qle model with differentiated instruction & universal design: learner centered methods hst 423...
TRANSCRIPT
QLE Model with Differentiated Instruction & Universal Design: Learner
Centered Methods
HST 423 Fall 2013
Mrs. Megan Tipton
Quality Learning Experience (Tonya Huber, PhD)
Goals Stress Importance of Self-Esteem
Focus on Learner Experience
Teaching to Multiple Intelligences
Inclusion of Multiple Perspectives
Build Conceptual Interdisciplinarity
QLE Model
Challenged Average Gifted
CONTENT
What
Three crucial points
Three concepts
All aspects of the topic
In-depth study
PROCESS
How
Direct instruction of each step in the research process
Modeling
Independent work
Review and practice
Minimal instruction with probing questions for independent study
PRODUCT
Evaluation
Group paper of one page
Five page paper Power point presentation with computer generated graphics and tables
How Differentiated Instruction Works
Universal Design Learning Framework
Area 1 Presentation:To support recognition learning, provide multiple, flexible methods of presentation
Area 2 Expression & Apprenticeship: To support strategic learning, provide multiple, flexible methods of expression and apprenticeship.
Area 3 Engagement: To support affective learning, provide multiple, flexible options for engagement.
Activity 1: Activate prior or life experience knowledge
Class Brainstorm Web Write one word on the board with a circle around it
Have students write as many words or phrases around the word
Use the web throughout the entire chapter/unit, adding to it as the students learn more information
Abnormal
Activity 2: Provide for background knowledge
Buzz Groups
Divide the class into groups of 3 or 4. In each group hand out notecards that have a term on each one. The group is responsible for brainstorming as many examples as they can for each particular term. Once complete, one member from each group will present the discussed examples. The instructor will guide the class toward a comprehensive definition of the term based on the groups’ contributions.
Unusualness of behavior/deviation
from average
Subjective Discomfort
Inability to function/Maladaptiveness
Cultural Relativism/deviation
from ideal
Activity 3:Provide Contextual Knowledge
Hand out a copy of David Rosenhan’s study On Being Sane in Insane Places (1973).
Have students use summarization strategies to get a good idea of how labels have a possible negative connotation in the field of psychology. i.e., use the Argumentation Frame (Fig. 3.7) from Marzano
The Argumentation Frame
What information is presented that leads to a claim?
What is the basic statement or claim that is the focus of the information?
What examples or explanations are presented to support this claim?
What concessions are made about the claim?
Activity 4: Provide Content Critique & Processing
Hand out a copy of Myth #37: Psychiatric Labels Cause Harm by Stigmatizing People.
Have students complete an Advanced Organizer, using this article and the handout of Rosenhan’s study.
Once the students have completed the Organizer, have them write down their reaction to the following statement: Psychiatric labels stigmatize people. Do you
agree/disagree? Why? Use the articles to provide background information for your argument.
Advanced Organizer
Arguments Rosenhan Spitzer
Hypothesis
Scientific Evidence
Results
Activity 5: Provide Opportunity for Analysis
Since Rosenhan’s study is widely critiqued, students will complete a handout arguing whether or not Rosenhan’s study is or is not a valid test of the problems associated with labeling.
Activity 6:Interdisciplinarity
Students can either watch the film or read the book. Recalling information giving from previous articles, namely by Rosenhan and Spitzer, students will recognize the problems with the portrayal of mental disorders and mental facilities in One Flew Over the Cuckoo’s Nest. Students will then research how modern psychiatry and mental facilities have changed (if they have) and if there is or is not a stigma associated with mental illness in society today.
One Flew Over the Cuckoo's Nest
Quality Learning Experiences: Advantages
Provides appropriate learning time
Interdisciplinary approach – range of methods and content areas
Supports Differentiated Instruction
Compatible with Universal Design Principles
Multicultural content – in-depth exploration of perspectives and experiences
Holistic context – emphasis on human aspect of social studies
Sources
Alber, R. Class brainstorm web. Retrieved August 16, 2013, from http://www.edutopia.org/blog/prior-knowledge-tapping-into-often-classroom-rebecca-alber
Hock, R. R. (2009). Forty studies that changed psychology: Explorations into the history of psychological research. New Jersey: Pearson Prentice Hall, 227-235.
Lilienfeld, S.O., Lynn, S.J., Ruscio, J., & Beyerstein, B.L. (2010). 50 great myths of popular psychology: Shattering widespread misconceptions about human behavior. UK: Wiley-Blackwell.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2005) Classroom instruction that works. New Jersey: Pearson Merrill Prentice Hall.
One flew over the cuckoo’s nest. Retrieved from www.youtube.com