universal design for learning. activity: identifying personal strengths & weaknesses 1. complete...
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Universal Design for Learning
Activity: Identifying Personal Strengths & Weaknesses
1. Complete “A Snapshot of My Intelligences”
2. Create a visual representation of your results.
3. Think about how these personal strengths, weaknesses, and preferences impact your teaching practices.
Activity: Identifying Personal Strengths & Weaknesses
1. Pair up with someone at your table.
2. Take turns sharing your visual representations and your thoughts on how these preferences impact your teaching.
Brief History
Key Ideas
0 UDL represents an “intersection of initiatives”0 New insights into the learning brain shed light on
learner differences and effective uses of technology
“The concept of UDL is the intersection where all our initiatives – integrated units, multi-sensory teaching,
multiple intelligences, differentiated instruction, use of computers in schools, performance-based assessment, and
others – come together.”
Donna Palley, Special Education Coordinator/Technology Specialist
Vygotsky’s Theories of Learning
Universal Design in Architecture
New Discoveries in Neuroscience
Emergence of Digital Media
Theoretical Foundations of UDL
Lev Vygotsky — Three things are necessary for learning
1. One must recognize patterns in perceptual information
2. One must have strategies for acting upon the perceived patterns
3. One must be engaged by the task
UDL Theoretical Framework
Task is too difficult for learner
ZONE OF PROXIMAL
DEVELOPMENT
Task is too easy for learner
Universal Design
Ron Mace
“concept of designing allproducts and the builtenvironment to beaesthetic and usable to the greatest extentpossible by everyone,regardless of their age,ability, or status in life”(http://www.design.ncsu.edu/cud/about_s/usronmace.htm)
Brain/Learner Variability
Neuroscience and UDL
Activity: What Accounts for Learner Variability?
0 As a group at your table, discuss factors that may account for the variability across students in your classroom. Think about:0 How are your students different from each other?0 What might account for those differences?
0 Use the chart paper to document your discussion.
Activity: What Accounts for Learner Variability?
0 When given the signal, move as a group to another group’s table as directed. You will need 5 notes and one writing utensil for your group.
0 Discuss the group’s poster. How are your posters similar and how are they different?
0 Leave one comment for the group on a sticky note before moving on at the next signal. Switch recorders at the next table.
Activity: What Accounts for Learner Variability?
0 As a group, read the feedback that was left on your poster.
0 Add to your poster anything that you may have missed during your initial discussion.
Activity: Creating a Class Learning Profile
0 Create a class learning profile using the materials provided to you:0 Model Template: Shows an example of a Class Learning Profile for
a particular 3rd grade class and unit.0 Examples of Student Qualities: Lists examples of student
strengths, weaknesses, and interests – structured by brain networks – to get you started.
0 Blank Template: Offers structured support for creating your own class profile(s)
0 Work on your own or with a teacher who teaches the same group of students.
Growing Importance of Digital Media
0 Versatile
0 Transformable
0 Markable
0 Networkable
Civil Rights
NeuroscienceTechnology
Emergence of UDL
CAST believes that “barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.”- Dr. David Rose
Teaching Every Student in the Digital Age, p. viThe Center for Applied Special Technology, http://www.cast.org
Principles of Universal Design for Learning
Based on “From Bach to Lady Gaga: Music Lessons for Special Education” by David Rose
Key Ideas
0 Learners cannot be reduced to simple categories such as “disabled” or “bright”. They differ within and across all 3 brain networks, showing shades of strengths and weaknesses that make them unique.
0 The UDL framework proposes that educators strive for 3 kinds of flexibility0 To represent information in multiple formats0 To provide multiple pathways for students’ action and
expression0 To provide multiple ways to engage students’ interest
and motivation
Who has the disability?
Who has the disability?
Think-Pair-Share
Share an example of how a learningcontext creates the illusion of ormagnifies disability in learners.
Neuroscience and UDL
Recognition Networks
0 Pitch
0 Timbre
0 Duration
0 Loudness
0 Contour
0 Direction
0 Reading notes in music
Strategic Networks
0 Listen to music intentionally
0 Generating
0 Composing
0 Performing
Affective Networks
0 Make priorities
0 Feel the music
As you listen to Toccata and
Fugue in D-Minor think about what kind of meaning can you make of it. What is going on in the piece?
