Exam Flashcards
1
Q
What are the three underlying principles of UDL?
A
- Mulitple means of Representation
- Multiple means of engagement
- Multiple means of expression
2
Q
What is multiple means of representation (UDL) and practical examples
A
- Students are provided with a vareity of ways to recieve and interprete information
- E.g.
- Using PowerPoint slides that have a combination of oral, visual and written information
- Textbooks that have an audiory version as well that includes pictures and diagrams
3
Q
What is multiple means of engagement (UDL) and practical examples
A
- Different ways to motivate students, challenge them, boost their interest in learning.
- E.g.
- Working in areas of student interest with some choice
- Using a variety of activities to engage e.g. co-operative, group etc.
4
Q
What is multiple means of expression (UDL) and practical examples
A
- How students respond to information and providing output formats that can be easily changed to accommodate preferred means of control
- E.g.
- Offering alternative approaches to responding to information
- word processed report, podcast, group presentation, drama, song, dance, visual demonstration
5
Q
Gestures (Non-Verbal Communication)
How this strategy be used to create positive behaviour and inclusive classroom
A
- Using appropriate gestures can help the effectiveness of communication (particularly for students with hearing difficulties e.g.)
- Friendly body/hand gestures can communicate that you are engaging, friendly and direct towards studenst
- shows how you are open to what the student is communicating and recieving this information
- E.g. by gesturing your hands as open when talking, it shows students that you and engaging, open and approachable to discussion or questions
- Finger pointing= negative exclusive communication
6
Q
Positioning and Posture (Non-Verbal Communication)
How this strategy be used to create positive behaviour and inclusive classroom
A
-
Positioning and Posture
- Having open and engaging body language can create a positive/ inclusive environment
- E.g. Kneeling down next to a student or standing openly in front of a class can communicate positive, friendly messages to students
- Crossed arms= negative, exclusive
- Open and positive posture/ positioning can tell studenst that you are willing to help and therefore are promoting a positive and inclusive environment
7
Q
Facial Expression (Non-Verbal Communication)
How this strategy be used to create positive behaviour and inclusive classroom
A
- facial expression is one of the most recognisable non-verbal communication where it conveys messages easily
- teachers need to be mindful of their expressions in order to foster an inclusive and positive environment
- By having a smiling, open facial expression is can communicate interest, attentiveness, openness and positive attitudes to students
- Frowns, eye-rolling etc. can create negative messagings and thus negative student-teacher relationships
8
Q
Eye-Contact (Non-Verbal Communication)
How this strategy be used to create positive behaviour and inclusive classroom
A
- Having appropriate and open eye-contract can convey positive engagement and attentiveness to all students
- it can show that you care and are listening to what they are telling you= helps foster positive relationships with students and an inclusive classroom environment
- Cultural sensitivity- Aboriginal cultures can find it offensive (mindfullness)
9
Q
Proximity and Touch (Non-Verbal Communication)
How this strategy be used to create positive behaviour and inclusive classroom
A
- needs to be appropriate for the context
- Touch on the shoulder can indicate support and encouragment
- Proximatey that is friendly and open and not backing people against the wall
- Proximately close to students (e.g. kneeling down next to them) if they need asssitance with their work
10
Q
Strategies of Verbal Communication that can help create a positive and inclusive environment
A
1. Active Listening:
- E.g. paraphrasing what the speaker said, using non-verbal assurances such as nodding, and ‘I see’s’ to demonstrate that you are listening
- Result- aids effective communication, listener cares, encourages healthy relationships (which encourage positive behaviours)
2. Open Questioning
- E.g. asking questions to gain further information (e.g. How, what etc.)
- Result: gains more information for better communication, shows active listening, engagement
3. Asserting
- For aggressive or submissive messages to help take control of the situation
4. I-Messaging
- Asserting position by describing a problem you observed, how you feel and why you feel that way
- E.g. When I feel interrupted during a lesson I feel frustrated because I have to keep stopping.
- Results- communicates without direct accusations of ‘you’ singling out students
- assertive communication that is still positive
5. Negotiating
- Focuses on the principles of mutual respect and removes inference and emotion
- Identify the problem, possible options, outcomes of each options, delete unaccpetable options, apply to agreed solution
11
Q
Why can students with literacy difficulties loose confidence, self-esteem and motivation for school?
A
- If they are struggling with school work and aren’t at the same level as their peers, it can impact their confidence in themselves and their academic ability
- It can then impact upon their self-esteem and self-efficacy in literarcy and at school which can then influence their engagement and motivation to learn and be at school
12
Q
Three stratgies to combating lack of self-esteem and confidence and increase motivation at school.
A
-
Differentiated Work:
- Work that is appropriate to student’s ZPD
- Work that sets them up to achieve can improve their self-efficacy, confidence, esteem and thus motivation for school
- Work sheets that may provide them additional support e.g. Definitions of any difficult words etc.
-
Engagement/ Personal Interest:
- Have tasks and assessments that have the space to be personalised by the student and relate to their own personal interest to further engage and motivate
-
Positive Reenforcements:
- Encourage and motivate student work when it is appropriate
- For high school students this may be not singling students out but providing them with personal one-on-one feedback and encouragement with their work
-
Learning Support:
- Additional support whether it be a additional teacher support
- More scaffolding in tasks and work to help them overcome any barriers affecting their learning
13
Q
Four Signifiance Barriers to the Development of Social Skills
A
- Language barriers (ESL Students)
- Sensory barriers (hearing or vision impariments)
- Physical barriers (students in wheelchairs who cant access certain parts of the school during social interaction etc.)
- Intellectual/ developmental barriers
- Behavioural barriers (ADHD, Aspergers)
14
Q
Strategies to overcome barriers to the development of social skills
A
-
Awareness:
- Informing students of any barriers that may affect another student or reasons why they may behave the way they do
- Take the intrigue away from it and so they are aware of why students act in certain ways
- Helps to promote social inclusion and peer acceptance which can help develop social skills
-
Alternative Forms of Communication
- Students with sensory disabilities or physical disabilities that may impact their communication with their peers
- establish other modes of communication
- e.g. class learning a few phrases of sign language, digital forms of communication etc.
-
Specficially Designed Social Interaction
- Some students with intellectual or behavioural problems may need to have specifically designmened groups or pairs when group work to help develop that communication
- Students with aspergers for example dont like change, perhaps they need to have a buddy who works with them so they have that normal social interaction
15
Q
Identify the elements of Tomlinson’s Differentiation Framework
A
-
Curriculum Focus
- content
- process
- product
-
Student Focus
- readiness
- interest
- learning profile
