Principles

PowerPoint with references for the nueroscience behind the three networks -- I apologize for the template that I had to use! :)

Sara: (draft - 11/6) Principle 1: The physical learning environment must allow for collaboration and student choice in how to access information so that students take ownership for and leadership in their learning.
 * Technology to support student leadership and ownership
 * UDL Checkpoint 4.2 - [| Optimize access to tools and assistive technologies]
 * Students on IEPs should be able to access the same material – supports/accommodations must be incorporated into the classroom design.
 * ** UDL Guideline 1: Provide options for perception **
 * [|Checkpoint 1.1: Offer ways of customizing the display of information]
 * [|Checkpoint 1.2: Offer alternatives for auditory information]
 * [|Checkpoint 1.3: Offer alternatives for visual information]
 * "Youth perform best when there are clear rules and expectations, when they feel central to the program, when they have a stake in the design, development, and implementation of the rules, and when they receive acknowledgment for their contributions and clear rewards." in Programs that work for Latino Youth
 * students need collaborative opportunities and leadership opportunities. “opportunities for small group work and self-directed learning are essential to the development of youth” in Programs that work for Latino Youth

Principle 2: The ideal learning environment must provide for multiple means of expression, in that evaluations should fit both the task and the means and assess learning as well as mastery of content.

Principle 3: The ideal learning environment must provide multiple means of engagement, including authentic communication and meaningful tasks.
 * “A task-based approach to language teaching is perhaps the best way of achieving this.” (Ellis 2008), in reference to his second principle, “Instruction needs to ensure that learners focus predominantly on meaning”.
 * need tasks that require communication, that are motivating and that are meaningful.

Principle 4: The ideal learning environment must multiple means of representation of the learning, including providing first language support in the form of ensuring students are able to access grade-level material and curriculum.
 * Ellis 2008 – Principle 6 and 8 stress the importance of

Principle 5: The ideal learning environment will include expanded learning time to allow for exploratory learning while still providing instruction that will allow students to score proficient and above on state and district assessments. Principle 6: The ideal learning environment must use collaborative structures and a diverse, multicultural curriculum and pedagogy to create a safe, nurturing environment for all students.
 * Self access centers – “(i.e., rooms containing carefully selected language learning materials that students can use on their own time). Successful foreign language learners seek out opportunities to experience the language outside class time, but many students are unlikely to make the effort unless teachers make resources available and provide learner training in how to make effective use of the resources.” (Ellis 2008)
 * Flexible students pathways – allow adolescent ELLs to stay in school longer and maximize the learning opportunities. (adolescent ELLs article)
 * we can use the classroom community as a space where students can develop and foster positive relationships, learn how to productively resolve conflicts, and work together in a mutually respectful environment. (Davis 2007, page 210)
 * teachers can make these discussions and curriculum meaningful to students by making it student-centered and reflective. (Davis 2007, page 211)
 * Banks’ idea of a democratic classroom – “every student has the opportunity to succeed, talk and participate” (Banks 2002 in Davis 2007, page 211)

Jessica (11/6)- Initial principles


 * Principle 1:** Diversity must be represented in content in order to engage and motivate all students and to create an inclusive and tolerant community. All cultures, lifestyles, languages, sexualities, genders, abilities, races, beliefs must be recognized by schools because students learn better when they can connect with material and when they feel safe and respected.

References:
 * Sleeter article on multicultural education (from A-326)
 * Former students’ college application personal statement on challenges of being gay in high school
 * Sadowski, M. article “Still in the Shadows” (from A-326)


 * Principle 2:** Schools and classrooms must be organized heterogeneously so that students can learn from one another through collaboration and support and because best practices are effective for all students. Therefore, students should not be isolated or segregated because strong instruction and peer learning will support the needs of all students.

References:
 * Henderson school visit/ interview w/ principal intern (John, group member)


 * Principle 3:** Content and pedagogy should capitalize on students’ strengths rather than emphasizing or ignoring special needs. This will allow greater access to learning and the ability for students to monitor their learning to understand how they learn best.