Clip of Toccata and Fugue in D Minor
Think-Pair-Share
What meaning were you able to make ofthe piece? Specifically, what was going onmusically?
Think-Pair-Share
How did your ability to make meaning from the music change with thislistening? What factors account for this change?
Fugue: a composition built on a theme that is introduced at the beginning, repeated in different voices and contexts, and recurs frequently in the course of the composition
Think-Pair-Share
How did your ability to make meaning from the music change with thislistening? What factors account for this change?
Options for Physical Action
Options for Expression and Communication
Options for Executive Function
Clip available at https://www.youtube.com/watch?v=wd6DsI9Wklo
Clip available athttp://www.ted.com/talks/tod_machover_and_dan_ellsey_play_new_music.html
Options for Recruiting Interest
Options for Sustaining Effort and
Persistence
Options for Self-Regulation
Emotional Teacher
Teacher of Technique
The Tyrant
“The concept of UDL is the intersection where all our initiatives – integrated
units, multi-sensory teaching, multiple intelligences, differentiated instruction,
use of computers in schools, performance-based assessment, and
others – come together.”
Donna Palley, Special Education Coordinator/Technology Specialist
Activity: Team Statements
0 Individually, without talking, THINK about your answer to the following: “How does UDL bring together initiatives at Kingsbury?”. Write down some notes if you need to. (2 minutes)
0 PAIR up with someone in your group (or, “triple up” if you’re a group of 5). Discuss your thoughts. (2 minutes)
0 Individually, WRITE your response to the question. (2 minutes)
0 Take turns to SHARE your ideas with the rest of your group. Look for the essence of everyone’s ideas to write a group statement. Everyone should write down the statement. (10 minutes)
0 Write your team statement on the small poster board. Post it as you leave for break.
Curriculum
Key Ideas
0 Curriculum is made up of four components:0 Goals0 Methods0 Materials0 Assessments
Meet GeMMA…
0Goals
0Methods
0Materials
0Assessments
Goals
Clearly communicated goals support the 3 brain networks as they help students know what
they are supposed to do, how to do it, and why it’s important.
Goals
Methods Materials Assessments
Methods Policies and
procedures of teaching
MaterialsTools used to
assist instruction
AssessmentEvaluation of
the knowledge and skills
relevant to students’ goals
What is your curriculum?
Activity: Curriculum “Mapping”
1. Create a visual map of your curriculum. Make sure that your curriculum map includes your goals, methods, materials, and assessments.
2. Share your curriculum with your team.
UDL Curriculum
Clear Goals
Multiple Methods
Flexible Materials
Multiple Assessments with Feedback
UDL Curriculum
Clear Goals
Multiple Methods
Flexible Materials
Multiple Assessments with Feedback
Setting Clear Goals
Key Ideas
0 Brain research supports the idea that clear goals are essential for learning, but teachers often lack clear goals for students.
0 We can apply what we know about the 3 brain networks to separate goals from the means for achieving them, interpret standards for particular classrooms, and derive goals that all students can strive for.
Goals that are too highly specific limit the possible strategies for
reaching them, repressing creative solutions and limiting the number of people who can even attempt to
attain the goals.
Goal
Means for
achieving the goal
Students will collect information from a variety of books as a part of their research.
1. What is the goal?2. How have the means for
reaching the goal been included in the wording?
3. What kind of problems this might create?
Students will collect information from a variety of books as a part of their research.
Goal
Means for achieving the goal
1. Rewrite this goal more generally, separating the goal from the methods for attaining it.
2. What might be some benefits of this rewording?
Students will collect information from a variety of books as a part of their research.
