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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
Universal Design for Learning
SD49 – Central CoastFebruary 24th, 2017
and the new curriculum
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Shape of the Afternoon
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Essential Questions• What is UDL?• How can it benefit our students?• What am I already doing that’s a
good fit with UDL?• How does UDL relate to the new
curriculum?• How can I apply UDL principles to
support my students?
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
UDL …a way of thinking
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Access and Choice
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Ronald L Mace Ronald Mace coined the term in the realm of architecture, and defined it as:
“Universal design is the design of products and environments to be usable by ALL people, to the greatest extent possible, without the need for adaptation or specialized design.”
–Ron Mace
A little history: Universal Design
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
curb cutsautomatic doors
ramps
Who makes use of these?… and why?
Table talk:
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
“Designing for people with specific needs, can increase participation for all people.”
Universal Design (UD)And so…
TASK:Universal Design for Learning (UDL)
“_____________________________________.”<your definition here>
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Plan for ALL Students
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
New Curriculum ----Big Ideas, an Opportunity for Redesign
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
BRAIN RESEARCHThe Affective Networks: the “Why” of Learning
How learners get engaged and stay
motivated. How they are challenged,
excited, or interested.
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
BRAIN RESEARCHThe Affective Networks: the “Why” of Learning
• Provide options for self-regulation
• Provide options for recruiting interest
• Provide options for sustaining effort and persistence
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
BRAIN RESEARCHThe Affective Networks: the “Why” of Learning
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
BRAIN RESEARCHThe Affective Networks: the “Why” of Learning
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Connect with Engagement
… and those around you.
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
BRAIN RESEARCHThe Strategic Networks: the “How” of Learning
Planning and performing tasks. How we organize and
express our ideas. Writing an essay or solving a math
problem are strategic tasks.
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
BRAIN RESEARCHThe Strategic Networks: the “How” of Learning
• Provide options for comprehension
• Provide options for language, mathematical expressions, and symbols
• Provide options for perception
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
BRAIN RESEARCHThe Strategic Networks: the “How” of Learning
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
BRAIN RESEARCHThe Strategic Networks: the “How” of Learning
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Connect with Representation
… and those around you.
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
BRAIN RESEARCHThe Recognition Networks: the “What” of Learning
How we gather facts and categorize what we see,
hear, and read. Identifying letters, words, or an author’s style are recognition tasks.
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
BRAIN RESEARCHThe Recognition Networks: the “What” of Learning
• Provide options for executive functions
• Provide options for expression and communication
• Provide options for physical action
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
BRAIN RESEARCHThe Recognition Networks: the “What” of Learning
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
BRAIN RESEARCHThe Recognition Networks: the “What” of Learning
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Connect with Action & Expression
… and those around you.
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Time Out 10 minute pause
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Connecting UDL
and the new curriculum
previous curriculum
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Connecting UDL
and the new curriculum
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
New BC Curriculum
developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
Goal Based Planning
developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
Goal: Salmon Life Cycle
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Curriculum Competencies – Grade 2 Science
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Curriculum Competencies – Grade 2 Science
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Curriculum Content– Grade 2 Science
developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
Goal: Salmon Life Cycle
developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
Goals vs. MethodOriginal Goal
Main Focus of Goal
Core Component of GoalVariable Components of GoalNew (re-written) Goal
Students will illustrate and write descriptions for each stage of the salmon’s life-cycle
Life-cycles
developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
Goals vs. MethodOriginal Goal
Main Focus of Goal
Core Component of GoalVariable Components of GoalNew (re-written) Goal
Students will illustrate and write descriptions for each stage of the salmon’s life-cycle
Life-cycles
Identification of various life-cycle stages. Salmon habitat and behavioural characteristics.
Written descriptions. Artistic ability (illustrations).
Students will demonstrate what they have learned about the life-cycle of a salmon.
developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
ACTIVITY:Original Goal
Main Focus of Goal
Core Component of GoalVariable Components of GoalNew (re-written) Goal
Participants will write a reflection about the three UDL principles to demonstrate that they have been listening.
UDL Principles.
Whole-brain. Flexible curriculum = flexible approach incorporating engagement, representation, and expression.
Written reflection. Individual capacity to listen on Friday afternoons.
Participants will work individually or with others to represent something important that they learned this afternoon.
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Participants will work with others to represent a piece of what they have learned this afternoon.GOAL:
developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
Reflection
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Don’t get stuck…
learningnetwork.setbc.org/sd49udl
developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
learningnetwork.setbc.org/sd49udl
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