welcome! universal design for learning

@CAST_UDL | #UDL (C) CAST 2014

Welcome!

Universal Design for Learning

Lynn educatorsApril 4, 2014

UDL Connect


#UDL 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

Introductions

Allison [email protected]


Love the wintery weather…

• Love it! Play in it, ice skate, ski…

• Tolerate it! I like it for the season, but love when it leaves…

• Hate it! I wish we could fly south for the winter…


Favorite late-night snack…

• Sweet-tooth (ice cream, chocolate…)

• Salty (chips, pretzels…)

• Health food junkie (carrots, apple…)


Where are you in understanding UDL?

1 = Just beginning, what does ‘UDL’ mean?

2 = I know what the ‘U’ ‘D’ and ‘L’ stand for!

3 = I’m ready to start talking about UDL

4 = Ask me anything: I could lead this session!


Goal

To build understanding of UDL to think about how the design of lessons address learner

variability



Awareness Preparing to integrate

Discuss & share:write, draw, tweet, build…

• What is UDL?

• How has UDL influenced your work?

Discuss similarities, differences:

• UDL and Differentiated Instruction

• UDL and ‘good teaching’


Goal: bring supplies for the ice cream social


Variability


Variability

• Lactose intolerant• Braces• Doesn’t like ice cream• Peanut allergies…


UDL – DI

• Design into environment from beginning

• Provide options for learning

• Design for individual• Often retroactive

UDL – ‘good’ teaching

• Framework for thinking about all learning experiences

• Focus on learning

• Evaluates teaching• Often unclear


UDL key concept: Variability


UDL key concept: Context matters

UDL key concept: Goal matters



Universal Design


Design learning experiences that are ‘more full’

Questions, Comments


How do I ‘do’ UDL?

1. Goal2. Variability: UDL Guidelines3. Assessment


Clarify goal:

• CCSS.Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.

Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

http://www.corestandards.org/Math/Content/3/MD/B/3


Clarify goal

• CCSS.Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent show a data set with several categories.

• New Goal: draw a bar graph that (1) shows a scale and (2) shows data

http://www.corestandards.org/Math/Content/3/MD/B/3

Flexible means to reach goal

Draw a bar graph that (1) shows a scale and (2) shows data

• New Goal: create a bar graph that (1) shows a scale and (2) shows data


UDL Guidelines


UDL Guidelines: Representation

• Perception• Vocabulary• Background


Variability in Representation:Antiques Road Show


Are there options …

• To customize the display• for visuals, audio, multiple

media• To build vocabulary, symbols• To build background• That highlight critical patterns

UDL Guidelines: Representation

• What is already in the lesson?

• What else could you design into the lesson?


3 minutes, make a fish.

UDL Guidelines Action & Expression

• Tools• Build fluencies• Executive function


Paul Smith: typewriter artist


Are there options…

• With a clear goal• To progress monitor• For tools: write, draw, record • For different levels of support• For models, sentence starters

UDL Guidelines Action & Expression


• What could you design into the lesson?


Start school… celebrate 100 days of learning



Emotions: ‘shelves that hold up the cognitive glassware’

EMOTIONS=

shelves

UDL Guidelines Engagement

• Recruit interest• Sustain effort• Self reflect


Variability in emotion (affect, engagement)


Are there options…

• For choice• For authentic experiences• For formative assessment• Collaboration• For personal goal-setting• For self-reflection

UDL Guidelines Engagement


• What could you design into the lesson?


Questions, Reflections?


Dive Deeper into the UDL Guidelines

• Read & become an expert in one Guideline – Tell Me More, NCUDL site, GPS article

• identify a common item that represents your guideline (analogy: song, poem, image, item)– model: GPS article that aligns with your Guideline

• Identify ideas for how to implement that guideline in your practice– Tell Me More, your resources

• Choose how to share with the larger group

Build background on UDL Guideline:

• National Center on UDL• UDL Guidelines

Analogy for your guideline

• GPS and Guideline…• Ice cream…

Ideas to implement

• Tell me more• Your classroom!

Work ~20 minutesShare!

Questions, Reflections?


Analyze this lesson with the UDL lens

• High school calculus• Middle school science• Elementary math• Middle school english

• Goal• Variability through UDL Guidelines• Assessment options

Lunch!

welcome! universal design for learning

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