UDL helps us to…
Structure our analysis of the
nature of a standard, goal, or unit so that
we can determine its true purpose
Guide the selection and assembly of
flexible media and materials that can
support diverse pathways to the goal
for different students
Help us communicate goals
and means to students so that they know what they are
doing, how they might do it, and why
it is important
Select a Standard or
Goal
Determine the Goal’s
Main Focus
Determine Core &
Variable Instructional Components
Identify Possible Scaffolds
Restate the Standard or
Goal (if necessary)
Step 1: Select a Standard or Goal
Common Core
Standards
DCPS Standards of
Learning
Unit Goals Eagle PRIDE
Step 2: Determine the Goal’s Main Focus
Recognition Goals
• Prioritize the learning of specific content
• Ask students to identify who, what, when, and where
• Content is the key
Strategic Goals
• Emphasize skills and strategies
• Ask students to learn how to do something
• Process or medium is the key
Affective Goals
• Focus on a particular value or emotional outcome
• Ask students to appreciate and enjoy
• Emotional outcome is the key
Recognition: Information / Content
Strategic:Skill / Strategies
Affective:Enjoyment / Engagement
EnglishRecognize independent and subordinate clauses
Revise drafts to improve coherence and progression by adding, deleting, and rearranging text
Respond to a work of literature by making connections to personal life
MathIdentify factors and multiples including common factors and common multiples
Use transformations such as slides, flips, and rotations
Express mathematical ideas in journals or portfolios
ScienceDescribe interactions among solar, weather, and ocean systems
Investigate the processes by which sunlight is converted to food
Conduct inquiry in area of personal interest in science curriculum
Social StudiesExplain the significance of selected ethnic and/or cultural celebrations in the United States
Create maps, graphs, charts, models, and databases depicting various aspects of world regions and countries
Express and defend a point of view on a contemporary issue of interest in the United States
Step 3: Identify Core & Variable Instructional Components
Instructional Components
Content or subject matter (subject matter material, specific literature)
Skills/strategies (writing a cohesive essay, estimating quantities)
Steps in a particular process (the steps in dissecting a frog, the steps in long division)
Presentation media (slides, speech, text, hyper-media, video)
Learning context/format (small group, whole class, pairs, individual, hands-on)
Instructional format (e.g. lecture, text book, demonstration)
Tools for student response/expression (computer, pen, art tools, video or still camera)
Media for student response/expression (text, image, video, speech)
Information sources (textbook, CD ROM, Internet, primary sources)
Tools relating to content area (science equipment, measurement devices)
Example 1: Recognition GoalStandard Describe interactions among solar,
weather, and ocean system
Main Focus Information / content
Core Components Content or subject matterTools relating to content area
Variable Components Skills/strategiesPresentation mediaLearning context/formatInstructional formatTools for student response/expressionMedia for student response/expressionInformation sourcesSteps in a particular process
Example 2: Strategic GoalStandard Revise drafts to improve coherence
and progression by adding, deleting, consolidating, and rearranging text
Main Focus Skills / Strategies
Core Components Skills/strategiesSteps in a particular process
Variable Components Presentation mediaLearning Context/formatInstructional formatTools for student response/expressionMedia for student response/expressionInformation sourcesTools relating to content areaContent or subject matter
Example 3: Affective GoalStandard Express mathematical ideas in
journals or portfolios
Main Focus Enjoyment / Engagement
Core Components Tools for student response/expression
Variable Components Skills/strategiesSteps in a particular processPresentation mediaLearning Context/formatInstructional formatMedia for student response/expressionInformation sourcesTools relating to content areaContent/subject matter
Step 4: Identify Possible ScaffoldsStandard
Main Focus
Describe interactions among solar, weather, and ocean systems
Information / Content
Core Components
Content or subject matter
Tools relating to content area
Background information
Examples of tools
Variable Components
Skills/strategies
Presentation media
Learning Context/format
Instructional format
Tools for student expression
Steps in a particular process
Models of various approaches to the taskChoices: text, speech, video
Choice of small group or partner workCombination of simulation & discussionTools & media readily available
Templates for three different combinations of steps
Step 5: Restate the Goal (if necessary)
Original Wording Problem Reworded Standard
Correct capitalization errors in peer's handwritten drafts
Requires that all students be able to see & decipher handwritten materials
Correct capitalization errors in peer's work
Read story problems and underline irrelevant information
Requires that all students be able to read story problems and be able to underline
Identify irrelevant information in math story problems
Through an outline, show ways in which fragments of DNA can be analyzed to diagnose human genetic abnormalities
Requires that all students use a text-based outline to demonstrate their understanding
Illustrate ways in which fragments of DNA can be analyzed to diagnose human genetic abnormalities
Conduct research on famous generals of the Civil War
Requires that all students research a specific topic which may not be of interest
Conduct research on famous people throughout history
Activity: Setting UDL GoalsGuided Practice
Step 1: Select a Standard
Students will be able to describe and discuss the shared human experiences depicted in literature and other texts from around the world. Examples include birth, death, heroism, and love.
Step 2: Determine the Goal’s Main Focus
Students will be able to describe and discuss the shared human experiences depicted in literature and other texts from around the world. Examples include birth, death, heroism, and love.
