Universal Learning Environments - Educational environments that are accessible to all learners wh...

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Universal Learning Environments - Educational environments that are accessible to all learners where stakeholders invest in rich learning experiences for students of all abilities and during all stages of their learning journey par Mind Map: Universal Learning Environments - Educational environments that are accessible to all learners where stakeholders invest in rich learning experiences for students of all abilities and during all stages of their learning journey

1. Access to Learning Specialists and School Based Learning Coaches

2. Social Emotional Supports

2.1. Safe and Caring Classrooms/Schools

2.1.1. Baseline Understanding/Training for staff;: Ex. Understanding Gordon Neufeld Approach and Philosophy

2.2. School Level Supports (CDA, Learning Support, Admin)

2.2.1. Strategic shared vision on effective student transitioning

2.3. Positive Behavioral Supports

2.3.1. Need for value added approach

2.4. Parent Engagement and Efficacy

2.4.1. Provide "Power to Parent" course for parent communities

2.5. Divisional Level Supports (FSL, Psychologist, COPE, SHP, SLP)

2.5.1. Based in schools

2.6. Understanding Developmental Needs

2.6.1. Supports through K-12: "Maturation is not inevitable". Providing support beyond early intervention

2.7. FCSS, mentors

2.7.1. Connecting people to necessary supports

2.8. Physiological Needs - Food, Sleep, Exercise/Movement

2.8.1. Dr. Stuart Shankar (self-regulation.ca) for more information

3. Learner Profiles

3.1. Diversity Charting - Types of Learners, Characteristics, Barriers, Solutions

3.2. Data Informed Decision Making - CCAT, PAT, Diploma Exams, CTBS, Reading Benchmarks, SOSQ

3.3. Student Inventories

3.3.1. see Making a difference (AB Ed)

3.3.2. Value in Teaching students' metacognition skills

3.4. Multiple Intelligences

3.5. Evidence Summaries

3.6. Outside Agency Involvement/Assessments

3.7. RVS Services

3.7.1. Clear pathways to coordinate services (through our CDA's)

3.8. Identifying Social/Emotional barriers to learning

3.9. Engaging family support

4. Physical Environment (Universal Design for Learning)

4.1. Classroom Configuration - Furniture arrangement,

4.2. Audio/visual - Smartboards, Touch Screens, iPads

4.3. Room Temperature

4.4. Spatial Needs

4.4.1. Understanding needs of auditory, visual and kinesthetic learners

4.5. Acoustics - noise reduction, amplification, Sound Fields

4.6. Specialized Furniture/Tools - communication devices, fidget tools, exercise balls

4.7. Lighting - natural light

4.8. Sink with water

4.9. Common Learning Areas

4.10. Ready access to digital tools

4.11. Storage

4.12. Resource rich

4.13. Understanding that the physical environment extends beyond the school

5. Instructional Design

5.1. Goals differentiated to remove barriers

5.1.1. Teachers ensure curricular content

5.2. Flexible ongoing authentic assessments

5.2.1. Important to incorporate into lesson/unit planning for desired outcomes

5.3. Flexible learning materials

5.4. Flexible instruction methods - Universal Design for Learning (UDL). Instruction is Universal, Targeted, Specialized

5.5. Maximum learner engagement - Higher Order Thinking

5.5.1. Behavioural/Physical Engagements : Are they actively working? Are

5.5.2. Intellectual/Cognitive Engagement: Are they actively thinking?

5.5.3. Social/Emotional Engagement: Are they showing affect toward their learning

5.6. Cross-curricular integration

5.6.1. holistic approach to teaching students ways of being in the world

5.6.2. creating opportunities for cross grade integration

5.7. 21st Century Learner Attributes

5.8. Learning Team Roles

5.9. Authentic learning - Project-Based Learning, Inquiry, Fieldtrips, Hands-On Experiences

5.10. Continuum of Support

5.11. Inclusive Education

5.11.1. Choose assessments mindfully depending on student

6. Organizational Infrastructure

6.1. Class Configuration - combined grades, clusters, flexible groupings

6.1.1. Requires reflection and continual examination of practice from teacher

6.2. Timetables - common planning time, cross curricular opportunities, flexible scheduling, lunch hour & recess configurations

6.2.1. Ex. Flex Blocks @Cochrane High

6.3. Alternative Learning Spaces

6.4. Technology and Supports

6.4.1. Addressing challenges to bring your own device

6.4.2. Awareness of FOIP issues

6.5. Community Connections - use of alternative space, access to alternative programs, access to experts

6.5.1. Invitation to access this support in a school to promote school community partnership

6.6. Auxiliary Spaces - shops, band rooms, art rooms

6.6.1. Open to all students

6.7. Inter-school programming

6.7.1. Balancing school and staffing needs

6.8. Sharing Best Practice and Strategies among staff

7. Professional Learning

7.1. Exemplars

7.2. Clear conceptual mapping

7.3. Access to experts in the field

7.4. Inter-school/classroom visits

7.5. Community of Practice

7.6. Understanding the broader context and how the pieces fit together

7.7. Relevancy to Program of Studies & Teaching and Learning

7.8. Supported Risk Taking

7.9. Alignment between Divisional, School, & Teacher Professional Goals

7.10. Research, reading, webinars, CRC, Conferences