meggs, 1985) Italic is far less legible and is read considerably more slowly than regular lower case (Worden, 1991). Justification (text is either flush with left or right margins – justified – or staggered/ragged – unjustified) Boldface is more visible than lower case if a change from the norm is needed (Hartley, 1985). Justified text is more difficult to read than unjustified text – especially for poor readers (Gregory & Poulton, 1970; Zachrisson, 1965). Justified text is also more disruptive for good readers (Muncer, Gorman, Gorman, & Bibel, 1986). A flush left/ragged right margin is the most effective format for text memory. (Thompson, 1991). Unjustified text may be easier for poorer readers to understand because the uneven eye movements created in justified text can interrupt reading (Gregory & Poulton, 1970; Hartley, 1985; Muncer, Gorman, Gorman, & Bibel, 1986; Schriver, 1997). Line Length (length of the line of text; the distance between the left and right margin) Justified lines require the distances between words to be varied. In very narrow columns, not only are there extra wide spaces between words, but also between letters within the words (Gregory & Poulton, 1970). Longer lines, in general, require larger type and more leading (Schriver, 1997). Optimal length is 24 picas ‐ about 4 inches (Worden, 1991). Lines that are too long make readers weary and may also cause difficulty in locating the beginning of the next line, causing readers to lose their place (Schriver, 1997; Tinker, 1963). Blank Space (Space on a page that is not occupied by text or graphics) Lines of text should be about 40‐70 characters, or roughly eight to twelve words per line (Heines, 1984; Osborne, 2001; Schriver, 1997). Use the term “blank space” rather than “white space” because the background is not always white (Schriver, 1997). Blank space anchors text on the paper (Menlove & Hammond, 1998). Blank space around paragraphs and between columns of type helps increase legibility (Smith & McCombs, 1971) A general rule is to allow text to occupy only about half of a page (Tinker, 1963). Too many test items per page can make items difficult to read.
31 Legible Graphs, Tables, and Illustrations Symbols used on graphs need to be highly distinguishable (Schutz, 1961), especially if they are in black and white. Gregory and Poulton (1970) suggested placing labels directly next to plot lines, enabling people to find information more quickly than when a legend or key is used, and reducing the load on short­term memory. According to Schriver (1997), “document designers must give structure to quantitative displays so that readers can construct appropriate inferences about the data” (p. 393). She goes on to state that a well­designed quantitative graphic creates a context for interpreting data. Shorrocks­Taylor and Hargreaves (1999) described three types of illustrations that appear on assessments:
· · · Decorative illustrations that are not related to the questions and serve no instructional purpose.
Related illustrations that have the same context as the questions and are used to support text and emphasize ideas.
Essential illustrations that are not repeated in the text, but the text refers to them, and they have to be read or worked with to answer the question. For some students, illustrations result in problems of discrimination due to visual acuity or related challenges. Other students may be unnecessarily distracted due to an inability to shift their focus between the relevant information and extraneous or irrelevant information. For example, illustrations added for interest may draw attention of some students away from the construct an item is intended to assess. Some illustrations use color to attract student attention and maintain student interest. If illustrations use greens and reds, some students may have difficulty due to color blindness. Illustrations need to be directly next to the question to which they refer (Silver, 1994; West, 1997). Black and white line drawings of very simple design are the clearest. Illustrations also may complicate the use of magnifiers, enlargement, or other assistive technology. Szabo and Kanuka (1998) outlined design principles for computer tests that optimize completion rates and speed of test taking. Principles of unity, focal point, and balance have been shown to reduce the cognitive load of perceiving graphic information, increasing speed of perceiving information, and increasing speed of tests taken with graphic material. Illustrations need to be meaningful to students participating in the assessment. According to Schriver (1997), “In evaluating graphics, it is essential to explore their appropriateness in relation to the readers’ knowledge and cultural context” (p. 375). Cultural norms, beliefs, and customs need to be respectfully reflected in illustrations (Schiffman, 1995). Legible Response Formats. Tests that have small print, small bubbles to fill in for answers, and small diagrams are inherently biased against people with low vision and people who have difficulty with fine motor skills. Marking in the test booklet is recommended for both Braille and large print users. One of the characteristics sometimes associated with learning disabilities is lack of body awareness and poor directionality. Response mechanisms thus should allow larger circles for bubble responses or multiple forms of response (Willingham et al., 1988). Several studies have been conducted on the use of different response formats. Grise et al. (1982) found that placing answer options in a vertical format with flattened, horizontal elliptical ovals for answer bubbles was useful. By placing answer bubbles on the same sheet as questions, the opportunity to miss
32 one bubble and mismark many items was greatly diminished. Other research has had mixed results at different grade levels. For example, Rogers (1983) reported that separate answer sheets resulted in invalid scores for both typical and hearing impaired students in grades 1–3 and only resulted in valid scores for students in grades 4 and 5 when special instructions and practice were provided. Tindal et al. (1998) found separate answer sheets to provide invalid scores for students in grades 1–3, but no difference for fourth graders. Veit and Scruggs (1986), however, found that fourth grade students with learning disabilities took significantly more time to complete tests that required bubbling on a separate answer sheet. Muller, Calhoun, and Orling (1972) found that grade 3–6 students made significantly fewer errors when allowed to answer questions directly on the test. If students answer directly in the test booklets, it is important to acknowledge that there will be some financial consequence for the practice because test booklets will be used only once rather than multiple times. Wise, Plake, Eastman, and Novak (1987) found no significant impact on reading or math scores on the California Achievement Test due to the use of different response formats, even for third graders. The authors cautioned, however, that there was little geographic or ethnic diversity in the population, and little diversity in ability. Thompson, S. J., Johnstone, C. J., & Thurlow, M. L. (2002). Universal Design applied to large­scale assessments (Synthesis Report 44). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved [], from the World Wide Web: http://education.umn.edu/NCEO/OnlinePubs/Synthesis44.html