Focus?
Information / Content
Skill / Strategy
Enjoyment / Engagement
Step 3: Identify Core & Variable Instructional Components
Core Varied Instructional Components
Content or subject matter (subject matter material, specific literature)
Skills/strategies (writing a cohesive essay, estimating quantities)
Steps in a particular process (the steps in dissecting a frog, the steps in long division)
Presentation media (slides, speech, text, hyper-media, video)
Learning context/format (small group, whole class, pairs, individual, hands-on)
Instructional format (e.g. lecture, text book, demonstration)
Tools for student response/expression (computer, pen, art tools, video or still camera)
Media for student response/expression(text, image, video, speech)
Information sources (textbook, CD ROM, Internet, primary sources)
Tools relating to content area (science equipment, measurement devices)
Step 4: Identify Potential Scaffolds
0 Possible Scaffolds:0 digital text with text to speech0 templates with headings relating to themes of
benchmark0 models of themes pulled from specific works of
literature0 image banks0 think alouds and prompts embedded in literature tying
to students' personal experience
Step 5: Restate the Standard(if necessary)
Activity: Setting UDL GoalsIndependent Practice
“When developing my curriculum, I
promise, I will separate goals
from the means of achieving the
goals.”
Multiple Methods & Flexible Materials
Key Ideas
0 Knowing how the 3 brain networks function suggests different approaches for teaching information, for teaching skills and strategies, and for teaching students to love learning
0 Individualizing the ways that students work toward goals is feasible if a variety of tools and media are available
Identifying Barriers
Thinking about Methods
•Locations•Groupings
Learning Contexts
•How information is presented
Presentation Formats
•How information is delivered
Instructional Formats
Identifying Barriers
0 What skills are needed to make meaning from a lecture?
0 Who are some students who might struggle learning from a lecture and why?
Activity: Identifying Barriers1. Take a stack of notes.
2. For 2 minutes, individually brainstorm common teaching methods and instructional materials. For each method or material you think of:
0 Say it0 Write it0 Place it in the middle of the table
3. At the end of 2 minutes, collect all of the notes and remove any duplicates.
Activity: Identifying Barriers
4. Distribute the notes among everyone at the table.
5. Take turns reading a method or material and brainstorming potential barriers:
0 Read the method or material and have everyone write it down on their “Deriving UDL Solutions” worksheet
0 Give one way that this method or material may create a learning barrier for your students
0 If the table agrees with the barrier, everyone should write it down0 As a team, brainstorm other potential barriers and add them to the
worksheet0 Have the next person read a method or material and repeat
Network-Appropriate Teaching Methods
Supporting Recognition
Networks
•Provide Multiple Examples•Highlight Critical Features•Provide Multiple Media & Formats•Support Background Context
Supporting Strategic Networks
•Provide Flexible Models of Skilled Performance•Provide Opportunities to Practice with Supports•Provide Ongoing, Relevant Feedback•Offer Flexible Opportunities for Demonstrating Skill
Supporting Affective Networks
•Offer Choices of Content and Tools•Offer Adjustable Levels of Challenge•Offer Choices of Rewards•Offer Choices of Learning Context
Activity: Network-Appropriate Teaching Methods
0 Decide on each person’s role. You will need a:0 Time Keeper0 Materials Manager0 Presentation Facilitator0 Discussion Facilitator
0 Read about your table’s assigned network-appropriate teaching method
0 Develop a way to teach the large group about your method. Your presentation should include:1. The method and what brain network it supports2. An explanation of why the method is important3. An example of how the method might be used in the classroom
Recognition Network: Provide Multiple Examples
By seeing, hearing, smelling, or touching many instances of a pattern, recognition networks
can extract the critical features that define the pattern and identifying new instances that
share those features.
~
-
Wugs
~ - _
What is a Wug?
Wugs Not Wugs
~-_
{/]
Activity: Network-Appropriate Teaching Methods
0 Develop a way to teach the large group about your method. Your presentation should include:1. The method and what brain network it supports2. An explanation of why the method is important3. An example of how the method might be used in the
classroom
(Keep presentations to under 3 minutes.)
Highlight Critical Features
Provide Multiple Media and Formats
Support Background Knowledge
Putting it all together…Students will identify universal themes from world literature, providing evidence of the theme from the story.
