Download - Welcome Back! UDL Academy
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Welcome Back!UDL Academy
Day 3December 18, 2012
Cohort 1
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Continuing Your UDL Trip
CASTRachel Currie-RubinLoui Lord-NelsonGrace MeoAllison PoseyPattie Ralabate
MA DESE OTSSShawn ConnellyMary Ellen EfferenTara GestrichMadeline LevineLinda Tarmy
DSACDonna HarlanChristine Shea
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UDL Connect: Join and sign in for all
workshopResources
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Evaluation debrief
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Team Building
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In this situation…
• …what do these preferences bring to the team?
• …what are the limitations of these preferences?
• … what assets do the others bring to the team?
• …in what circumstances would you put yourself in a different category?
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Learning: interaction of individual and environment
• Central vision• Peripheral vision• Dyslexia• Astrophysics
• Disorder?• Context!
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Morning activity: Modeling
Today we are considering a student ‘in the margins’ to help us plan for a district goal that will impact everyone:
• Think about the ‘curb cut’ for UDL• Help think about why/what we are doing
• By the end of today, we you will develop your goal and actionable steps for the next session
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Goal of video:
In the video, the identified district goal:
to create an inclusive environment that is engaging and responsive to the variability of all students
• This goal has been agreed upon by the district team (there is ‘buy in’ that is accepted)
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In the video:
• In order to achieve the goal, consideration was given to demands and resources
• also consider the UDL Guidelines
note: Some specific demands were dictated by a specific student that allowed the district to expand their thinking
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As you watch,
Think about the following as a as a teacher, principal, and as a district leader
o What demands are apparent to you?
o What resources are needed to be able to balance the demands (both seen in film and others you think of)
o How does understanding the impact of one student’s variability influence the inclusive environment?
o How can UDL be used as a tool support the goals?
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by Dan Habib
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Role-alike DiscussionDiscussion goal: To practice applying UDL Guidelines to supporting a goal (in this case, the goal is to create an inclusive environment that is engaging and responsive to the variability of all students)
• You are developing ideas about the process• When you get into groups, think about steps for the
next ‘30-60-90’ days when you think about Samuel
• What will you do?• How will you do it?• Why will you do it?
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Break (~11)
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Plan as a teamBring the expertise from the role alike back to the team for discussion:
• the goal is to think about modeling the process of building a goal, thinking about action steps– as it related to the Samuel case
• This is a model for practicing the process you will do in teams this afternoon
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Sharing: process• What were challenges, resources, and demands?
• How did the goal help drive the way you thought about the challenges, resources, and demands?
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Lunch
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Article: Are you Willing to be Disturbed
GUIDING QUESTIONS:
• What did you learn (‘take-aways’)? • What can you do to support what you learned?• What can you do to support your team?
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RESOURCE : Action Plan
• Actionable items for the team between now and January 11 (’30’ day plan)
• You can have an option to continue to plan for 60 days… and even 90 days
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Today, the take away:
• Look at your goal: clarify the goal• What do I need to do to get me in
the next 30 days towards my goal? • If your action plan works, what do
you want to see in 30 , 60, or 90 days? owhat does success look like if I succeed
in my goal
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Key questions:• What will I do before our next meeting? • What will I change and how will I change? • Why will I change? • What will I look for- how will I know if I’m
successful?
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• Demands (internal, external)
o Raise awareness with staffo As a team, need support and can change one
practice at classroom, school, at district levelo See what we are already doing, consider our
demands and resources, ie: videotape 1 teacher who does something really well
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UDL: A Way of Thinking
• Variability• Flexibility• Clear
goals/objectives
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UDL everywhere!Gym: flexible options goal
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UDL + Coffee?
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directions: need more supports!
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Sports Center
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Menus: who does it help?
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Next time: Classroom
Strategies & Other
Initiatives• RTI• PBIS• DI• MI…
With UDL… you are thinking about the interaction of the learner in the
environment, even if your actions are the same!
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Wrap up• Evaluations• Thank you
• See you next year!
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RESOURCES DEMANDS
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In what range do we want our learners (students, teachers, all
ages!)?