Self-directed Learning Modules
To help educators understand the Common Core State Standards and their application to students with significant cognitive disabilities, the Dynamic Learning Maps™ consortium has created and will continue to create self-directed learning modules. Each of the interactive modules is short (30-45 minutes on average) and focuses on a single topic. When you complete a module, be certain to complete the information regarding your name, school, and state so that you will receive credit where available. If you have questions about these modules, please contact firstname.lastname@example.org
Module 0: Who are Students with Significant Cognitive Disabilities
Description: This self-directed module focuses on the characteristics that distinguish students with significant cognitive disabilities who take an alternate assessment based on alternate achievement standards from other students with disabilities.
Module 1: Common Core Overview
Description: This self-directed module provides an introduction to the Common Core State Standards in English Language Arts and Mathematics for teachers who work with students with significant cognitive disabilities who will complete the alternate assessment.
Module 2: Dynamic Learning Maps Essential Elements
Description: This self-directed module provides an introduction to the Essential Elements that were developed by the Dynamic Learning Maps Consortium to provide links between the Common Core State Standards and grade specific expectations for students with significant cognitive disabilities.
Module 3: Universal Design for Learning
Description: This self-directed module provides an introduction to Universal Design for Learning as it relates to the Common Core State Standards and students with significant cognitive disabilities.
Module 4: Principles of Instruction in English Language Arts
Description: This self-directed module provides an overview of principles of instruction in English Language Arts in the Common Core and relates them specifically to students with significant cognitive disabilities who will complete the alternate assessment.
Module 5: Standards of Mathematics Practice
Description: This self-directed module provides an on overview of principles of instruction in Mathematics in the Common Core and relates them specifically to students with significant cognitive disabilities who will complete the alternate assessment.
Module 6: Counting and Cardinality
Description: This self-directed module provides an introduction to the domain of counting and cardinality. It includes information regarding research-based instructional approaches and their application to students with significant cognitive disabilities.
Module 7: Individual Education Programs Linked to the DLM Essential Elements
Description: This self-directed module focuses on the process of writing SMART annual goals and short-term objectives or benchmarks that are linked to the DLM Claims, Conceptual Areas, and Essential Elements. This module should be used in conjunction with information provided by each state education agency regarding IEPs.
Module 8: Symbols
Description: This self-directed module provides an overview of symbols to support communication and interaction. It also describes the use of symbols and photographs in text.
Module 9: Shared Reading
Description: This module describes shared reading, a reading approach that emphasizes interaction and engagement with books. In the DLM assessment, students frequently engage in a shared reading of a text before rereading a text to respond to questions.
Module 10: DLM Claims and Conceptual Areas
Description. This module describes the system of Claims and Conceptual Areas that organize the DLM Alternate Assessment system. Understanding this system will support educational teams as they begin to identify instructional priorities for students with significant cognitive disabilities.
Module 11: Speaking and Listening
Description: This module addresses speaking and listening in the broader context of expressive and receptive communication for students with significant cognitive disabilities. The content in this module is important to understand the DLM Essential Elements in Speaking and Listening and across all of the strands of Essential Elements in English language arts.
Module 12: Writing: Text Types and Purposes
Description: This module provides a brief overview of writing in the DLM™ Essential Elements with an emphasis on teaching students with significant cognitive disabilities how to use print or braille to communicate to different people for different reasons.
Module 13: Writing: Production and Distribution
Description: This module address the need to provide students with significant cognitive disabilities with access to a means of writing as well as sound and well-balanced instruction in the cognitive acts that writing requires.
Module 14: Writing: Research and Range of Writing
Description: This module focuses on writing instruction designed to help students with significant cognitive disabilities ultimately develop the capacity to build knowledge on a subject through research and to respond through writing while keeping a focus on a range of purposes and audiences for writing.
Module 15: The Power of Ten-Frames
Description: This self-directed module focuses on the use of a ten frame as a tool to help students develop an understanding of base-ten as well as composing and decomposing.
Module 16: Writing with Alternate Pencils
Description: This module describes ways to get students started with writing when they cannot use a traditional pencil, pen, or computer keyboard. The content of this module applies to students at all levels of literacy understanding including students who do not yet know letter names or sounds.
Module 17: DLM™ Core Vocabulary and Communication
Description: This module focuses on the use of core vocabulary as a support for communication for students who cannot use speech to meet their face-to-face communication needs and require augmentative and alternative communication.
Module 18: Unitizing
Description: The module focuses on understanding units or groupings to help students develop a strategic use of units to deal with quantities and problem solving.
