Added value.design to the edgespptx
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The document discusses strategies for inclusive math education through universal design for learning (UDL), added value, and flipped learning. It aims to equip educators with tools to address diverse student needs by creating student personas and engaging all students in the learning process. Resources and examples are provided to support the implementation of these approaches.
Added value.design to the edgespptx
- 1. Design to the Edges Promoting inclusive education on the basis of Design Thinking January 2020 Ron Barendsen & Roelien Wierda & Harma de Vries
- 2. Program Getting to know each other Learning Outcome Myth of the Average Universal Design for Learning Construction Personas Different ways to achieve inclusiveness UDL Added Value Flipped Learning Wrapping up Questions
- 3. Learning Outcome At the end of this session you will have a clear idea how Universal Design for Learning can help you make your (Maths) classes more inclusive. In addition you will have a general understanding how to apply Flipped Learning as an instrument to engage and reach all your students.
- 6. Creating student personas Task : Choose two students (lego characters) Assign one red and one green characteristic per student Give your two students a name Create a student profile of your two characters. Take a picture of your two characters.
- 7. Different ways to design inclusive math education 1. UDL 2. Added Value (DBE) 3. Flipped learning The big question is : how can we meet the needs of our different students? 1. Universal design for Learning (UDL) 2. Real-life tasks on the basis of Design Thinking, such as Added Value 3. Applying the principles of Flipped learning
- 9. How can we address differences Different ways to design inclusive math education 1. UDL
- 10. Representation How can we address differences This means : Learning objectives, examples, explanation of formulas, video or animation, feeling real shapes etc.
- 11. Engagement How can we address differences
- 12. Action/Expression How can we address differences Are there different levels? Ways for the student to know where they stand? Are there different ways to show their knowledge and skills?
- 13. Harma explaining the EU-project Added Value Authentic, real life challenges Needs analysis and curriculum analysis Design Based Different ways to design inclusive math education 2. Added Value
- 14. Added Value Added Value Design Cycle
- 15. .but where do math and numeracy come in?3. Flipped learning
- 19. Wrapping up Different ways to achieve inclusiveness UDL Added Value Flipped Learning
- 20. Questions
- 21. Resources : https://www.nhlstenden.com/en/locations http://www.cast.org/ https://youtu.be/DYGQUcP1790 (the shoestore) https://www.myschoolsnetwork.com/projects/3d-shape-with- me-key-stage-2/page/12593 https://www.myschoolsnetwork.com/ http://pathstomath.com/philosophy/ https://aokmathematics.wordpress.com/2017/05/08/pure- mathematics-and-applied-mathematics/ https://www.myschoolsnetwork.com/projects/make-a- mathematical-building/page/4380 https://www.myschoolsnetwork.com/projects/cupcakes- bakken/page/11754 https://www.myschoolsnetwork.com/projects/op-schaal- tekenen/page/11653 https://www.youtube.com/watch?v=QX_oy9614HQ https://www.myschoolsnetwork.com/projects/kangoeroe-high- wiskunde/page/12422 Resources