Sep
20
2007
We gathered at Stafford today and I really appreciate everyone’s participation. Please take a few moments to offer reflections from today’s meeting.
Has there been a change in your outlook on ther engaging work framework? To what do you attribute this change?
What worked about the session, what didn’t work?
Are there ways that the strategies from the session can be put to use in your classroom?
Describe any new learnings (focus on “ah ha” moments). What new learning is now required?
Sep
17
2007
I first became invloved with Working on the Work in 1999, when I was a middle school principal. The framework intrigues me for quite a few reasons. First, I think that it is very intuitive–it just makes sense. Students are more apt to internalize copncepts that they have had an emotional connection to. Second, it is very difficult to argue against. Is there anyone willing to stand up and claim that teachers ought to design dis-engaging work for students? Finally, it really appeals to my notion of what instruction ought to look like. To quote Phil Schlechty, “American classrooms are where young people go to watch old people work.” I think that ought to be turned around 180 degrees.
With the generous support of the Dominion Foundation, the Center for Leadership in Education is pleased to work with Stafford Elementary School this year. We hope to provide you with models of what engaging work might look like in your classroom and we would like to suggest some technology applications that might further your efforts.
Right now, I would like to begin by posing an essential question. Please feel free to comment as you see fit:
What has been your initial reaction to the Working on the Work initiative? Do you consider your self a pioneer, early adopter, late adopter, or a resistor? Why?
Sep
12
2007
Every now and then, we come across a situation that absolutely stumps us. Let’s face it, in most problem situations we know exactly what to do. Sometimes we do it, sometimes we rationalize our decision not to do it becasue the solution is so hard. It might be confronting a friend about hurt feelings, it might be apologizing to a colleague for an inconsiderate act, or it might be to skip the party and paint the garage. Continue Reading »
Sep
11
2007
Today we met at the Center for the first day of our Universal Design for Learning Institute. What a packed day! Past participants let us know that they wanted more strategies. We adjusted for today. As a matter of fact, one person let us know that “it’s OK to include some theory, you know.”
Today we learned that UDL Consists of twelve principles, spread across three brain networks. More specifically:
To support the students’ diverse recognition networks:
–provide multiple examples
–highlight critical features
–represent information in multiple media and formats
–provide supports for limited background knowledge
To support the students’ diverse strategic networks
–provide flexible models of skilled performance
–provide ongoing relevant feedback
–provide opportunities to practice with supports
–provide adjustable levels of skill
To support the students’ diverse affective networks
–offer choices for content and tools
–provide adjustable levels of challenge
–offer a choice of rewards
–offer a choice of learning context
A quick glance at the session evaluations revealed a desire to learn more about the framework of Universal Design for Learning, the theories that it is based upon, and a clearer understanding of UDL in general. We will definitely provide that. In fact, we have it on the agenda for Friday.
Aug
27
2007
[youtube]http://www.youtube.com/watch?v=VLm_DUj5-jM[/youtube]
Aug
27
2007
Student Assessment
[audio:http://www.centerforleadership.org/blog/podcasts/Student_Assessment_CLE.mp3]
Aug
27
2007
[youtube]http://www.youtube.com/watch?v=xHWTLA8WecI[/youtube]