33 Place Value Interactive Style! Grade Level for this lesson: 4 th Grade NCTM Number and Operations Standard for grades 3­5­Understand numbers, ways of representing numbers, relationships among numbers, and number systems. In grades 3–5 all students should understand the place­value structure of the base­ten number system and be able to represent and compare whole numbers and decimals. This lesson is designed to be a reinforcement lesson for place value up to 100’s. The concept has already been taught and this activity provides practice using the three networks identified in UDL. The lesson uses a tennis balls and three small plastic waste paper baskets taped together. Each basket has a designation of 1’s, 10’s, or 100 th , place value visible under the basket. Students will divided into 3 person teams, one to shoot the ball, one to move the baskets back and forth, and one to keep score. Each team will have as many shots necessary to get 9 baskets and will be responsible to keep track of where the balls land and what their combined place value is. For example, if the team had 4 balls drop in the 100, 4 balls drop in the 10’s and 1 ball drop in the 1’s, their score would be 441. The winner would be decided after ALL teams had gone and then a random pick out of a hat would determine if high overall score, low overall score, or highest middle number was the winner. This will help to keep the interest of all the students as they watch all the teams as well as even the playing field. Additionally, it will prevent one team from sitting the basket so all their 9 baskets count as 100’s. Having the students all being part of this will create ownership of the activity and will allow all students to have the reinforcement and practice they need. The three networks of UDL are addressed as follows; Recognition Network: Referred to in the CAST website as the “what” of learning, this lesson addresses this by having the place value score card displayed as well as the place value baskets. Strategic Networks: The “how” part of our lesson is the shooting of the baskets, followed by observing in which basket they land, and recording the results. Affective Network: This network deals with how the students are engaged and motivated. The hands on approach and the anticipation of all students as the “winning” team which will not be know to the end, will ensure the engagement of the students in the task. Adapted from a lesson by Jack Etter, Charles Hicks, Bill Oefelein, Melissa Roth­Smith
34 An Example of a Lesson in Geometry Addressing the Three Networks What is Area? Lesson Objectives: Student will be able to understand the concept of area and apply the formulas of area for figures like square, rectangle, triangle, and circle (important basic shapes) While creating lesson on this topic that follows the principles of UDL, it is important to have first clear goals (Teaching Every Student in the Digital Age, chapter 2). In this case the students will be able to identify a problem that requires a solution involving area, understand the concept of area as it is being addressed in the problem, and use the correct formula (given on a formulas sheet) to solve the problem. Once the goals are identified, it is important to plan student activities for the three primary networks “structurally distinguishable but closely connected and functioning together” (Rose, & Meyer, 2002). Recognition Networks: Use easy to read handouts with KEY words (square feet, space inside, etc) and basic shapes that will help the student use prior knowledge to understand the question. Strategic Networks: Use a formula page template created for the students with pictures of shapes, definitions of key words present on the formulas (e.g. length, width, side, etc) and the formulas for each figure. Affective Networks: An additional handout with organized steps for the student to follow will facilitate his/her organization of actions to take while creating meaning for its order. These steps will involve things like drawing a picture, rewriting the formula, highlighting important information (e.g. Measurements of dimensions to use) and giving answers in completes sentences, not just in numbers. Create a template to plan individualized instruction for students with specific needs. This template will include materials and methods currently in use (e.g. textbooks, calculators, drawings, printed handouts, etc), potential barriers on this materials for each student (e.g. student’s difficulty reading small text, student’s lack of drawing skills, difficulty keeping track of steps, difficulty working alone, etc), and the new solutions for these barriers during the lesson (e.g. partially filled­in handouts, electronic text with text­to­speech to read out loud, physical shapes for students to touch and trace, graphic programs to create better visuals, real­life examples, etc.) (Rose & Meyer, 2002). Adapted by Dr. Burton from work done by several graduate students.
35 Mathematics Resources That Can Be Used to Implement Universal Design Instruction Anno, M., (1995). Anno’s magic seeds. New York, NY: Philomel Books. When teaching a lesson on fractions this story can be an introduction to assist students to achieve a better understanding of the concept of fractions and how it is applied in the real world. Bender, W. N., (2005). Differentiating math instruction: Strategies that work for k­8. Thousand Oaks, CA: Corwin Press. This is a practical guide for teachers with ideas for differentiating instruction in the elementary math class. It has combined creative ways to get students to visualize, vocalize, and move during math making instruction more meaningful and motivational. D’Amico, J., and Drummond, K., E., (1997). The math chef: Over 60 math activities and recipes for kids. New York, NY: John Wiley & Sons, Inc. Math can be practiced in the kitchen. It involves, measurement, multiplication, division, fractions, percents and geometry. Each chapter in the book introduces and explains a different math concept, followed by a math activity involving cooking, exercises and problem solving. Long, L., (2005). Wacky word problems: Games and activities that make math easy and fun. Hoboken, NJ: John Wiley & Sons, Inc. This book helps in solving the real world dilemmas; through different types of word problems in geometry, algebra to help develop reasoning skills and spot key formulas to solve problems with ease. Long, L., (2001). Painless geometry. Hauppauge, NY: Barron’s Educational Series, Inc. This book has some real­world geometry experiments which will help make concepts less abstract and easier to understand. Most problems are illustrated with an example. As geometry is a visual subject, most problems in this book are drawn and illustrated very clearly, to assist students having difficulty. This book has nine chapters, each addressing a different branch of geometry. McMillan, B., (1991). Eating fractions. New York, NY: Scholastic, Inc. Is an introduction to mathematical concept of fractions. It shows fractions as parts of a whole. Using the simplest fractional units of halves, thirds, and fourths, this book illustrates subtractive fractions­­­ dividing and taking away parts of the whole. Neuschwander, C., (2003). Sir circumference and the sword in the cone: A math adventure. Watertown, MA: Charlesbridge. This is a good story to incorporate when teaching students about circles and cylindrical shapes. Pallota, J., (1990). The Hershey’s milk chocolate: Fractions book. New York, NY: Scholastic, Inc. This book can be used when introducing a lesson on fractions to assist students to understand the concepts by showing them the illustrations in the book.
36 Tompert, A., (1990). Grandfather Tang’s story: A tale told with tangrams. New York, NY: Crown Publishers, Inc. This story is about tangrams, which begins with a square, and is cut into seven standard pieces. Students can learn about shapes and build challenging puzzles and also create different characters rearranging the shapes. This story can be used as nay introduction or incorporated into a geometry lesson. VanCleave, J., (1994). Geometry for every kid: Easy activities that make geometry fun. New York, NY: John Wiley & Sons, Inc. This book explores two different kinds of geometry: Plane Geometry­­­­ the study of two­dimensional figures; and Solid Geometry­­­­ the study of three dimensional figures. The book explains geometry’s simple language in terms that can be easily learned and used. It teaches geometric concepts using examples that can be applied to many similar situations. One of the main objectives of the book is to present elementary geometry in a fun way.
