See Your True Colors Lori Kiteala B Sc
See Your True Colors Lori Kiteala B. Sc. M. A.
invisible learning disabilities math UDL principles
teacher Math & Science strategic tutor private math teacher learning specialist presenter math/dyslexia accidental UDL advocate
intrinsic extrinsic
interaction between the student and the learning environment
math dyslexia UDL
the story of the red pen…
“I suck at Math”
shame “I remember” stories different less
“Do not worry about your difficulties in Mathematics, I can assure you, mine are still greater” ~ Albert Einstein
strength of character intuitive selfawareness math success
what is missing? failure success seeing
strategies seeing true colors
the system is disabled the students are not disabled
representation
representation what present information and content in different ways resourceful knowledgeable learners
principle representation guideline 1 provide options for perception checkpoint 1. 1 offer ways of customizing the display of information
we draw… similar triangles
they see…
instead…
two triangles!
we draw… A B C D E F thales theorem
they see… A B C D E F
instead… 1 2 3 4
m. AB = m. DE m. BC m. EF 1 = 3 4 2
we draw… 1 4 3 6 5 8 2 7 angles parallels with transversal
they see… 1 4 2 1 4 3 2 3
instead… 1 4 3 2 1 4 2 3 power of the pink parallels
we draw… 200 160
they see… 2 00 16 0
instead… 200 160
we draw… we say… “all shapes are squares”
they see… they say… “all I see are triangles”
instead…
cartesian plane positive 1 2 3 4 5 6 7 8 9 10 10 9 8 7 6 5 4 3 2 1 positive
C A A D B
² B A m = ² C B m + ² C A m m. CD ²=( m AD) m. AC² = (m. AD (m. D ) (m. AB) B) ) B A m ( ) D B m ( = ² m. BC (m. AC) (m. CB) = (m. CD) (m AB)
C b a h A A m n c B
b a h m n c
listen to what I’m thinking not what I’m saying see what I’m seeing not what you think I’m seeing
what do you see?
principle representation guideline 2 provide options for language, mathematical expressions and symbols checkpoint 2. 3 decoding of mathematical symbols and notations
26 letters in the alphabet • • • why do they always use the same ones why do they always mean different things y= ax + b slope y= ac initial value c = a + b length of side in Pythagoras x calculator buttons 2 2 2 • square root/ squared • sin/ sin -1
principle representation guideline checkpoint 3 3. 2 provide options for highlight patterns comprehension 3. 3 info processing, visualization & manipulation
my teacher told me to re-copy it • 3 x+5=11 algebra positive side/ negative side • • 2 x+3=5 x+7 2 x+5 x=-3 -7 7 x=-10 x=10/7 exponent rules • a³b²c³ x a³b²c²= abc 15
why?
literally
title key words steps example practice
process
angles hyp opp adj 1 2 3 trig sides
action & expression
expression how differentiate the ways that students can express what they know strategic goal-directed learners
want to assess learning outcome not product
CHOICE
principle action and expression guideline checkpoint 4 4. 1 provide options for physical vary methods for response and action navigation
“talk me through”
principle action and expression guideline 5 provide options for expression and communication checkpoint 5. 1 use multiple media for communication
alternate testing whiteboard verbal diagrams label definitions
principle action and expression guideline 5 provide options for expression and communication checkpoint 5. 3 build fluencies with graduated levels of support for practice and performance
engagement
engagement why Stimulate interest and motivation for learning purposeful motivated learners
principle engagement guideline 7 provide options for recruiting interest checkpoint 7. 1 optimize individual choice and autonomy
not choice in WHAT choice in HOW
color it’s not what you may think
color of the day
“the” markers
rainbow notes
visual appeal feels more organized helps me find stuff faster neat not messy helps me see
principle engagement guideline 7 provide options for recruiting interest checkpoint 7. 3 minimize threats and distractions
#redpen
principle engagement guideline checkpoint 8 8. 3 provide options for sustaining foster collaboration and effort and community persistence
the girls
the boys
principle engagement guideline checkpoint 9 9. 2 provide options for selffacilitate personal coping skills and regulation strategies
80% of ¾ = 60%
exams • accommodations • extra time 3 hrs 4 hrs • mental AND physical exhaustion
break into two piles ¾ & ¼ one question per page font size/ bold/ paper color coach
• before paper • stack/staple/label memory aid • personalized sub-vocalization “talk me through” tests and exams extra time
“I suck at Math”
see your true colors lori@seeyourtruecolors. ca youtube channel see your true colors www. seeyourtruecolors. ca
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