Creating a Responsive Classroom

Universally Designed and Differentiated

Maximize Teaching Effectiveness

In this 3-day professional learning opportunity, learn ways to proactively help educators develop an environment that removes barriers to learning, responds to the needs of all learners, and increases student engagement and achievement.

Effective Practices and Guiding Questions to Maximize Achievement

There are similarities between the critical teaching behaviors identified in Differentiated Instruction, Universal Design for Learning, Framework for Effective Instruction (Marzano)/ Framework for Teaching (Danielson), 21st Century Learning Skills, and Specially Designed Instruction. The Guiding Questions Placemat assists with implementation of the critical teaching behaviors that support MTSS, by providing guiding questions. The outside of the placemat lists the models of critical teaching behaviors. The interior of the placemat identifies 5 practices and guiding questions that illustrate the commonalities across these models of critical teaching behaviors.

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Guiding Question: How will I develop goal-oriented and strategic students who take responsibility for their own learning?

KNOW
Participants will know the meaning of the following terms:

  • Mindset
  • Expert Learner
  • Self-regulated learning

Participants will know:

  • The characteristics of an expert learner
  • The phases of a self-regulated learning cycle used by expert learners

UNDERSTAND
Participants will understand that:

  • Student with disabilities can learn, achieve, and succeed at high levels.
  • A teacher’s mindset impacts his or her actions. A teacher’s actions impact a student’s mindset. A student’s mindset impacts his performance.
  • Expert learners are more motivated and learn more efficiently and effectively.

DO
Participants will be able to:

  • Compare and contrast the behaviors and outcomes of a fixed mindset versus a growth mindset.
  • Identify why it is important to help students develop the skills of expert learners and name ways to change the learning environment to assist students with disabilities in gaining those skills.
  • Identify the components of self-regulated learning.

Guiding Question: How will I communicate to each student that I believe in his capacity to learn and that he is valued and supported?

KNOW
Participants will know the meaning of the following terms:

  • Responsive and Supportive Learning Environment

Participants will know:

  • The critical elements of a responsive and supportive learning environment.

UNDERSTAND
Participants will understand that:

  • Learning environments that are rooted in strong teacher-student relationships and ensure that each individual student feels fully included, safe, and valued for his or her contributions have a positive impact on student outcomes.

DO
Participants will be able to:

  • Develop a lesson for the module follow-up activity that includes evidence of a
    responsive and supportive learning environment that develops expert learners.

Guiding Question: What is most important for students to know, understand, and be able to do and how will I communicate those goals to students?

KNOW
Participants will know the meaning of the following terms:

  • Clarity of the learning goal
  • Know-Understand-Do (KUD)
  • High Quality Curriculum

UNDERSTAND
Participants will understand that:

  • responsive classroom begins with high-quality, meaningful, and focused curriculum based on the Florida Standards.
  • Teachers must be clear about what is most important for all learners, including students with disabilities, to know, understand, and be able to do.
  • When teachers see learning through the eyes of students and help them become their own teachers, they are making learning and teaching visible, maximizing opportunities for student achievement.

DO
Participants will be able to:

  • Clarify precise learning goals (KUDs) by identifying what is most important for all learners to know, understand, and be able to do.

Guiding Question: How will my students and I collect and use assessment information to monitor learning progress and make adjustments when they are needed?

KNOW
Participants will know the meaning of the following terms:

  • Pre-assessment
  • Formative Assessment
  • Summative Assessment
  • Assessment As Learning
  • Formative Assessment Process

UNDERSTAND
Participants will understand that:

  • Formative assessment, used to guide instructional planning and to develop student autonomy, has a powerful impact on student learning.
  • Teachers use varied types and sources of ongoing assessment before, during, and after instruction to adjust lesson content, format, and supports to respond to each individual learner’s needs.

DO
Participants will be able to:

  • Use various sources and types of assessment information to plan and adjust instruction in response to each individual learner’s needs.
  • Incorporate strategies to involve all students, including students with disabilities, in using assessment information to set personal learning goals and to increase their own motivation and achievement.

Guiding Question: How will I plan instruction to effectively and efficiently address learner diversity while still meeting rigorous academic standards?

KNOW
Participants will know the meaning of the following terms:

  • Flexible grouping
  • Interest
  • Learning profile/preferences
  • Readiness
  • Responsive learning environment
  • Respectful tasks/work
  • Zone of Proximal Development

UNDERSTAND
Participants will understand that:

  • Student differences matter in learning, and attending to those differences is necessary for sustaining learning.
  • Respectful work is determined by assessment information and linked precisely to clear learning goals.
  • Respectful work is engaging, interesting, and challenging for all learners, including students with disabilities.
  • Flexible grouping structures are an important way to meet the academic, social, and emotional needs of each student, including students with disabilities.
  • Flexible grouping structures allow students to have the opportunity to work with and learn from their peers in a way that allows them to feel comfortable contributing.

DO
Participants will be able to:

  • Identify how flexible grouping structures are important in providing respectful work.
  • Explain how incorporating learner profile and preference into learning activities can increase student motivation and engagement.
  • Develop lesson plans that include learning experiences that are equally focused, equally challenging and supported, equally engaging, and equally powerful for all students, including students with disabilities.

Additional Differentiated Instruction/Universal Design for Learning Professional Development Opportunities Sponsored by FDLRS

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For more information about the information in this flyer:

Contact

FDLRS Administration Project Office (386) 312-2265
Mary Ann Ahearn, Administrator

http://www.fdlrs.org/