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Universal Design for Learning:. A Framework for Teaching All Learners. November 14-15 Wakefield, MA. Logistics. Sign in Permissions Name tent: name, job, ‘ fun ’ fact about you. UDL Connect: http://community.udlcenter.org/ For Online Resources & discussions.

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Universal Design for Learning:

A Framework for Teaching All Learners

November 14-15

Wakefield, MA

(C) CAST 2013


  • Sign in

  • Permissions

  • Name tent: name, job, ‘fun’ fact about you

(C) CAST 2013

UDL Connect:http://community.udlcenter.org/For Online Resources & discussions

Our group: UDL institute at CAST 2013

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1. Sign up for the site2. Join our group:

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#UDL2day social media


UDL Center

AIM 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?

Kasia Derbiszewska

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

[email protected]

Allison Posey

[email protected]

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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?

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Rooted for the Red Sox?

  • Every minute of every game!

  • Every game was on in the background.

  • I checked in here and there.

  • Red Sox, I’m a XX fan!

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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 You

Find a ‘QUADRANT PARTNER’ for discussions during the institute





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Institute Goals

Day 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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  • UDL Background

  • UDL Guidelines

  • UDL Lesson Design

  • UDL ‘Toolkit’ and Resources

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Seen another way:

Build Background


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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Preconceptions about UDL?

  • UDL is just good teaching.

  • UDL is differentiated instruction.

  • Others?

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The Marshmallow Challenge Goal: to build collaboration around design

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  • 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

  • Feedback about what works, prototypes

    • Uh-oh  ta-da!

  • Goal driven

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Current neuroscience about learning:

- Variability

  • Context Matters

    Learning occurs at the

    dynamic interaction between

    learner & environment

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Sean: Musician Kasia: Non-musician

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  • -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?

  • How would you design a universal Rubik’s cube?

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Universal Cube

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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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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 Tools

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UD Assumptions

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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  • 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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  • 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:

  • Clarify the goal

  • Support variability & context:

    • UDL Guideline template: Representation, Action & Expression, Engagement

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Share ideas

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Questions? Comments?

Coming this afternoon!

Dive deeper into UDL Guidelines!

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