37 Universal Design for Learning Language Arts Universal Design for Learning Language Arts Long Island Task Force for Quality Inclusive Schooling Sarah McPherson July 10, 2007 Printed Text - Barriers
• Text size • Vocabulary • Reading level • Context • Interest • Background knowledge
Sarah McPherson 2007
38 UDL Solution
• Text­to­Speech to read aloud • Online encyclopedia • Web­pages of images • Translation • Adjust font size Sarah McPherson 2007
Text – to – Speech
• Natural Reader • ReadPlease • Cast eReader
Sarah McPherson 2007
39 Whole Class Presentation - Barriers
• Comprehension • Distractions • Language barriers • Hearing • Seeing • Listening Sarah McPherson 2007
Online Research Resources
• Encarta • Ask • Google • Dogpile • Translation programs
Sarah McPherson 2007
40 Graphic Organizer
• Cast graphic organizer • Inspiration • Templates – ReadWriteThink Sarah McPherson 2007
Strategic Networks
• Models of skilled performance • Practice with supports • Finished versions of target skills • Steps in process • Collection of completed projects • Ongoing relevant feedback • Talking word processor • Templates • Scaffolds • Graphic organizers • Demonstration of skills • Projects • Digital recordings • Drawings
• Peer feedback • Digital portfolio • Self­reflection Sarah McPherson 2007
41 Bookflix by Scholastic
• Text­to­speech • Multiple formats • Visuals • Research tools • Vocabulary support Sarah McPherson 2007
Cast Lesson Builder
• Diversity and UDL • Life Cycle of the Butterfly • Dance with Butterflies
Sarah McPherson 2007
42 Affective Networks
• Choice of Content and Tools • Student choice • Choice of Rewards • Feedback and praise • Extrinsic rewards • Adjustable Support and Challenge • Scaffolds • Templates • Choice of level • Choice of Learning Context • • • • Flexible workgroups Earphones Student choice of sources Varied structures Sarah McPherson 2007
Talking Books
Cast Book Builder • Explore model books • Ladybug book • NPR Books • Daniel Pinkwater Online e­books • Thinking Reader
Sarah McPherson 2007
43 Summary: Language Arts and UDL
• To support diverse recognition networks: • Provide multiple examples • Highlight critical features • Provide multiple media and formats • Support background context • To support diverse strategic networks: • Provide flexible models of skilled performance • Provide opportunities to practice with supports • Provide ongoing/relevant feedback • Offer flexible opportunities for demonstrating skills • To support diverse affective networks: • Offer choices of content and tools • Offer adjustable levels of challenge • Offer choices of rewards • Offer choices of learning context (Hall, Strangman, & Meyer NCAC)
Sarah McPherson 2007
44 Universal Design for Learning Language Arts Web Resources Ask http://www.ask.com/ is a search engine for supporting curriculum. The site suggests key words through a word prediction routine. Search can include sites on the web, images, city, news, blogs, video, maps and directions, and shopping. The section called city has extensive maps and manipulation features for zooming, aerial view, and obtaining details. Many of the video sites link to YouTube. Babel Fish Translation http://babelfish.altavista.com/ is a site for translating text or websites. CAST eReader http://www.cast.org/products/ereader/index.html now known as AspireREADER™ 4.0 is an enhanced version of the CAST eReader 3.0 that helps struggling students improve reading and learning outcomes by providing access to digital talking books, web pages, and word processing through synchronized visual, auditory, and tracking feature functions. CAST UDL Book Builder http://bookbuilder.cast.org/explore.php is a site for learning about Universal Design for Learning, exploring model books, creating your own books, tips for authors and illustrators, and resources. Great site to use for developing and sharing teacher‐made resources for teaching reading. Text to speech support and agents for scaffolding. CAST UDL Lesson Builder http://lessonbuilder.cast.org/explore.php is a site for learning about The UDL Lesson Builder shows customized UDL lessons aligned to standards and tailored to include principles and practical applications of Universal Design for Learning developed by other teachers. It also provides a template for developing your own lessons. Center for Applied Science Technology (CAST) Tools to Support UDL: Graphic Organizers. Video of first grade classroom teacher discussing use of graphic organizers in writing activities. http://www.cast.org/teachingeverystudent/toolkits/presentations/AIR_Toolkit/HTML/07_GraphicOrga nizers/index.html# Dance with Butterflies http://www.comsewogue.k12.ny.us/~ssilverman/butterflies/index.htm is a collaborative project site designed by Susan Silverman and Sarah McPherson. Thirteen primary teachers from around the world showcase their implementation of Universal Design for Learning and the life cycle of a butterfly. The site is organized according to project information, student showcase, assessment, and curriculum materials. Dogpile http://www.dogpile.com/ is a search engine with Google, Yahoo, MSN Live Search and ASK™. Inspiration http://www.inspiration.com/ is the leader as a concept mapping tool for visual thinking and learning. The tool is a graphic organizer which allows hyperlinks to websites, pop‐up windows for elaboration, pictures, links for showing connects, and text‐to‐speech audio support, to name a few of the many features available. Lucky Ladybugs http://www.kids‐learn.org/ladybugs/ is a collaborative project site designed by Susan Silverman and Sarah McPherson. The site is organized according to project information, curriculum materials, student showcase, project blog, and guest book. Teachers from around the world are
45 participating by showcasing their implementation of Universal Design for Learning and the life cycle of ladybugs. MSN Encarta http://encarta.msn.com/. A web‐based resource for encyclopedias, dictionaries, atlases and K‐12 resources such as parent resources, homework help, test prep and tutoring. Natural Reader http://www.naturalreaders.com/ is a free downloadable text‐to‐speech program. Natural Reader provides high quality, human sounding voices. It is compatible with many application programs such as Microsoft Word, Outlook, PowerPoint and Internet Explorer. It can be activated by a CTRL­F9 key. NPR has books online for summer reading. http://www.npr.org/templates/story/story.php?storyId=10628227. Audio is available for some features to critique the book selection. ReadPlease http://www.readplease.com/ is a downloadable software program that lets your computer talk with natural sounding voices. The program icon can be attached to your toolbar. ReadWriteThink http://www.readwritethink.org/lessons/index.asp sponsored by the National Council of Teachers of English. The site includes lessons, standards, web resources and student materials. Lesson plans can be selected according to grade band, standard strand and strategy. The twelve International Reading Association/ English Language Arts standards are listed and an extensive list of web resources. Student materials are worksheets, templates and exercises for practice, reinforcement and assessment. Scholastic BookFlix http://teacher.scholastic.com/products/bookflixfreetrial/ is a new online literacy subscription resource for pre‐K‐ 3 rd grade that pairs classic video storybooks from Weston Woods with related nonfiction eBooks from Scholastic to build a love of reading and learning. BookFlix reinforces early reading skills, provides read‐along text‐to‐speech, and introduces children to a world of knowledge and exploration. Lesson plans and supplementary activities, such as puzzles and games, accompany each book pair. Thinking Reader http://www.scholastic.ca/education/tom‐snyder/la‐thinking_reader.html is software program developed by CAST to improve reading comprehension for your struggling readers and special needs students at the middle school level using authentic literature. Features include text‐to‐speech, highlighting, variable font size; challenge levels, and a learning management system for tracking student progress. The program provides instruction on seven reading comprehension strategies: summarizing, questioning, clarifying, predicting, visualizing, feeling, and reflecting; levels of embedded reading comprehension support for differentiated instruction and quizzes with the literature test recall, inference, and vocabulary.
