Universal Design for Learning: A Framework for Teaching All Learners August 20-22 Wakefield, MA.

Universal Design for Learning:A Framework for Teaching All Learners

August 20-22Wakefield, MA

For Online Resources and discussions: UDL Connect

#UDL social media

CASTUDL CenterAIM Center

Use Twitter? Use #UDL in your tweets during the workshop!#UDLchat: 1st & 3rd Wednesdays of the month, 9-9:30pm ET

CAST 2012

Clearing the path for someone with special needs, clear the path for all.

Overall Workshop Goals

Day 1:• To learn how UDL addresses challenge of

learner variability

Day 2 & 3:• To consider how UDL applies to lesson design • To consider new resources & tools

30 second UDL ‘elevator’ speech to colleague

• What did you learn at your workshop about learning & UDL?

‘UDL is …’

Quadrant 1 Quadrant 2

Quadrant 3 Quadrant 4

Share a elevator speech

UDL highlights

• Based in neuroscience: variability & context

• Framework for designing lessons, presentations, activities with a clear goal & flexible, accessible means (UDL Guidelines)

UDL Guidelines

Recognition: “what”– Multiple means representation

Strategy: “how”– Multiple means of action &

expression

Affect: “why”– Multiple means of engagement

Systematic Variability: where are you with your learning now?

Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. Raichle

Systematic Variability: where are you with your learning now?

Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. Raichle

Systematic Variability: where are you with your learning now?

Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. Raichle

UDL – Application to Practice

What do I do and how do I start?

“What does a UDL lesson look like?” meet Katie Novak:

• UDL Connect: Guidelines• Read her lesson plan• Choose a Guideline for focus• Watch video with Guideline in mind

Evidence from Katie’s classroom

Share findings with elbow buddy

• Identify what you saw ‘come to life’ based on the Guideline you chose

• Look at Katie’s lesson plan (#2) to see how she listed the Guideline– Discuss differences and similarities

How do I ‘do’ UDL?

CAST 2012

Start with your goal: know where you’re going

‘Gorilla’ video

Goals are essentialImpacts our perception

Goals are difficult

Many goals: CCSS, district, lesson, department

• Write goals clearly, all understand

• Consider flexible means to reach goal (UDL)

• Consider whether means are embedded

© CAST 2012

Are means embedded in the goal?

Students will demonstrate their knowledge of the stages of

metamorphosis.

© CAST 2012

Are means embedded in the goal?

Students will demonstrate their knowledge of stages of

metamorphosis by writing in their journal.

Reflect upon this goal:

Integrate and evaluate content presented in diverse media and formats, including visually

and quantitatively, as well as in words

What does it look like to integrate?How will content be evaluated?

What will success look like (assessment)? Share, model, discuss with students.

Beware of secondary goals!

Consider Variability by using the UDL Guidelines

Think about a lesson: UDL Guidelines

• What is already present & works well?• Anticipate barriers, challenges

Select assessment:Align to goal

Formative or summative?

CAST 2012

Methods & Materials

Flexible and accessible to reach goal

• Multiple means of representation• Multiple means of action and expression• Multiple means of engagement

Technology can help, not requiredJoe’s Non-netbook

Some teacher favorite ‘technology’ tools :

• Sticky notes• Colored pens• Piping tube for listening to self• Word • Rulers with ‘space’ for reading• Vimeo• VoiceThread• Animoto

Quadrant 1 Quadrant 2

Quadrant 3 Quadrant 4

Share tools & technology favorites!Align with a UDL Guideline.

i.e.: graphic organizer… aligns with Guideline 6.4, monitor progress

Do your lesson:

UDL Reflection: What worked well: did students achieve

intended goal?

Questions, Reflections?

Work on your lessonPart 1

• 5-7 minutes • Identify Goal. – How will you know if students reached the goal

(assessment)?

With partner, work on the phrasing of the goal

• Ie: What is the one thing to know (content, how to do) before you leave the room

Work timePart 2

Until 11:45am• Collaborate or work independently– Lesson– Faculty Meeting– Upcoming event…

• Lesson planning handout, optional

Share highlights from your work:

How did UDL inform your work or conversation?

Questions? Comments?Coming this afternoon!!

Break out sessions:

building tools & resources

Lunch 12:00-1:00