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Welcome Back! UDL Academy

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  1. Welcome Back!UDL Academy Day 3 December 18, 2012 Cohort 1

  2. Continuing Your UDL Trip

  3. UDL Connect: Join and sign in for all workshopResources

  4. Evaluation debrief

  5. Team Building

  6. 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?

  7. Learning: interaction of individual and environment • Central vision • Peripheral vision • Dyslexia • Astrophysics • Disorder? • Context!

  8. 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

  9. 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)

  10. 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

  11. 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?

  12. by Dan Habib

  13. 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?

  14. Break (~11)

  15. 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

  16. Sharing: process • What were challenges, resources, and demands? • How did the goal help drive the way you thought about the challenges, resources, and demands?

  17. Lunch

  18. 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?

  19. 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

  20. 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

  21. 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?

  22. 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

  23. UDL: A Way of Thinking • Variability • Flexibility • Clear goals/objectives

  24. UDL everywhere!Gym: flexible options  goal

  25. UDL + Coffee?

  26. directions: need more supports!

  27. Sports Center

  28. Menus: who does it help?

  29. 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!

  30. Wrap up • Evaluations • Thank you • See you next year!


  32. In what range do we want our learners (students, teachers, all ages!)?