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Developing Cross­cultural Awareness and Competence through Games and Learning Activities Developing Cross­cultural Awareness and Competence through Games and Learning Activities Andrea Honigsfeld, Ed.D.
Molloy College
Defining Culture and Diversity
What is culture?
What is diversity?
What is cultural competence?
66 What is Culture? o “A general design for living and patterns for interpreting reality," (Nobles, 1990, p. 23) which consists of behaviors, ideas, attitudes, habits, customs, beliefs, values, language, rituals, and ceremonies. Culture is Both Objective and
Subjective
Ø
Objective culture
Ø
Ø
Ø
Ø
Ø
Ø
Physical artifacts
Language
Clothing
Food
Decorative
objects
67 Subjective culture
Ø
Ø
Ø
Ø
Ø
Attitudes
Values
Norms of
behavior
Social roles
Meanings of
objective cultural
elements
The iceberg
metaphor
What is intercultural
competence?
o
Cox and Beale (1997) define
cultural competence as “a process
of learning that leads to an ability
to effectively respond to the
challenges and opportunities
posed by the presence of social
cultural diversity in a defined
social system.”
68 Defining Culture and Diversity
How is diversity defined?
Differences among groups of people and
individuals based on ethnicity, race,
socioeconomic status, gender,
exceptionalities, language, religion, sexual
orientation, and geographical area.
(NCATE)
Sources of Cultural Identity (Cushner, 2003)
69 Important Socializing Agents
(Cushner, 2003)
The Culture-Learning Process
(Cushner, 2003)
70 Understanding your own Cultural
Diversity
o
Be reflective
Accept differences
o Celebrate diversity
o Advocate for your students
o
“ Know
Yourself!”
Socrates
The underlying goal of
multicultural education…
…is to affect social change. The pathway
toward this goal incorporates three strands of
transformation:
the transformation of self;
the transformation of schools and
schooling; and
the transformation of society
(Gorski, 2000).
71 Approaches to Multicultural Curriculum
(Based on Banks, 2005) Social Action Approach Transformation Approach Additive Approach Contributions Approach Approaches to Multicultural Curriculum
(Based on Banks, 2005) Social Action Approach Transformation Approach Additive Approach Contributions Approach Decision Making Caring and Acting
Critical Thinking Problem Solving Information Gathering Knowledge Building Celebrating 72 The Three E’s of ME
(Tiedt & Tiedt, 2007)
o Self-Esteem
o Empathy
for
others
o Equal rights and
opportunities for
all
Practical Ideas: Games and
Activities
3-step model (Adapted from Tseng, 2002)
1) Recognition (own beliefs, conflicts,
struggles, difficulties)
2) Shared exploration (learn about and
consider other perspectives)
3) Reflection (own culture, diversity,
new learning experiences)
73 Developing Cross­cultural Awareness and Competence Dr. Andrea Honigsfeld
Coordinator MS TESOL
Molloy College
Contact Information: [email protected], (516) 678­5000 X6343
Molloy College, PO Box 5002, Rockville Centre, NY 11571
74 Statements about Culture
____ 1. Firsthand experience is necessary to understand many
subtleties of any culture.
____ 2. Feelings of apprehension, loneliness or lack of confidence
are common when visiting and experiencing another
culture.
____ 3. Differences between cultures are often experienced as
threatening.
___ 4. What is logical and important in a particular culture may
seem irrational and unimportant to an outsider.
____ 5. In describing another culture, people tend to stress the
differences and overlook the similarities.
____ 6. Many cultures often exist within a single race, language
group, religion or nationality, differentiated by age, gender,
socioeconomic status, education, and exposure to other
cultures.
____ 7. One's own sense of cultural identity often is not evident until
one encounters another culture.
____ 8. One should understand the language of a culture to best
understand that culture.
75 The Culture Learning Process (Cushner et al, 2003)
76 Understanding Your Own Cultural Diversity “Know Yourself!”
Socrates
1. Where were you born? Where did you grow up and how did that
influence who you are today?
2. Where are your parents from? Where are your grandparents and
great grandparents from?
3. How many siblings are there in your family? Are you the oldest,
youngest, etc.? How did your birth order influence who you are
today?
4. What do you remember most about your favorite holidays and
family traditions as you were growing up?
5. What unique qualities and characteristics do you possess that
come from your upbringing?
6. What was your most memorable encounter with someone from
another culture?
7. Describe a surprise about you that no one can tell just by looking
at you.
77 What is Cross­Cultural or Intercultural Competence? Consider Howell’s four­stage process of developing cross­cultural competence and
think of appropriate examples you have observed in your school(s):
1. Unconscious Incompetence where we misinterpret others’ behavior, but are not
aware of it.
2. Conscious Incompetence where we are aware that we misinterpret others’
behavior, but we don't do anything about it.
3. Conscious Competence where we think about our communication behavior and
consciously modify it to improve our effectiveness (also called Mindfulness).
4. Unconscious Competence where we have practiced the skills for effective
communication to the extent that we no longer have to think about them to use
them.
78 Read and reflect on the following poem: "Elena" by Pat Mora
My Spanish isn't enough.
I remember how I'd smile
listening to my little ones,
understanding every word they'd say,
their jokes, their songs, their plots.
Vamos a pedirle dulces a mama. Vamos.
But that was in Mexico.
Now my children go to American high schools.
They speak English. At night they sit around
the kitchen table, laugh with one another.
I stand by the stove and feel dumb, alone.
I bought a book to learn English.
My husband frowned, drank more beer.
My oldest said, "Mama, he doesn't want you
to be smarter than he is." I'm forty,
embarrassed at mispronouncing words,
embarrassed at the laughter of my children,
the grocer, the mailman. Sometimes I take
my English book and lock myself in the bathroom,
say the thick words softly,
for if I stop trying, I will be deaf
when my children need my help.
79 4
5
6
Response Sheet to Gallery Walk Which exhibit(s) is/are most relevant to your current teaching
situation?
Which exhibit(s) challenged your preexisting understanding of
diversity the most?
