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Welcome Back!
UDL: A Framework for Teaching All Learners
Thursday, July 18, 2013Everett
CAST 2012
Clearing the path for someone with special needs, clear the path for all.
Overall Workshop Goals
Day 1:• To learn how UDL addresses challenge of
learner variability
Day 2:• To consider how UDL applies to lesson design • To consider new resources & tools
30 second UDL ‘elevator’ speech to colleague
• What did you learn at your workshop about learning & UDL?
• What might you do in your practice? What are your next steps?
‘I went to a conference on UDL … and it makes me want to do …’
Systematic Variability: where are you with your learning now?
Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. Raichle
UDL highlights
• Based in neuroscience: variability & context
• Framework for designing lessons, presentations, activities with a clear goal & flexible, accessible means (UDL Guidelines)
• Goal of instruction: knowledgeable, strategic, engaged learners
UDL Guidelines
Recognition: “what”– Multiple means representation
Strategy: “how”– Multiple means of action &
expression
Affect: “why”– Multiple means of engagement
UDL – Application to Practice
What do I do and how do I start?
A ‘UDL’ lesson: Crash Course…
Instructional Goals
1. Students will understand noun-verb agreement, and its importance in developing clear description & narrative.
2. Students will write (create) narratives in which the nouns agree with the verbs in both tense and “person”.
Methods and MaterialsMethods
• Individual work in text and writing
Materials• Textbook with 3-5 pages of practice
exercises• Papers
Assessment• State test
Identified Barriers
1. Students do not recognize any “need” to learn to write “standard” English, including the agreement of nouns and verbs.
2. Many class members do not speak English at home.
3. Traditional approaches to teaching noun/verb agreement are seen by many students as boring and irrelevant.
UDL GuidelinesEngagement
UDL Guidelines
1. Checkpoint 7.2 Optimize relevance, value, and authenticity
2. Checkpoint 8.3 Foster collaboration and communication
3. Checkpoint 9.3 Develop self-assessment and reflection
Mass. Accident Report
Mass. Accident Report
Highlight Critical Features
Diagram
Narrative
A Story From Our Local NewspaperSalem man injured in head-on crash by Cindy O'Neill
A 67-year-old Salem man was injured in an accident opposite the North Shore Mall in Peabody yesterday. A Danvers woman was charged after the head-on collision on Cross Street that injured Herman Daniels of Salem but left his dog unharmed, police said.
State Police said Juanita Johnson, 29, was driving east at about 9:45 p.m. when her car jumped a traffic island and struck an oncoming car driven by Herman Daniels. Daniels, who was not wearing a seatbelt, was taken to Beverly Hospital; his Labrador retriever, in the passenger seat, was unhurt, Sergeant Michael McKay said. Johnson was also charged with operating to endanger. McKay said Johnson, who claims not to remember striking Daniels’ car, was taken to the hospital with minor injuries.Witnesses told investigators they saw Johnson’s car drive onto the center island without warning and head toward Daniels’ car. McKay said police were trying to determine whether Johnson, who suffers from epilepsy, was having a seizure at the time of the accident.
A Story From Our Local NewspaperSalem man injured in head-on crash by Cindy O'Neill
A 67-year-old Salem man was injured in an accident opposite the North Shore Mall in Peabody yesterday. A Danvers woman was charged after the head-on collision on Cross Street that injured Herman Daniels of Salem but left his dog unharmed, police said.
State Police said Juanita Johnson, 29, was driving east at about 9:45 p.m. when her car jumped a traffic island and struck an oncoming car driven by Herman Daniels. Daniels, who was not wearing a seatbelt, was taken to Beverly Hospital; his Labrador retriever, in the passenger seat, was unhurt, Sergeant Michael McKay said. Johnson was also charged with operating to endanger. McKay said Johnson, who claims not to remember striking Daniels’ car, was taken to the hospital with minor injuries.Witnesses told investigators they saw Johnson’s car drive onto the center island without warning and head toward Daniels’ car. McKay said police were trying to determine whether Johnson, who suffers from epilepsy, was having a seizure at the time of the accident.
