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Welcome back!Universal Design for Learning

March 4, 2014Fairhaven, MA

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

For Online Resources & discussions

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1. Sign up for the site2. Join our group: UDL in Fairhaven, MA

Tweet: #UDL CAST 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

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How was February vacation…

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Describe your current wallpaper on your desktop/laptop/device…

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Write, share, tweet:‘What is UDL?’

Goal

To build a deeper understanding of how to design lessons that use the UDL framework and

address learner variability

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Awareness

What are your goals for today?

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Core UDL concept #1: Variability is the rule

Old view of learning: learning ‘styles’

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New imaging: variability

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Core UDL Concept #2: the goal matters

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Core UDL Concept #3:Context matters

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Learning =

dynamic interaction between learner (variability),

environment (context), towards the goal

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Design from beginning for variability:reduce barriers so all can reach the goal

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UDL Curriculum: ‘cognitive’ accessibility

Goal. Design (context, curriculum). Variability.Make available for all

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Questions, Reflections?

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The Marshmallow Challenge

Goal: to build collaboration around design

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RULES:

• 18 minutes, team of 4• 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- what did not work?Variability!

–Strategy

–Representation

–Engagement

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TED talk: collaboration, prototyping

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GoalConstruct relevant –v- construct irrelevant

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How do I ‘do’ UDL?

1. Goal2. Variability3. Assessment

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Goals are difficult

Many goals: CCSS, district, lesson, department

1. Clarify goals so all understand

2. Consider whether means are embedded

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1. Clarify Goal

• CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

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Clarify goal: simplify language, define terms

• CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

• New goal: Support claim with accurate data (credible sources).

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2. Is the means embedded in the goal?

• New goal: Support claim with accurate data (credible sources).

• New goal: Support claim with accurate data by writing an essay.

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Beware of secondary goals!

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Watch this example of a teacher in practice:

1. Identify the GOAL.

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How do I ‘do’ UDL?

1. Goal2. Variability3. Assessment

UDL Guidelines

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UDL Guidelines: design curriculum to address learner variability

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Variability in perception

• Color blindness• Sensory overload• Vision• Audio skills, etc…

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Design curriculum with optionsfrom the beginning, for all

• What supports recognition:– options for perception?– options to support vocabulary,

symbols?– options to build background?

UDL Guidelines

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• Fine motor• Set goals• Progress monitor• Working memory• Skills…

Variability in Action & Expression

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Design curriculum with options from the beginning for all

• What supports action:– Are there options for physical

action?– Are there options for models,

sentence starters?– Are there options for executive

function (progress monitor, set goals)?

UDL Guidelines

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Variability in engagement

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• Interests• Distractions• Collaboration• Coping skills…

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Emotions: ‘shelves that hold up the cognitive glassware’

EMOTIONS=

shelves

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Resources: Perceived skills

& resources

Demands

Perceived level of challenge

Perception:Resources vs. Demands

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Design curriculum with options from the beginning, for all

• What supports engagement:– options for choice,

authenticity?– options for collaboration,

formative assessment?– options for self reflection?

Watch and discuss using UDL Guidelines: The cell lesson:

http://www.youtube.com/watch?v=6IDPGUSQNes

• What strategies are already being used?

• What barriers are still in the lesson?

• What UDL options could be designed to remove these barriers?

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Goal of learning:Expert learners

• Resourceful, knowledgeable

• Strategic, goal directed

• Purposeful, motivated

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Flexible use of UDL Guidelines, based on goal

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How do I ‘do’ UDL?1. Goal2. Variability:

– Recognition, Action, Engagement

3. Assessment

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 goals for all

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UDL…• Change the curriculum (context), not the student

• Clear goal, flexible means

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Questions, Reflections?

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