Which exhibit(s) would you recommend to other educators?
Which exhibit(s) would you be able to share with your students?
82 Understanding and Responding to
Diversity in the Classroom Andrea Honigsfeld, Ed.D. Molloy College Contact Information: Molloy College PO Box 5002 Rockville Centre, NY 11571 [email protected] (516) 678‐5000 X6343
83 WHAT INFORMATION IS HELPFUL? 1. Primary language: What language or languages are spoken in the home? In what language does the student function best? To what degree is the primary language developed? Is the student literate in his/her native language? 2. Educational Background Has the student been in school before? If so, how many years? Is the child getting additional educational opportunities provided by the family or community? 3. Nature of Immigration: Immigrant or refugee? What is the country of origin? What are the circumstances of immigration? Was the immigration to the US a conscious choice? Or was it necessitated by war or imminent danger or hardship? Was trauma experienced or witnessed prior to or as part of immigration? 4. Culture What is the dominant cultural background of the student/family? What are the basic beliefs concerning education (e.g. attendance, roles and responsibilities of teachers, students, parents)? What are the basic beliefs concerning family, friends, religion? What are the major important days of celebration? 5. Family situation Is the family intact? Are the parents alive/together/separated? Are the siblings together or separated? Are there other family members/friends living in the home? Does anyone at home speak English? Is the family in the US permanently/temporarily? Is the family aware of available community services and resources in their home language/ culture? 6. Personal Interests What are the student’s special interests, abilities, or talents? Are there physical or health conditions that influence learning or instruction (i.e. vision, hearing, food allergies, etc.)? HOW TO GATHER BACKGROUND INFORMATION? Parents, former teachers, friends, sponsoring agencies, community resources, school files and documents, Internet sites on cultures and refugees, or the students themselves.
84 Student Information Profile Student's Abilities, Issues, and Needs From Teacher's Perspective From Family's Perspective Where to Find More Information Reading Writing Schedule use/time telling Calendar Numbers/math Independent work Group work Homework Health and safety Communication Mobility Manipulation Vision/hearing Personal care Equipment Self­management/behavior Friends/relationships Learning style/preferences Activity level preferences Social image/self­esteem Other information
From: Ferguson, D., Droege, C., Guðjónsdóttir, H., Lester, J., Meyer, G., Ralph, G., Sampson, N., & Williams, J. (2001). Designing personalized learning for every student. Alexandria, VA: ASCD. 85 Family History Questionnaire Directions: To learn more about immigration and your family’s history, complete the following questionnaire with members of your family. Please consider talking to your grandparents or great‐grandparents, in addition to your parents. You will use the information from this questionnaire for the sticker me map activity tomorrow in class. This assignment is worth 10 points. My full name is: __________________________________________________________ My father’s full name is: ___________________________________________________ My mother’s full name (maiden) is: __________________________________________ Complete this chart based on members of your family who immigrated to the U.S. Full Name Native Country Relation to Me Immigration Date Reasons for Immigrating Some customs, traditions, and holidays we recognize from these countries are: Other information I discovered about my family’s history: Adapted from: http://www.altoona.k12.wi.us/staff/sgagnon/Altoona_Web/immigration/Family_History.htm
86 The Importance of Culture Using cross­cultural strategies in the classroom helps students from diverse
backgrounds begin to understand and value each other’s cultural perspectives.
Storytelling
Ask students to tell a story—perhaps a folktale—that is popular in their culture. Allow
them to tell it first in their native language, then in English using illustrations and
pictures. You might work with them on the English version before they deliver it to the
class. Students will develop confidence when allowed to try out a story in their more
comfortable language. Their classmates will enjoy figuring out the story and may want
to discuss how aspects of the story are similar to those of ones they know.
Show and tell
Ask students to bring in something representative of their culture or country (e.g., a
map or flag, clothing, a craft, a holiday decoration). They can tell the class how the
object is used, where it came from, how it was made, or why it is important in their
culture.
Culture in language arts classes
Use every opportunity you can find to communicate your multicultural perspective.
Read literature from and about your students’ countries of birth.
Misunderstandings
Ask students to think of incidents that involved some kind of cultural
misunderstanding and to share them with the class. Did the misunderstanding
involve words, body language, rules of time or space, levels of formality, or stereotypes
about a culture? Try to use the incidents to help all students see the importance of
being flexible in encounters with people from another culture.
Tips for using language minority students as resources in your classroom
Make use of your students’ language and cultural knowledge! Create a supportive
environment in the classroom so that the language minority students feel they have a
lot to offer and feel comfortable sharing with classmates. Incorporate music and
drama from the students’ countries into your lessons. Ask students to compare and
contrast aspects of American culture with aspects of their own home culture. You can
use your students as “native informants” if you want to teach an “introduction to
language” unit where students are introduced to all the languages spoken in the
class. Have students work on research reports in heterogeneous, cooperative groups
so that language minority students serve as resources in each group.
Adapted from Help! They Don't Speak English Starter Kit (www.escort.org)
87 Strategies to Empower Language Minority Students and Their Parents (Based on Jim Cummins) 1. Call students by their correct names. Ask for help with pronunciation of unfamiliar names, and help classmates learn to say the names correctly. 2. Encourage efforts to bring home cultural connection into the classroom. Seek out literature from students´ culture to include in the curriculum. Learn words of greeting from their language. Invite students to describe special holiday celebrations and religious observances. 3. Reflect the various cultural groups in the school by providing signs in the main office and elsewhere that welcome people in different languages of the community. Incorporate greetings and information in the various languages in newsletters and other official school communications. 4. Provide opportunities for the students from the same language background to communicate with each other in their first language (L1) when possible (Cooperative learning groups; collaboration with other classes). 5. Recruit people who can tutor students in their native language. 6. Provide books written in the various languages in both the classroom and school library. 7. Display the pictures and objects of the various cultures represented in the school. 8. Create assignments that incorporate other languages in addition to English. 9. Encourage immigrant students to write in their native language for the class or school newspaper or website. Encourage collaboration between language minority and English speaking students to collaborate on writing an English synopsis of the story written in another language. 10. Provide opportunities for students to use their native language in after‐school programs. At the same time, offer extra opportunities for immigrant children and their families to learn English after school. 11. Encourage parents to volunteer: help in the classroom, library, playground, and in various clubs. Invite immigrant people from the communities to act as resource people; invite them to speak to students in both formal and informal settings.