Provide Flexible Models of Skilled Performance
Provide Opportunities to Practice with Supports
Provide Ongoing, Relevant Feedback
Offer Flexible Opportunities for Demonstrating Skill
Putting it all together…Students will demonstrate the general skills and strategies of the writing process.
Offering Choices of Content and Tools
Provide Adjustable Levels of Challenge
Offer a Choice of Rewards
Offer a Choice of Learning Context
Putting it all together…20 points
Go out and get an application from a place that you would be
interested in working at. Make a copy of the application (I can
help you with this). Then, fill the application out. Check your work before turning it in and turn it in before the final due date as it will need to be perfect for you to get credit. You will need to
turn in the blank copy of the application and the filled in
application.Everyone must complete this
project!
15 pointsAsk 15 people how they found
their current job. Create a graph representing your results. Write a short report (at least 3/4 page double spaced) or give an oral
presentation (3-5 minutes) to the class discussing your results and what it means for your future job searches. You must turn in your research, graph, and report or
speech.
5 pointsFind 4 want ads in a newspaper and complete the worksheet. You will need to turn the want
ads with the worksheet.See me to get the worksheet.
10 pointsCreate a poster or brochure in
which you give advice to people completing job applications.
Include a list of at least 5 rules for filling out a job application.
Choose Your GradeA ≥ 35 pointsB ≥ 30 pointsC ≥ 25 points
Grades lower than a “C” are unacceptable.
10 pointsChoose 5 skills from your
transferable skills survey. For each skill describe a time that
you showed this skill.
5 pointsCreate a 2 column chart
comparing and contrasting jobs and careers. You must include a
definition of each.
10 pointsSelect 5 questions that you got
“wrong” on the CVS application. Write an explanation as to why
the given answer is the best choice for each of the questions.
15 pointsWrite a simulated diary with 3
entries from the point of view of a person who is looking for a job
to apply for, finds one, and completes an application. Your journal should show me that you
understand the process of looking and applying for jobs.
Activity: Tools for Offering Multiple Methods and Flexible
Materials0 Select a resource from the “Tools for Offering Multiple
Methods and Flexible Materials” handout.
0 Browse the tools available from the resource.
0 Select one tool from your resource that you could see yourself using and:
0 Write a short description of the tool and how you might use it
0 Send your description and the link to: [email protected]
0 Prepare to share what you’ve found with your tablemates
Activity: Deriving UDL Solutions
0 Take out your Deriving UDL Solutions worksheet.
0 On your own or with a partner, use the information you’ve gained about teaching methods and materials to identify UDL solutions for the barriers that you identified.0 You may also use the Examples of UDL Solutions sheet to
help you.
Assessments
Key Ideas
0 When a single, inflexible medium is used for testing, students’ skills with that medium become confused with the skills we intend to measure.
0 Testing separately from teaching and without the supports that students normally use provides an invalid perspective on what students know and can do.
Barriers to Accurate Assessment
Individual Learning
Differences
Media Constraints
Lack of Appropriate
Supports
Lack of Integration with the Curriculum
Assessments should always
reflect the learning goal.
Applying UDL to Assessment Practices
Representation
•Provide digital formats of assessments•Allow students to utilize resources
Action & Expression
•Allow alternatives for students to demonstrate and express their learning•Provide untimed testing
Engagement
•Offer choices of assessments•Provide flexible levels of challenge in assessments
For your consideration…
0 If you have allowed a student to use any kind of supports or scaffolding when learning the content, you should also allow students to use those supports and scaffolds during assessment.
0 If a student has been allowed to learn content via a particular learning preference, then the student should be allowed to demonstrate his/her learning via the same learning preference.
A Word on Rubrics
Instructional rubrics specify the qualities associated with
different levels of proficiency for evaluating
student assignments. These can be particularly helpful in evaluating alternative
assignments and assignments with built in
choice.
Wrap Up: Placemat Consensus
1. Draw the following figure on a piece of chart paper:
Consensus
Wrap Up: Placemat Consensus
2. Think: What are the most important points that we’ve covered?
3. Take 3 minutes to respond simultaneously in writing in your space on the “placemat”.
4. Share your ideas:0 Person 1 shares, one item he/she has written0 Teammates discuss the item0 If there is consensus that the item is important, Teammate 1 places the
best synthesis of the team’s ideas in the center of the placemat, getting help with wording as needed
0 Move on to the next person and repeat the process0 Select the single most important item to share with the group