Adaptive Technology Exercise for Middle School Math
The required components of the Adaptive Technology Exercise are described in greater detail below:
Part I: Universal Design for Learning (UDL) Reflection (15 points) – The Universal Design of Learning (UDL) guidelines were discussed as an approach to the differentiation of instruction through the adaptation of curriculum and lesson delivery. We also discussed UDL’s correlation to the implementation of Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RTI) frameworks. As a brief review, a universally designed lesson (UDL) is purposefully planned to meaningfully include the widest range of abilities, honor the background of each learner and significantly minimize the need for further accommodations.
Please use the following link to view a Virtual UDL Classroom through PATINS (Promoting Achievement through Technology and Instruction for all Students). Please also view the interactive content. There are 17 different tags in this classroom example specific to elements of accessibility.
To learn a little more about PATINS, please refer to the link below.
Virtual UDL Classroom : https://www.patinsproject.org/resources/udl
UDL … the Why, What and How : https://www.patinsproject.org/document-library/services/257-udl-info-sheet/file
About PATINS : About PATINS (patinsproject.org)
Based upon your virtual visit to this classroom, what you’ve learned about differentiating instruction with the Universal Design for Learning guidelines and creating inclusive learning environments, summarize your reflective thoughts on what you observed in this classroom example. Listed below are questions for your reflective consideration. P
• What ideas to improve equitable access stood out in this virtual classroom? What did you notice? Or what things did you not observe at first?
• When you think about the fundamentals of planning for instruction, in what ways did this classroom example shift your thinking?
• Are there other ideas or suggestions to improve equitable access that come to mind?
• If you are currently in a classroom, what types of strategies are you using to ensure equitable access? Are they successful? Are there challenges?
• What does an inclusive classroom look and sound like, specifically through the lens of equitable access?
• What challenges and/or hurdles do you believe teachers may experience in addressing equitable access in the classroom?
Part II: Adaptive Technology/Instructional Objective (15 pts.) – The Adaptive Computing Technology Center at the University of Missouri defines adaptive technology as “special versions of already existing technologies or tools that provide enhancements or different ways of interacting with the technology. The adaptation helps individuals with a disability or impairment accomplish a specific task.” Adaptive technology also encompasses what is referred to as “assistive technology.”
First, please review the links below to learn more about adaptive and assistive technology and how these tools can be used in the classroom to improve equitable access and support student learning. Keep in mind that not all adaptive or assistive technology actually requires technology. They can also be “no tech” tools that improve a student’s access or ability to learn. See the simple chart below.
What is Adaptive Technology? // ACT Center (missouri.edu)
Assistive Technology for Kids with Learning Disabilities: An Overview | Reading Rockets
Assistive Technology (AT) (patinsproject.org)
Secondly, identify an instructional objective for a single lesson. Grade level and content area are entirely up to you. The instructional objective must be standards-based and may be written as a behavioral or descriptive objective (Ref: Methods for effective teaching by Paul Burden & David Byrd, Chapter 4). You may also find it beneficial to review feedback on writing instructional objectives from the Evidence-Based Instructional Strategy Exercise you submitted (Please see the attached file)
Third, based upon what you’ve learned about universally designed lessons and the use of adaptive and/or assistive technology, identify and/or summarize learning supports, accommodations, or modifications that you might use to improve equitable access for students to achieve the identified instructional objective for this lesson. Describe your plan for including the use of instructional technology, if appropriate, to support students’ mastery of this instructional objective.
In addition, this is intended to demonstrate your understanding and application of identifying and selecting appropriate instructional strategies (InTASC #8) directly related to the differentiation of instruction (InTASC #2) and the learning environment (InTASC #3).
In TASC: https://ccsso.org/sites/default/files/2017-12/2013_INTASC_Learning_Progressions_for_Teachers.pdf