88 Creating a Caring Classroom Environment (from www.scholastic.com) Meeting & Greeting Try this good‐morning ritual to ensure that each child is greeted by name. At the start of the school day, I ask one child to begin by simply saying "Good morning" to a fellow student in the room, greeting him or her by name. That child then chooses the next person to greet. Over the year we learn many styles of greetings, as well as greetings in different languages. Students can personalize their greetings to suit the occasion (e.g., "Howdy Partner, Rachel" or "Buenos Dias, Lucas"). ‐Denise Amos, Crestwood Elementary School, Crestwood, KY I'm Puzzled Learning names helps children feel recognized and build connections with one another. Here's a great hands‐on way to help students learn to read and spell their new classmates' names. Print each child's name on a sentence strip, leaving space between each letter. Cut between the letters of each name to make a letter‐scramble puzzle. Place each puzzle in an envelope labeled with the child's name and randomly distribute the envelopes to student workspaces. Invite children to move from puzzle to puzzle, putting the letters of their classmates' names in order. Encourage them to use the name on the envelope to check their work. ‐Sharon Coleridge, Wicoff School, Plainsboro, NJ "All About Me" Pictures Ask your new students if they've ever heard the expression "A picture is worth a thousand words." Discuss what it means and then tell students that instead of using words to tell about themselves, they will be creating posters to let pictures do the talking. Give each child a sheet of poster board, and set up worktables with lots of magazines to cut and art supplies. Invite children to fill their poster board with pictures that say something about themselves‐for example, images that represent favorite foods, sports they enjoy, pets they have, places they like, and so on. Let children take turns sharing their posters, letting classmates look at the pictures and make guesses about their interests. ‐Natalie Vaughn, Phoenix School, Encinitas, CA Everybody Needs a Buddy During the first week of the year, I assign each of my students a buddy that they will rely on throughout the year in a variety of ways. First my class brainstorms a list of ways that a buddy can be helpful. For example, if a student is absent one day, it is that student's buddy who is responsible for gathering the missed work and assignments. When a student gets home from school and realizes that he has a question about an assignment, he can phone his buddy to get the answer that he needs. Buddies support each other in the classroom and keep track of each other on field trips. After our brainstorm session, we finalize the list of ''buddy duties" and display it in our classroom for the year. ‐Jennifer O'Neil, Chestnut Hill Academy, Philadelphia, PA
89 Online Lessons and Units on the Immigrant Experience The Immigrant Experience in America http://www.thirteen.org/edonline/lessons/immigration/immigrationov.html Middle School Students will learn about immigration, Ellis Island, and tenement life from 1890 to 1924. Each student will create an identity of an immigrant and write an essay in the first person. Essays will describe the fictitious immigrants in terms of who they are, where they came from, and what they found when they arrived in New York City. Immigration to the Golden Land: Jewish Life in America http://www.thirteen.org/edonline/teachingheritage/lessons/lp4/index.html This lesson is designed to give students an understanding of the experiences of Jewish immigrants to the United States. Although Jewish immigrants came from various countries and arrived in America at different times, they all had to make drastic transitions to their new lives, and their experiences in their adopted country were both positive and negative. By examining these waves of Jewish immigration, students will gain insight into both the American immigrant experience and American society throughout history. Irish­Americans: Work and Song http://www.thirteen.org/edonline/lessons/irish_americans/index.html Irish immigrants came to the United States in search of work and a better life for their families. When they arrived, they faced discrimination and found that their job opportunities were limited. In this lesson, students will use video and web­based primary and secondary source documents to examine the experiences of Irish immigrant workers who helped build America’s railroads. Changing Places http://www.thirteen.org/edonline/lessons/changing/index.html In this lesson, elementary students develop an understanding of what it means to immigrate from one country and culture to another. Using various resources, including video segments from the documentary BECOMING AMERICAN: THE CHINESE EXPERIENCE Web sites, and student organizers, students examine the experiences and contributions of Chinese immigrants in the U.S. and explore their own cultural heritages. As a culminating activity, students invite guest speakers who are first­ or second­generation immigrants to tell about their experiences. Opportunity and Danger http://www.thirteen.org/edonline/lessons/opportunity/index.html In this lesson, elementary students develop an understanding of the risks and rewards of immigrating to the U.S., focusing on Chinese immigrants but including other groups as well.
90 Using various resources, including video segments from the documentary BECOMING AMERICAN: THE CHINESE EXPERIENCE, Web sites, and student organizers, students examine the treatment, often exclusionary, of Chinese immigrants in the U.S. and explore the dynamics of inclusion, exclusion, and prejudice. As a culminating activity, students interview first­ or second­generation immigrants. Changing Perspectives on the Japanese Internment Experience http://www.thirteen.org/edonline/lessons/internment/index.html In this interactive and multi­disciplinary lesson, students learn about the role that perspective plays in the writing of history by focusing on the changing views about Japanese­American internment camps during World War II. Students will demonstrate what they've learned by creating a project that demonstrates a biased view of the Internment camps. Immigration to the United States http://school.discovery.com/lessonplans/programs/destinationamerica/ After completing this unit, students will understand the following: 1. Immigration to the United States can be a controversial issue 2. Reading both fiction and nonfiction books about immigration can help us formulate our own opinions.
91 Online Resources Relating to ESL and Bilingual Instruction Dave’s ESL Café http://www.eslcafe.com/ This is a comprehensive, well maintained website for ESL students and instructors. It includes chat rooms, forums for teachers to communicate with each other, hints for ESL students, job placements, and much more. Projects Registry http://www.gsn.org/pr/index.cfm This is the place where collaborative Internet projects are listed. You can use this site to either find ongoing projects or to post your own ideas to invite collaboration. Kidlink Projects http://www.kidlink.org:80/KIDPROJ/projects.html This site provides collaborative Internet activities. Current and past projects are listed. There are also pages in Spanish, Portuguese, Swedish, or Islenska. Classroom Connect http://www.classroom.net/ This site provides information regarding classroom use of the Internet. Subscription is required. Kathy Schrock’s Guide for Educators http://discoveryschool.com/shrockguide/ This site is not designed with ESL/EFL teachers in mind, but there’s so much here, it’s worth the time needed to explore. Includes lots of project ideas and very clear descriptions of classroom use. Site includes a section on World Languages and Regions. Academic Excellence in Bilingual and ESL Education http://www.cascadelink.org/ear/tools.html This site provides links for general education, ESL, lesson plans, special education, technology and more. Adult ESL Literacy Resources in the ERIC System http://www.cal.org/ncle/Esearch.htm This site contains a fact sheet with suggestions for a successful search of the ERIC database, along with a list of ERIC descriptors and references.