References:
 * “Programs That Work for Latino Youth” report (from Sara, group member)
 * Cross, T. article on gifted/ talented students (from Mike, group member)


 * Principle 4:** Schools must support students’ understanding of their unique needs so that students are empowered to advocate for themselves. Schools must also be organized to include families in understanding needs because this support can lead to greater academic success for students.

References:
 * Tom Hehir talk (11/4/11)
 * Resources on Universal Design for Learning (from Jenna, group member)


 * Principle 5:** Schools must allow students multiple means to engage with content and multiple means to represent learning. Students learn differently from one another, so there should not be one universal means to engage with content or to have learning assessed.

References:
 * Universal Design for Learning

Jenna - DRAFT Principles
 * a. //What counts// as a learning difference in the organization? **

// Principle 1: Creating flexible learning environments with embedded options and supports to accommodate students traditionally seen as “in the margins” will allow educators to address the range of diversity among **all** students (Rose & Meyer, 2000). //

Evidence: Readings
 * The Future is in the Margins (posted in resources)

Personal experience
 * Our school failed to address differences...only focused on ELLs and students with disabilities


 * b. How individual difference are acknowledged in //pedagogical practice// //and organizational structure// such as: i. the physical design of the learning environment **

// Principle 2: The physical design of the learning environment is accessible to all individuals and includes numerous open spaces that facilitate collaboration, movement, and exploration. //

Evidence for physical accessibility: - Readings - Personal Experience
 * Story, Mueller, & Mace article describing the movement in architecture called Universal Design that calls for “the design of products and environments to be usable to the greatest extent possible by people of all ages and abilities” (p. 1).
 * Describe opportunity to visit a UD school and provide examples such as the accessible entrance, wide hallways, lab benches of varying heights, accessible garden and kitchen, etc.

Evidence for designed in a way to promote collaboration, movement, and exploration: - Readings - Rounds
 * Gislason, N. (2010). Architectural Design and the Learning Environment: A Framework for School.
 * Describe the many different kinds of spaces at BAA that promote movement and exploration (open dance space for ballet, tap, jazz, etc.; music performance spaces; theater space where students can explore stage design, lighting, sound, etc.; and a range of studios for the visual arts, etc.)


 * b. How individual difference are acknowledged in //pedagogical practice// //and organizational structure// such as: ii. the use of technology **

// Principle 3: Technology is used to provide all students with access to content and is effectively woven into instruction to support learning. //

Evidence for providing access: - Readings - Personal experience
 * Harnessing technology to provide more students with access to curriculum (FIND)
 * Worked with students who relied on assistive technologies like screen readers and communication boards in order to participate
 * At CAST, contributed to the development of a range of digital technologies that offered options to support a range of students in accessing content and participating in their classrooms à use UDL Editions as an example

Evidence for need to effectively weaving into practice: - Readings Personal experience - Saw how many teachers did not effectively incorporate SmartBoards into instruction, and just used for math games
 * CITEd’s “Lessons Learned for Effective Technology Implementation”
 * Glazer, Hannafin, and Song (2005) article that described the need for technology PD to be contextualized to individuals classrooms in order for teachers to effectively use


 * b. How individual difference are acknowledged in //pedagogical practice// //and organizational structure// such as: iii. the content and practice of learning and assessment practices **

// Principle 4: The arts are integrated into the academic content areas in order to provide a broad range of students with access to content and motivation to learn. //

Evidence: Readings - Kinder and Harland’s (2004) “The Arts and Social Inclusion: What’s the Evidence?” reveals how integrating the arts is a successful strategy to reach students who are disengaged from school - Nathan’s “Why the Arts Make Sense in Education” Rounds - Describe BAA’s strategy to use arts are a way to reach a range of learners

// Principle 5: Multiple means of expression and ongoing progress monitoring are incorporated into informal and formal assessment practices in order to gain an accurate understanding of student learning and growth. //

Still working on this one! Readings Rounds Personal experience


 * b. How individual difference are acknowledged in //pedagogical practice// //and organizational structure// such as: iv. norms of practice **

// Principle 6: A sense of community is nurtured through supporting collaboration and trust among and between students, staff, and the community. //

Still working on this one! Readings Rounds - BAA student advisories to build student-to-student relationships as well as student-to-teacher Personal experience