Welcome Back!UDL Academy Day 3 December 18, 2012 Cohort 1
In this situation… • …what do these preferences bring to the team? • …what are the limitations of these preferences? • … what assets do the others bring to the team? • …in what circumstances would you put yourself in a different category?
Learning: interaction of individual and environment • Central vision • Peripheral vision • Dyslexia • Astrophysics • Disorder? • Context!
Morning activity: Modeling Today we are considering a student ‘in the margins’ to help us plan for a district goal that will impact everyone: • Think about the ‘curb cut’ for UDL • Help think about why/what we are doing • By the end of today, we you will develop your goal and actionable steps for the next session
Goal of video: In the video, the identified district goal: to create an inclusive environment that is engaging and responsive to the variability of all students • This goal has been agreed upon by the district team (there is ‘buy in’ that is accepted)
In the video: • In order to achieve the goal, consideration was given to demands and resources • also consider the UDL Guidelines note: Some specific demands were dictated by a specific student that allowed the district to expand their thinking
As you watch, Think about the following as a as a teacher, principal, and as a district leader • What demands are apparent to you? • What resources are needed to be able to balance the demands (both seen in film and others you think of) • How does understanding the impact of one student’s variability influence the inclusive environment? • How can UDL be used as a tool support the goals?
Role-alike Discussion Discussion goal: To practice applying UDL Guidelines to supporting a goal (in this case, the goal is to create an inclusive environment that is engaging and responsive to the variability of all students) • You are developing ideas about the process • When you get into groups, think about steps for the next ‘30-60-90’ days when you think about Samuel • What will you do? • How will you do it? • Why will you do it?
Plan as a team Bring the expertise from the role alike back to the team for discussion: • the goal is to think about modeling the process of building a goal, thinking about action steps– as it related to the Samuel case • This is a model for practicing the process you will do in teams this afternoon
Sharing: process • What were challenges, resources, and demands? • How did the goal help drive the way you thought about the challenges, resources, and demands?
Article: Are you Willing to be Disturbed GUIDING QUESTIONS: • What did you learn (‘take-aways’)? • What can you do to support what you learned? • What can you do to support your team?
RESOURCE : Action Plan • Actionable items for the team between now and January 11 (’30’ day plan) • You can have an option to continue to plan for 60 days… and even 90 days
Today, the take away: • Look at your goal: clarify the goal • What do I need to do to get me in the next 30 days towards my goal? • If your action plan works, what do you want to see in 30 , 60, or 90 days? • what does success look like if I succeed in my goal
Key questions: • What will I do before our next meeting? • What will I change and how will I change? • Why will I change? • What will I look for- how will I know if I’m successful?
Demands (internal, external) • Raise awareness with staff • As a team, need support and can change one practice at classroom, school, at district level • See what we are already doing, consider our demands and resources, ie: videotape 1 teacher who does something really well
UDL: A Way of Thinking • Variability • Flexibility • Clear goals/objectives
Next time: Classroom Strategies & Other Initiatives • RTI • PBIS • DI • MI… With UDL… you are thinking about the interaction of the learner in the environment, even if your actions are the same!
Wrap up • Evaluations • Thank you • See you next year!