Universal Design for Learning:

Oct 24- Oct 25 Wakefield, MA

A Framework for Teaching All Learners

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Logistics

• Sign in• Permissions• Name tent

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UDL Connect:http://community.udlcenter.org/

For Online Resources & discussions

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Our group: Lynn and UDL

1. Sign up for the site2. Join our group: Lynn & UDL

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#UDL2day social media

CASTUDL CenterAIM Center

Use Twitter? Use #UDL2day in your tweets during the workshop!#UDLchat: 1st & 3rd Wednesdays of the month, 9-9:30pm ET

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Who are we?

Allison Poseyaposey@cast.org

Kasia Derbiszewska(Kah-shah Der-buh-sheh-ska)

kmd682@mail.harvard.edu

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How many years in education?

• Less than 2 years

• Between 3 and 10 years

• Over 10 years

• Over 20 years!

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Who traveled the farthest to get here today?

• Less than 5 miles, I practically live here!

• Between 5-15 miles

• Between 15-30 miles, but felt like farther!

• Over 30 miles, are you kidding me?!

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Dressing up for Halloween?

• I love Halloween, wait to see my costume this year!

• I will put something together that day

• I give candy to the kids

• I turn out the lights

CAST Wakefield 10/24-10/25/2013 9

Where are you in your understanding about UDL?

1 = Just beginning, what does ‘UDL’ even stand for?

2 = I know a little about UDL

3 = Ask me anything about UDL: I could lead this session!

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Getting to Know YouFind a ‘QUADRANT PARTNER’ for

discussions during the institute

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Institute GoalsDay 1: Build background•To learn how UDL addresses challenges of learner variability

Day 2: Application•To strategize how to apply UDL to practice•To build tools & resources

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Agenda

• UDL Background• UDL Guidelines• UDL Lesson Design• UDL ‘Toolkit’ and Resources

CAST Wakefield 10/24-10/25/2013 13

Seen another way:

Build Background

UDL Guidelines

Appl

icat

ion

Lesson Planning

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This workshop: build awareness

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What are your goals?

• For this workshop?

• For your professional learning?

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The Marshmallow Challenge

Goal: to build collaboration around design

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RULES:• 18 minutes, team of 4• Build the tallest freestanding

structure– Cannot be suspended– Entire marshmallow on top

• Use as much/little of the contents in bag (not the bag); can break, cut…

Have fun, collaborate & be creative

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What worked?Variability!

–Strategy

–Engagement

–Representation

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Watch the TED talk (optional)

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Why begin with this exercise?• Design:

– collaborative– iterative process

• Goal driven

• Feedback about what works, prototypes– Uh-oh ta-da!

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Current neuroscience about learning:

- Variability

- Context Matters

Learning occurs at the dynamic interaction between

learner & environment

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Variability:

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Variability

Sean: Musician Kasia: Non-musician

-fMRI from MIT

Context matters

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UDL: Variability & Context Matter

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Elbow buddy discussion• Share a key take-away: what resonated?

• How do concepts of variability & context relate to the Rubik’s cube and running shoes?

• What does this mean for your practice?

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Break

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Building Background

Started ‘in the margins’

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Inspired by Universal Design

… “all new environments and products, to the greatest extent

possible, should be usable by everyone regardless of their age,

ability, or circumstance.”

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Universal Cube

What is the goal?What are barriers in the design for

individuals to reach the goal?

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You can design to access, proactive planning helps

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How can you design from beginning to reduce barriers so all can reach the

goal?

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Goal. Barriers. Design. For all.

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Choose one & discuss: What is the goal?

What barriers does it reduce? How do all benefit from the design?

• Ramps

• Curb Cuts

• Electric Doors

• Captions on Television

• Easy Grip Tools37

UD Assumptions1. Not one size fits all – but

alternatives for everyone.

2. Not added on later – but designed from the beginning.

3. Not access for some – but access for everyone.

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UDL…A mindset for designing learning experiences

•all individuals can gain knowledge, skills, and enthusiasm for learning

•reduces barriers to the curriculum while maintaining high achievement standards for all

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UDL…• Accounts for variability and context

• Thinks of changing the curriculum, not the student

• Clear goal, flexible means

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Curriculum: ‘cognitive’ accessibilityGoal? Barriers? Design?

Make available for all

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Questions, Reflections?

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UDL Guidelines: help design toaddress variability & context

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3 Principles

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Team Challenge!

Re-Design the Marshmallow Activity:

– Think about variability & context from the start– Use UDL Guideline template to design so ALL can

achieve the goal:

To have a tall, freestanding structure with marshmallow on top

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Share ideas

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Questions? Comments?

Coming this afternoon!

Dive deeper into UDL

Guidelines!

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http://www.funkylunch.com/

LUNCH12:00-1:00