Welcome! Universal Design for Learning

1. Welcome!Universal Design for Learning Lynn educators April 4, 2014 @CAST_UDL | #UDL (C) CAST 2014

2. UDL Connect

3. #UDL social media CAST UDL Center AIM Center Use Twitter? Use #UDL in your tweets during the workshop! #UDLchat: 1st & 3rd Wednesdays of the month, 9-9:30pm ET @CAST_UDL | #UDL (C) CAST 2014

4. Introductions Allison Posey aposey@cast.org @CAST_UDL | #UDL (C) CAST 2014

5. 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… @CAST_UDL | #UDL (C) CAST 2014

6. Favorite late-night snack… • Sweet-tooth (ice cream, chocolate…) • Salty (chips, pretzels…) • Health food junkie (carrots, apple…) @CAST_UDL | #UDL (C) CAST 2014

7. 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! @CAST_UDL | #UDL (C) CAST 2014

8. Goal To build understanding of UDL to think about how the design of lessons address learner variability @CAST_UDL | #UDL (C) CAST 2014

9. Awareness  Preparing to integrate @CAST_UDL | #UDL (C) CAST 2014

10. Discuss & share:write, draw, tweet, build… • What is UDL? • How has UDL influenced your work?

11. Discuss similarities, differences: • UDL and Differentiated Instruction • UDL and ‘good teaching’

12. Goal: bring supplies for the ice cream social @CAST_UDL | #UDL (C) CAST 2014

13. Variability @CAST_UDL | #UDL (C) CAST 2014

14. Variability • Lactose intolerant • Braces • Doesn’t like ice cream • Peanut allergies… @CAST_UDL | #UDL (C) CAST 2014

15. UDL – DI • Design into environment from beginning • Provide options for learning • Design for individual • Often retroactive @CAST_UDL | #UDL (C) CAST 2014

16. UDL – ‘good’ teaching • Framework for thinking about all learning experiences • Focus on learning • Evaluates teaching • Often unclear

17. UDL key concept: Variability @CAST_UDL | #UDL (C) CAST 2014

18. UDL key concept: Context matters @CAST_UDL | #UDL (C) CAST 2014

19. UDL key concept: Goal matters @CAST_UDL | #UDL (C) CAST 2014

20. Universal Design @CAST_UDL | #UDL (C) CAST 2014

21. Design learning experiences that are ‘more full’ @CAST_UDL | #UDL (C) CAST 2014

22. Questions, Comments

23. How do I ‘do’ UDL? • Goal • Variability: UDL Guidelines • Assessment @CAST_UDL | #UDL (C) CAST 2014

24. 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. @CAST_UDL | #UDL (C) CAST 2014

25. Clarify goal • CCSS.Math.Content.3.MD.B.3Draw a scaled picture graph and a scaledbar graph to represent show a data set with several categories. • New Goal: drawa bar graph that (1) shows a scale and (2) shows data @CAST_UDL | #UDL (C) CAST 2014

26. Flexible means to reach goal Drawa 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 @CAST_UDL | #UDL (C) CAST 2014

27. How do I ‘do’ UDL? • Goal • Variability: UDL Guidelines • Assessment @CAST_UDL | #UDL (C) CAST 2014

28. UDL Guidelines @CAST_UDL | #UDL (C) CAST 2014

29. UDL Guidelines: Representation • Perception • Vocabulary • Background @CAST_UDL | #UDL (C) CAST 2014

30. Variability in Representation:Antiques Road Show

31. Are there options … • To customize the display • for visuals, audio, multiple media • To build vocabulary, symbols • To build background • That highlight critical patterns @CAST_UDL | #UDL (C) CAST 2014

32. UDL Guidelines: Representation • What is already in the lesson? • What else could you design into the lesson? @CAST_UDL | #UDL (C) CAST 2014

33. 3 minutes, make a fish.

34. UDL Guidelines Action & Expression • Tools • Build fluencies • Executive function @CAST_UDL | #UDL (C) CAST 2014

35. Paul Smith: typewriter artist

36. Are there options… • With a clear goal • To progress monitor • For tools: write, draw, record • For different levels of support • For models, sentence starters @CAST_UDL | #UDL (C) CAST 2014

37. UDL Guidelines Action & Expression • What is already in the lesson? • What could you design into the lesson? @CAST_UDL | #UDL (C) CAST 2014

38. Start school… celebrate 100 days of learning @CAST_UDL | #UDL (C) CAST 2014

39. Emotions: ‘shelves that hold up the cognitive glassware’ EMOTIONS= shelves @CAST_UDL | #UDL (C) CAST 2014

40. UDL Guidelines Engagement • Recruit interest • Sustain effort • Self reflect @CAST_UDL | #UDL (C) CAST 2014

41. Variability in emotion (affect, engagement)

42. Are there options… • For choice • For authentic experiences • For formative assessment • Collaboration • For personal goal-setting • For self-reflection @CAST_UDL | #UDL (C) CAST 2014

43. UDL Guidelines Engagement • What is already in the lesson? • What could you design into the lesson? @CAST_UDL | #UDL (C) CAST 2014

44. Questions, Reflections? @CAST_UDL | #UDL (C) CAST 2014

45. Break

46. 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

47. Build background on UDL Guideline: • National Center on UDL • UDL Guidelines

48. Analogy for your guideline • GPS and Guideline… • Ice cream…

49. Ideas to implement • Tell me more • Your classroom!

50. Work ~20 minutesShare!