92 The American Language Institute (ALI) http://sfsu.edu/~ali/ One of the first institutions to adopt a content­based approach to ESL instruction with the focus of instruction being on the informational content of the lesson rather than on the structure of the English language. English Learners: Language and Culture in Education http://goldmine.cde.ca.gov/el/ California Department of Education site has information on education issues, instructional resources, lessons plans, curriculum, and organizations and agencies. Bilingual Education Resources on the Internet http://www.edb.utexas.edu/coe/depts/ci/bilingue/resources.html University of Texas at Austin College of Education’s web page that provides government servers, journals, digests and research resources, bilingual math and science resources, and schools and projects online. Bilingual Families Web Page http://www.nethelp.no/cindy/biling­fam.html This page is intended primarily as a place for bilingual parents to find information and resources to help them raise their children bilingually. Bilingual Research Projects Center for Research in Language http://crl.uscd.edu/blingual/ This website focuses on the psycho­linguistic field in bilingualism and the investigation into how the brain processes more than one language. Bridging the Language Gulf: Developing Science Literacy. http://ldn.tamu.edu/resources/res_smath.htm School program demonstrates how a community­based, project­oriented approach can help develop science, technology, and language literacies. BUENO Center for Multicultural Education. http://www.Colorado.EDU/education/BUENO/ The BUENO Center for Multicultural Education is deeply committed to facilitating equal educational opportunities for cultural and language minority students. The Center also disseminates research findings and related information through various Center publications.
93 Center for Applied Linguistics (CAL). http://www.cal.org/ CAL’s primary objectives are to improve the teaching of English as a second or foreign language, to promote the teaching of the less commonly taught languages, and to conduct research that will enhance the educational process. Center for Research on Education, Diversity and Excellence (CREDE) www.crede.ucsc.edu/ The purpose of CREDE’s research is to identify and develop effective educational practices for linguistic and cultural minority students, as those placed at risk by factors of race, poverty, and geographical location. Centre for Research on Bilingualism­ Stockholm University http://www.biling.su.se/ The Centre for Research on Bilingualism serves as a basis for a wide range of theoretical and practical research designed to create a better understanding of bilingualism. Areas addressed include bilingualism in the family, bilingual education, foreign language teaching, interpreting and translating services for immigrants and native ethnic minorities, conference interpreting, and much more. Clearinghouse for Multicultural/ Bilingual Education http://departments.weber.edu/mbe/htmls/mbe.html Information for educators regarding commercial and non­commercial sources for multicultural and bilingual/ESL information, materials, and resources at Weber State University. Directory of Two­Way Bilingual Immersion Programs http://www.cal.org/twi/directory Contact information for over 180 k­12 two­way bilingual immersion programs in the U.S. Diversity: Issues and Responses http://www.cde.ca.gov/iasa/diversity.html This section of the website focuses on the nature of diversity and ways in which educators can respond to it positively. Education Week: Best of the Web on Bilingual Education http://www.edweek.org/context/topics/issuespage.cfm?id=8 For background and past Education Week stories on this topic, see their issues page on Bilingual Education also.
94 ESL Site Directory http://www.l­language.com/esldirectory/index.html This site is for learning English online including ESL forums, Chat, online TOEIC tests, listening and much more. ERIC Clearninghouse on Reading, English, and Communication http://reading.indiana.edu/ Provides educational materials, services, and coursework to everyone interested in the language arts. Includes lesson plans and a Tips for Parents area. The Institute for Urban and Minority Education http://iume.tc.columbia.edu/ This site offers manuals, brief articles, annotated bibliographies, reviews and summaries of outstanding publications, and conference announcements in urban education. ESL/Bilingual Lesson Plans and Resources http://www.csun.edu/~hcedu013/eslindex.html Includes lesson plans for ESL, bilingual education, and foreign language; employment opportunities and professional associations. ESLoop http://www.linguistic­funland.com/esloop/esloop.html Many ESL sites and English schools consecutively linked for a unique browsing experience. Heartland Area Education Agency II http://www.aea11.k12.ia.us/curriculum/ell/ellwebsites.html A draft TESOL document identifies standards for K­12 ESL instruction to foster full proficiency in English for all students in the United States. Feedback is encouraged by TESOL. The Internet TESL Journal http://iteslj.org This website contains articles, research papers, lesson plans, classroom handouts, teaching ideas, and links related to ESL. Ethnic Studies at the University of Southern California (USC) http://www.usc.edu/isd/archives/ethicstudies/ This site includes materials which relate to ethnic studies including histories, surveys of the individual areas, biographies of significant individuals, the published works of important authors, and journals.
95 ETHNOLOGUE http://www.sil.org/ethnologue/ This site is a catalogue of more than 6,700 language spoken in 228 countries. The Ethnologue Name Index lists over 39,000 language names, dialect names, and alternate names. The Ethnologue Language Family Index organizes languages according to language families. European Language Council http://www.fu­berlin.de/elc The main aim of the ELC is the quantitative and qualitative improvement of knowledge of the languages and cultures of the European Union and beyond. Membership of the ELC is open to all institutions of higher education in Europe and all national and international associations with a special interest in the area of languages. I Love Languages http://www.ilovelanguages.com/ This site is a comprehensive catalog of language related Internet resources. Over 1600 language links are available including online language lessons, translating dictionaries, native literature, translations services, and much more. Issues Page: Bilingual Education http://www.edweek.org/context/election/biling.htm. A background essay on Bilingual Education in America today from Education Week. Includes definitions of educational terms, selected background readings, and links to relevant online articles and resources. KIDPROJ’s Multi­ Cultural Calendar http://www.kidlink.org/KIDPROJ/MCC Used by KIDLINK classes around the world, the Multi­Cultural Calendar is a list of various holidays worldwide. Searchable by month, holiday, country or author. Language Policy Web Site http://ourworld.compuserve.com/homepages/JWCRAWFORD/home.htm A site designed by James Crawford, an independent writer and lecturer specializing in the politics of language. Designed to encourage discussion of language policy issues, publish updates on current developments, report on pending legislations, and highlight links to other sources of information. Model Strategies in Bilingual Education: Professional Development http://inet.ed.gov/pubs/ModStrat/index.html Commissioned by the U.S. Department of Education Office of Bilingual Education and Minority Language Affairs, this site illustrates research­supported principles of professional development with the experiences of communities of scholars, practitioners, and teacher aspirants at selected sites.
