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Tag: design
- 1/1/04 - National Institute for Urban School Improvement,
The concept of Universal Design foregrounds equitable opportunities and access to spaces, information and participation for all by creating environments and products that accommodate as many individuals as possible from the beginning. Universal Designs for Learning (UDL) extends Universal Design into the field of education. While initially defined as a method to minimize barriers students may experience when learning new concepts, this professional learning module presents UDL as an approach... - 1/1/05 - National Center for Culturally Responsive Educational Systems,
Notice the number of times that data and evidence appear in NCCRESt’s principles. Saying that teachers, families and administrators need data to make decisions is one thing, understanding and using data well is another. In fact, few teachers and administrators have been educated in programs that have focused on making meaning from data and then using those analyses to guide school improvement and classroom instruction. This module is designed to help building leadership teams learn the... - 1/1/08 - National Center for Culturally Responsive Educational Systems,
Culturally responsive literacy models examine not only the methods of teaching students to engage with and learn from multiple texts, but also consider the many purposes for which individuals become literate. This module examines the purposes of literacy in students' lives, methods of designing and implementing culturally responsive literacy instruction, and the use of many forms of literacy as powerful tools for student engagement in school and social change. Participants are guided through... - 1/1/09 - Mulligan, Elaine, Kozeski, Elizabeth B., Equity Alliance at ASU
"This coaching framework provides the intent, structure, and processes for providing coaching support to participating NIUSI-LeadScape principals. NIUSI-LeadScape is a federally-funded grant project to support the transformative work of inclusive schools. This project works to provide school leaders with the tools, professional learning, and ongoing dialogue necessary to transform school practices so that all students have full access to educational opportunities. The NIUSI-LeadScape... - 1/1/04 - Heraldo Richards, Ayanna Brown, Timothy Forde, Equity Alliance at ASU
This practitioner brief deals with how to address educational needs of culturally and linguistically diverse students. It applies to all parents and teachers of culturally and linguistically diverse (CLD) children. The authors of this article suggest that as more and more students from diverse backgrounds populate 21st century classrooms and efforts mount to identify effective methods to teach these students, the need for pedagogical approaches that are culturally responsive intensifies... - 1/1/04 - National Center for Culturally Responsive Educational Systems,
Culturally responsive educational systems are grounded in the belief that culturally and linguistically diverse students can excel in academic endeavors. Leaders at all levels require knowledge of professional development design, the change process, research findings, data-supported decision making, and an array of leadership and communication skills and processes. Effective leadership development supports participants in accessing and applying culturally responsive practices. The academies... - 1/1/08 - National Center for Culturally Responsive Educational Systems,
Culturally responsive pedagogy and practice facilitates and supports the achievement of all students. In a culturally responsive classrooms and schools, effective teaching and learning occur in a culturally-supported, learner-centered context, whereby the strengths students bring to school are identified, nurtured, and utilized to promote student achievement. - 1/1/08 - National Center for Culturally Responsive Educational Systems,
Participants in this professional learning module will become familiar with the basic structures and features of culturally responsive RTI with a focus on ensuring that general education provides robust, high quality opportunities to learn for all students. Participants will also identify traditional attitudes related to what counts as evidence in research and practice, expand upon these views, and design interventions for their own pedagogy that take into account the role of culture in... - 1/1/04 - Edward Garcia Fierros, Equity Alliance at ASU
This On Point was produced by the National Institute for Urban School Improvement (NIUSI). It is about the Gardner's multiple intelligences (MI) theory and it is implications for Special Education. This On Point applies to all students having Special Education services and families and teachers of people with disabilities. In MI theory, Gardner indicated that the intelligence of children (i.e., thinking, problem solving, and creating) is valued differently depending on the family and... - 1/1/04 - Rene Galindo, Equity Alliance at ASU
This paper is one of the brief practitioner oriented pamphlets called On Points produced by the National Institute for Urban School Improvement (NIUSI). The current wave of immigration is creating such an upheaval, and caught in this emotional jumble are first generation immigrant students. These students are being raised and educated in the United States and are developing understandings of their place within the nation and what it means to be an American. This On Point is designed to... - 1/1/09 - Equity Alliance at ASU,, Kathleen King
Inclusive education, in policy and practice, rejects the exclusion and segregation of students, for ANY reason: gender, language, household income, sexual orientation, race, ethnicity, national origin, ability, or any dis/ability. Simultaneously, because of an active commitment to equity for all students, inclusive educational systems maximize the participation of all learners, by making learning opportunities relevant and high-quality. This is only achieved through the systemic exploration... - 1/1/05 - National Institute for Urban School Improvement,, Equity Alliance at ASU
A lesson planning tool for teachers to examine: the structure of instruction, the demands and evaluation criteria of the tasks, the learning environment, the learning materials used, and the support structures needed. - 1/1/04 - National Institute for Urban School Improvement,
This module was designed by National Institute for Urban School Improvement (NIUSI) to help building leadership teams learn the skills required to mine data and use it to make decisions. As principals and teacher leaders become confident in their ability to query their data, they will become strong role models and coaches for the entire faculty. This module takes a serious look at understanding and using data and other evidence of student performance to improve student learning. Participants... - 1/1/05 - National Institute for Urban School Improvement,
Co-teaching is a method for delivering instruction that draws on the strengths and expertise of multiple educators. Although there are many styles of co-teaching, each involves two or more educators collaborating to plan and deliver sound instruction for a group of students. This module introduces the many faces of co-teaching relationships, exemplars and non-exemplars of successful co-teaching strategies, approaches for developing co-teaching skills, and opportunities to co-plan lessons. - 1/1/05 - National Institute for Urban School Improvement,
Conducting sound assessments is a necessary part of exemplary teaching. Assessments not only evaluate student learning, they serve to guide subsequent instruction. This module looks at the construction of both quality assessments and student learning outcomes, examines multiple ways to assess learning, explores the use of rubrics for assessing student work, and highlights key elements of performance assessment tasks. - 1/1/05 - Elizabeth Kozleski, Equity Alliance at ASU
This tool designed to be used by districts and schools directs conversation, planning, implementation and capacity development towards whole school reform and more inclusive school practices.
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