Module 19: Forms of Number
Description: This module focuses on three representational forms of number concrete quantity, pictorial quantity, and symbol and numeral quantity and how all three of these forms support a student in developing number sense.
Module 20: Units and Operations
Description: This module presents the idea of unit as a foundational understanding that impacts student understanding of groupings, place value, and operations in algebraic, geometric and fractional thinking.
Module 21: Place Value
Description: The module connects recognizing a unit to place value and explains the beginning knowledge set needed for place value understanding.
Module 22: Fraction Concepts and Models Part I
Description: The module provides an overview of the instructional concepts that lead to a foundational understanding of fractions.
Module 23: Fraction Concepts and Models Part II
Description: The module provides information on how to apply the knowledge from Fraction Concepts and Models Part I to students with significant cognitive disabilities.
Module 24: Composing, Decomposing, and Comparing Numbers
Description: This module focuses on composing, decomposing, and comparing numbers and how these concepts support students understanding of addition, subtraction, multiplication, and division.
Module 25: Basic Geometric Shapes and Their Attributes
Description: The module provides information on the development of the basic understanding of shapes and the elements of their attributes that need to be explicitly included in lesson plans.
Module 26: Writing Information and Explanation Texts
Description: This module focuses on approaches that help students learn to select topics and write to share information or explain what they know about them.
Module 27: Calculating Accurately with Addition
Description: This module will help participants to support student learning of addition facts, the properties of addition, and the use of manipulatives for students with physical barriers.
Module 28: Measuring and Comparing Lengths
Description: This module focuses on the understanding the attribute of length, how to compare and measure units, and the use of number lines and rulers in the measuring process.
Module 29: Emergent Writing
Description: Participants of this module will learn about alternate pencils, how to support emergent writers, what students learn during the emergent writing stage, and analyze samples of emergent writing.
Module 30: Predictable Chart Writing
Description: This module focuses on what predictable chart writing is and why it is important for students with significant cognitive disabilities. Participants will examine student and teacher roles and ways predictable chart writing can be adapted to meet the needs of students.
Module 31: Calculating Accurately with Subtraction
Description: In this module, participants will make connections between addition and subtraction, as well as learn subtraction strategies, structures, and properties.
Module 32: Teaching Text Comprehension: Anchor-Read-Apply
Description: Participants will learn to identify the components of an Anchor-Read-Apply text comprehension lesson, match purposes for reading with anchor activities, and describe the difference between asking question to assess comprehension and teaching students to understand text in increasingly complex ways.
Module 33: Generating Purposes for Reading
Description: This module reviews the Anchor-Read-Apply framework for reading comprehension. Participants will learn how to generate purposes for reading using the DLM Essential Elements and review activities to help students activate background knowledge.
Module 34: Exponents and Probability
Description: After completing this module, participants will understand the function of an exponent and be able to calculate a simple equation with exponents. Participants will also understand that probability is the likelihood of an event and learn how to use tools to support student understanding of probability.
Module 35: Beginning Communicators
Description: This module describes symbolic and non-symbolic forms of communication, the distinction between pre-intentional and pre-symbolic communicators, and identifies additional sources of support for building communication skills.
Module 36: Time and Money
Description: Participants will learn about money concepts, the language of time, the skills involved in reading a clock, and how questions can be rephrased into statements so that students can demonstrate their receptive understanding of time concepts.
Module 37: DR-TA and Other Text Comprehension Approaches
Description: Participants will briefly review the anchor-read-apply framework and will be introduced to the DR- TA, KWL, and Yes/No comprehension instructional strategies.
Module 38: Supporting Participation in Discussions
Description: Participants will review the goals of supporting participation in discussion and the need of an expressive means of communication for all students. Participants will also be given 5 strategies to use in supporting students during discussions with teachers and peers.
Module 39: Algebraic Thinking
Description: Participants will learn how multiple means of representation helps support algebraic thinking, how teaching algebraic thinking involves helping students make connections, describe, and justify general patterns, and the importance of the equal sign.
Module 40: Composing and Decomposing Shapes and Area
Description: This module describes the concept of how composing and decomposing shapes supports other mathematical concepts, the idea that smaller units can be combined to form larger units and vice versa, concepts about area that students can work on before learning to calculate area, and how tiling and partitioning can be used to prove the calculation of area.
Module 41: Writing: Getting Started in Writing Arguments
Description: After completing this module, participants will be able to describe the difference between persuasion and arguments, identify ways to use familiar student experiences in instruction, and create mentor texts based on student preferences.