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Planning & Designing for an Inclusive Hybrid/Online Learning Experience

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Our Belief

Catholic schools are called to serve justly and inclusively, celebrating the God-given potential of every child.

Our Mission

To prepare educators ensuring success for all learners regardless of instructional, behavioral, or social/emotional need.

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Integration should. . .

Encompass a multi-tiered support system

Employ evidence-based practices

Develop an inclusive culture of school support

Philosophy on Inclusive Education

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Summer I (Online):

Foundations of Inclusive Education
Collaboration & Critical Elements of Inclusion

Spring (Online):

Advanced Methods & Assessment for Inclusion

Fall (Online):

Literacy Methods & Assessment for Inclusion

Summer II (Online) :

Collaboration, Communication, & Culture

Summer II (On Campus):

Policy & Effective Practice in Special Education

18-Credit Hour Licensure Program

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Sean J. Smith, Ph.D.

University of Kansas

Michael Faggella-Luby, Ph.D.

Texas Christian University

PIE Affiliates

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Tonight’s Agenda

Smarter Planning

5 steps for inclusive planning

Plan & design via instructional frameworks

Plan for ALL learners
Design for the demands of digital learning
Purposefully utilize various digital tools

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5 Steps for SMARTER Inclusive Planning

Step 1. Focus on Big Ideas during Pre-Planning

Ensure students are safe and secure
Brainstorm concepts to be covered
Organize the critical concepts into a hierarchy of understanding

Step 2. Selecting Critical Content for Instruction

Select important ideas
Select essential details
Select frequently encountered ideas
Select foundational ideas
Select based on time

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Program for Inclusive Education (PIE)

MFL

this model is unique in that it values teachers as professionals, honors high quality instruction, and targets the needs of all students, including students with disabilities.
Like cleaning (or rather decluttering) Jack’s room, at first everything seems important--but is it really?

Step 1:

Safety: the old axiom that we don’t teach science, math, or English—we teach children, and no meaningful learning will happen without their safety and security
Concepts can be skill driven (e.g., fluency, finding the main idea in a paragraph) or knowledge driven (e.g., metamorphosis, cooperation, nationalism).
Hierarchy = Learning progressions

Step 2:

Focus first on the main ideas and not the supporting details (see Unit Map). Not everything is equally important and we need a structure to organize principles so we can remember and use them.
Foundational: Vertical or Horizontal curriculum --what do you need to move forward
Time: What happened in the spring vs now with planning

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5 Steps for SMARTER Inclusive Planning

Step 3: Ensure clear, student-directed objectives

Clearly communicate from afar
Support families
Measure student learning
Encourage self-assessment

Step 4: Identify and design the desired outcome measure

Be sure assessments align to learning goals
Assess knowledge, skills, and engagement
Leverage frequent formative assessments
Provide flexible assessment choice

Step 5. Sequence critical content in digestible mini-units

Sequence instruction based on underlying knowledge and skills to be learned
Try to avoid daily plans
Consider mini-units to allow flexibility and formative assessment

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Program for Inclusive Education (PIE)

MFL

Step 3:

Have you ever seriously questioned the amount of effort that it takes to write a lesson plan for a substitute teacher?
Your students and their families (not a trained, nor paid substitute!), are going to be interpreting your lesson.
Good objectives have clear conditions and criteria
Like Jack needs--done is not complete until it involves self-assessment that is honest and accurate

Step 4:

(see pic) Lesson Objectives on my lesson plans were always at the top, and assessments at the bottom. This format is better alignment (and includes modalities)

Step 5:

begin by outlining all of the steps in the process needed to learn the skill and then design activities and types of practice that provide formative data about skill acquisition.
Chunks not daily plans are more humane, flexible and allow time for problem solving.

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Student Variability

Reading
Executive Functioning
Attention
Organization
Task Completion

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Using UDL to Plan & Design Online/Hybrid Instruction

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Addressing Learner Variability

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Academic Challenges	Executive Function	Learning Behaviors
When reading text: Decoding Unknown vocabulary Comprehension When writing: Generating ideas Organizing ideas Drafting writing Mechanics of writing	Understanding Expectations Remembering instructions Following step-by-step instruction Knowing how and when to ask for help Planning and Organization Breaking tasks down and setting realistic goals Self-monitoring progress Managing resources	Motivation Engaging in tasks Persisting with tasks Focus/Attention Self regulation Confidence (learned helplessness) Strategies to cope Using feedback

Common Barriers and Challenges

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So Many Digital Tools...

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Support Reading and Comprehension

Academic Challenges
When reading text: Decoding Not knowing the vocabulary Comprehension

Additional challenges online:

Students are expected to read more independently
Less opportunity to ask clarifying questions
Less opportunity to check in
Students may not persist in reading or persist/engage

Digital text features include:

Text to speech
Synchronized highlighting (words highlighted while spoken)
Vocabulary look up
Annotations
Colored highlighters

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Read Write for Chrome

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Dictionary

Picture

Dictionary

TTS

Audio

Maker

Screen Mask

Translator

Highlighter

Practice Read Aloud

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Collecting Highlights

Collecting Highlights (1 minute)

https://www.youtube.com/watch?v=sRw2Ka5WSqg

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Vocabulary Tool

Vocabulary Tool (1 minute)

https://www.youtube.com/watch?v=BNks9ofZbO0

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Demonstrate Knowledge in Various Ways

Additional challenges online:

Not know where to begin with demonstrating what they know
Lack of clarity with assignment
Inability to scaffold like you can in class
Teacher not there to help guide

Digital text features include:

Multimodal digital books
Speech-to-text writing features
Scaffolded - Interactive Google Slides
Other formats - podcasts, visual narrations, etc.
Video, video, & video

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Digital Text Plus

Text to Speech
Sequenced structure
Leveled books
Organized topics
Images, visuals, & more

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Scaffolded collaborative slides

Collaborate in small groups
Place headers or photos on slides (as a scaffold, if needed)
Provide formative comments as they create slides
Can be a scaffold for a report or writing assignment

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The Power of Video

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Can’t Stop There

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Cueing

On-screen text or symbols to highlight important information.
Change colors or contrast to highlight ideas.
Use symbols that draw attention to a part of the screen.

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Weeding

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Matching Modality

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Let’s Share...

Reflect on the digital tools and instructional strategies that are working in your hybrid/online learning efforts.

How are they meeting the needs of ALL of your learners?

How can you improve your efforts in the days and weeks that follow?

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Let’s Share...

Reflect on the upcoming weeks and months.

What are your most pressing needs?

What barriers to online/hybrid learning are parents and students communicating? What are their needs?

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Join PIE 5 in May 2021

Applications for PIE 5: ace.nd.edu/inclusion

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Program for Inclusive Education (PIE)