96 Modern Language Centre http://www.oise.utoronto.ca/MLC/ The MLC addresses a broad spectrum of theoretical and practical issues related to second and minority language teaching and learning. Affairs and Resources http://www.asha.org/about/Leadership­projects/multicultural/ This site is devoted to multicultural information and resources. Multicultural Pavilion http://curry.edschool.Virginia.EDU/go/multicultural/ This site provides a wealth of multicultural resources including, activities, discussion groups, research and list serves to mention but a few. National Clearinghouse for English Language Acquisition & Language Educational Programs (NCELA) http://www.ncela.gwu.edu/ The NCLE is funded by the U.S. Department of Educations office of English Language Enhancement & Academic Achievement for Limited English Proficient Students (OELA) to collect, analyze, and disseminate information relating to the effective education of linguistically and culturally diverse students in the United States. National Clearinghouse for Bilingual Education’s State Resource Page http://www.ncela.gwv.edu.states/index.htm State by state policies and resources as well as compiled information on meeting the educational needs of linguistically and culturally diverse students in the U.S. National Center for ESL Literacy http://www.cal.org/ncle/ This site focuses on language and literacy education of adults and out­of­school youth learning English. Office of English Language Acquisition http://www.ed.gov/about/offices/list/oela/index.html OELA helps school districts, local education agencies and institutes of higher education meet their responsibility to provide equal education opportunities to limited English proficient children. PIZZAZ! http://darkwing.uoregon.edu/~leslieob/pizzaz.html Creative writing resources and materials for ESL teachers.
97 Standards http://www/Colorado.EDU/journals/standards/ An international journal of multicultural studies from the University of Colorado. Terralingua http://www.terralingua.org This organization has two main aims: preserving the world’s linguistic diversity, and investigating connections between biological and cultural diversity. Site includes an extensive Internet index of resources on preserving linguistic diversity, language endangerment, survival, and revitalization. TESL­EJ Electronic Journal http://www­writing.berkeley.edu/TESL­EJ/index.html Teaching English as a Second or Foreign Language Electronic Journal from Berkeley. Included are many valuable articles from 1994 to present. TOEFL (Test of English as a Foreign Language). http://www.toefl.org/ Information on TOEFL including test dates, registration, practice questions, and study materials. Center for Multilingual Multicultural Research http://www­bcf.usc.edu/~cmmr/BEResoucres.html This site contains links to Bilingual, ESL, and Multicultural Resources. The University of California Linguistic Minority Research Institute (LMRI) http://www.lmri.ucsb.edu/ The LMRI collaborates with other institutions in research, dissemination and professional development activities that promote the understanding and improvement of language minority students in the schools.
98 Understanding Diversity in the Classroom Think about some diverse students in your school. What strengths and values do they bring to the school community? What are their most salient needs? What are their most salient strengths and needs? Strengths Needs What can the school community do be more culturally responsive?
99 Diversity Bibliography Adams, M., Bell, L. A., & Griffin, P. (1997). Teaching for diversity and social justice: A sourcebook. New York: Routledge. Banks, J. A. (2007). An introduction to multicultural education (4th ed.). Boston: Allyn and Bacon. Banks, J. A., & Banks, C.A. (2007). Multicultural education: Issues and perspectives (6 th ed.). Hoboken: John Wiley & Sons. Banks, J. A., & McGee Banks, C.A. (Eds.). (2004). Handbook of research on multicultural education (2nd ed.). San Francisco, CA: Jossey­Bass. Campbell, D. E. (2003). Choosing democracy: A practical guide to multicultural education (3rd ed.). Upper Saddle River, NJ: Merrill. Dilg, M. A. (1999). Race and culture in the classroom: Teaching and learning through multicultural education. New York: Teachers College Press. Dunn, R., & Griggs, S. A. (1998). Multiculturalism and learning style: Teaching and counseling adolescents. Westport, CT: Praeger. Faltis, C. J., & Hudelson, S. J. (1998). Bilingual education in elementary and secondary school communities: Toward understanding and caring. Boston: Allyn and Bacon. Fisher, C. S., Hout, M., Sanchez Jankowski, M., Lucas, S. R., Swidler, A., & Voss, K. (1996). Inequality by design: cracking the Bell Curve myth. Princeton, NJ: Princeton University Press. Gollnick, D. M., & Chinn, P. C. (2005). Multicultural education in a pluralistic society & exploring diversity package (7th ed.). Upper Saddle River, NJ: Merrill. Gorski, P. C. (2004). Multicultural education and the Internet: Intersections and integrations. Boston: McGraw­Hill. Hernández, H. (2001). Multicultural education: A teacher’s guide to linking context, process, and content (2nd ed.). Upper Saddle River, NJ: Merrill. Hollins, E. R. (1996). Culture in school learning: Revealing the deep meaning. Mahwah, NJ: Lawrence Erlbaum. Hollins, E. R. (Ed.). (1996). Transforming curriculum for a culturally diverse society. Mahwah, NJ: Lawrence Erlbaum. Hollins, E. R., & Oliver, E. I. (Eds.). (1999). Pathways to success in school: Culturally responsive teaching. Mahwah, NJ: Lawrence Erlbaum. Howard, G. R. & Nieto, S. (2006). We can't teach what we don't know: White teachers, multiracial schools (2 nd ed.). New York: Teachers College Press. Kohl, H. (1994). I won’t learn from you. New York: The New Press. Manning, M. L. & Baruth, L. G. (2003). Multicultural education of children and adolescents (4 th ed.). Boston: Allyn and Bacon. Mazurek, K., Winzer, M., & Czeslaw, M. (2000). Education in a global society: A comparative perspective. Boston: Allyn and Bacon.
100 McKay, S. L., & Wong, S. C. (2000). New immigrants in the United States. New York: Cambridge University Press. Michie, G. (1999). Holler if you hear me: The education of a teacher and his students. New York: Teachers College Press. Noel, J. (2005). Developing multicultural educators. New York: Addison Wesley Longman. Orozco, L. (Ed.). (1998). Perspectives: Educating diverse populations. Boulder, CO: Coursewise Publications. Redman, G. L. (1999). Casebook for exploring diversity in K­12 classrooms. Upper Saddle River, NJ: Merrill. Richard­Amato, P. (1999). Making it happen: Interactions in the second language classroom: From theory to practice. Reading, MA: Addison Wesley. Rosenblum, K. E., & Travis, T. C. (2006). The meaning of difference: American construction of race, sex and gender, social class, and sexual orientation (4 th ed.). Boston: McGraw­Hill. Sapon­Shevin, M. (1999). Because we can change the world: A practical guide to building cooperative, inclusive classroom communities. Boston: Allyn and Bacon. Seelye, H. N. (1993). Teaching culture: Strategies for intercultural communication (3 rd ed.). Chicago: National Textbook. Sierra, J., & Kaminski, R. (1995). Children's traditional games. Phoenix, AZ: Oryx.
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