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Goals:

Goals:. Dive deeper into understanding the UDL Guidelines Begin to think about application of UDL theory to practice classroom, building, district level. T he Learning Brain and UDL Guidelines. Recognition: the “what” of learning Multiple means of representation Strategy : the “how ”

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Goals:

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  1. Goals: • Dive deeper into understanding the UDL Guidelines • Begin to think about application of UDL theory to practice • classroom, building, district level

  2. The Learning Brain and UDL Guidelines • Recognition: the “what” of learning • Multiple means of representation • Strategy: the “how” • Multiple means of action and expression • Affect: the “why” • Multiple means of engagement

  3. The Learning brain and UDL Guidelines: PLASTICITY • The Brain: • Use it or lose it • The UDL Guidelines: • it may take longer at first

  4. The Learning brain and UDL Guidelines: Parallel • The brain: • sensory information • The guidelines: are not ‘sequential’ • one checkpoint often supports another • Engagement • Don’t have to do them all

  5. The Learning brain and UDL Guidelines: Bi-directional feedback • Brain: • top down (attentiondrives focus) impacts bottom up processes (sensory) • Guidelines: • goal of educator can impact focus of guidelines and may change given the class, student, context • May need to focus more on strategy than engagement for a unit

  6. 3 Principles, 9 Guidelines with checkpoints

  7. Dive a little deeper • Take a minute and read through your assigned guideline and checkpoints • Briefly discuss the checkpoints with your group • Can you think of connections already to your practice?

  8. Watch a classroom teacher with your assigned guideline • http://www.edutopia.org/stw-assessment-authentic-student-engagement-video Discuss with your group: • evidence of the guideline with checkpoints • what may be improved, given your guideline and checkpoints • briefly highlight with the group

  9. Multiple Means of Representation the ‘what’ of learning • Perception Display information in a flexible format 2. Language, Expression, Symbols Pre-teach vocabulary, clarify unfamiliar syntax 3. Comprehension Activate background knowledge, highlight critical features

  10. Multiple Means of Action and Expression: the ‘how’ of learning 4. Physical action Vary methods of response and optimize use of assistive technology 5. Expression and communication Use multiple means of communication, build fluencies with gradual levels of support 6. Executive function Guide goal setting, facilitate management of information, and enhance capacity for monitoring progress

  11. Multiple Means of Engagementthe ‘why’ of learning 7. Recruiting interest optimize relevance, optimize choice, and minimize threats 8. Sustaining effort and persistence vary demands, foster collaboration, and increase mastery-oriented feedback 9. Self regulation Process based feedback, facilitate personal coping skills, and develop self-assessment and reflection

  12. Multiple Representations ofUDL Guidelines

  13. Educator’s Checklist

  14. App

  15. Diving Deeper: GOAL: • Diving even deeper with the guidelines: online content • Handout also available to support or follow along with me

  16. National Center on UDL http://www.udlcenter.org

  17. The UDL Guidelines - Introduction http://www.udlcenter.org/aboutudl/udlguidelines

  18. Multiple Means of Representation– Description http://www.udlcenter.org/aboutudl/udlguidelines/principle1

  19. Multiple Means of Representation – Description http://www.udlcenter.org/aboutudl/udlguidelines/principle1

  20. Multiple Means of Representation– Examples and Resources http://www.udlcenter.org/aboutudl/udlguidelines/principle1

  21. View Examples and Resources http://www.udlcenter.org/implementation/examples/examples1_1

  22. View Evidence and Scholarly Research http://www.udlcenter.org/research/researchevidence/checkpoint1_1

  23. Diving really deep: Your turn • Goals: • To become familiar with checkpoints and resources available for ONE of the guidelines • Begin work toward YOUR goals using the UDL Guidelines • Materials: handout, online resources • Methods: group collaboration, room flexibility • Assessment: Share with the group in any way • think ‘outside’ of the box! • Example, UDL Connect, drawing, etc

  24. Share and reflect3-2-1 • What is useful? • What was new? • What was difficult? What seemed manageable? • What will you try to do ‘on Monday’?

  25. Wrap Up and Evaluation Revisit your assumptions: add, modify, change

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