A Story From Our Local NewspaperSalem man injured in head-on crash by Cindy O'Neill
A 67-year-old Salem man was injured in an accident opposite the North Shore Mall in Peabody yesterday. A Danvers woman was charged after the head-on collision on Cross Street that injured Herman Daniels of Salem but left his dog unharmed, police said.
State Police said Juanita Johnson, 29, was driving east at about 9:45 p.m. when her car jumped a traffic island and struck an oncoming car driven by Herman Daniels. Daniels, who was not wearing a seatbelt, was taken to Beverly Hospital; his Labrador retriever, in the passenger seat, was unhurt, Sergeant Michael McKay said. Johnson was also charged with operating to endanger. McKay said Johnson, who claims not to remember striking Daniels’ car, was taken to the hospital with minor injuries.Witnesses told investigators they saw Johnson’s car drive onto the center island without warning and head toward Daniels’ car. McKay said police were trying to determine whether Johnson, who suffers from epilepsy, was having a seizure at the time of the accident.
Practice with Images
1. The car is damaged.
2. The cars is damaged.
Provide Relevant Practice
In order to practice noun/verb agreement, you will watch the following video in small groups.
You will complete an accident report describing the accident you are about to see. Accidents happen once, there is no instant replay in life. Watch closely!
Watch and report
Yellow Green Pink Blue
• Each group please assign these roles:– Leader - keep the group on task– Writer - record the group sentence – Presenter - share work with class– Participants - contribute to the work
Watch and report - group assignments
Yellow Describe the road where the accident occurred.
Green - Describe the traffic light you see at the time of the accident
Pink- What happened to the red car in the accident?
Blue - What happened to the other car in the accident?
Watch and report - group assignments
Yellow- Describe the road where the accident occurred.
Green - Describe the traffic light you see at the time of the accident
Pink- What happened to the red car in the accident?
Blue - What happened to the other car in the accident?
What educators say:
• UDL takes longer, but my students like my UDL lessons more
• UDL makes it so more students are successful and I don’t have to reteach skills
• Share ideas with students: let them become active in instructional decisions to invest in what they need to do to be better learners!
• Can’t tell who the special ed students are in her class
How do I ‘do’ UDL?
CAST 2012
Start with your goal: know where you’re going
‘Gorilla’ video
Goals are importantImpacts our perception
Goals are difficult
Many goals: CCSS, district, lesson, department
• Write goals clearly, all understand
• Consider flexible means to reach goal (UDL)
• Consider whether means are embedded
© CAST 2012
Are means embedded in the goal?
Students will demonstrate their knowledge of the stages of
metamorphosis.
© CAST 2012
Are means embedded in the goal?
Students will demonstrate their knowledge of stages of
metamorphosis by writing in their journal.
Reflect upon this CCSS goal:
Integrate and evaluate content presented in diverse media and formats, including visually
and quantitatively, as well as in words
UDL Guidelines
• Use UDL Guidelines to provide flexible means for all learners to reach the goal.
Think about your lesson goal(s)
• How can it be flexible & accessible for all learners, recognizing that variability & context matter?
Beware of secondary goals!
Consider Variability Guidelines
Think about a lesson: UDL Guidelines
• What is already present & works well?• Anticipate ‘bumps’ or barriers• Use Guidelines to inform curricular design
Consider assessment
Goal -- Assessment
Assessment –reflect your goal?
flexible & accessible? formative or summative?
CAST 2012
Methods & Materials
Flexible and accessible to reach goal
• Multiple means of representation• Multiple means of action and expression• Multiple means of engagement
Technology can help, not requiredJoe’s Non-netbook
Some teacher favorite ‘technology’ tools :
• Sticky notes• Colored pens• Piping tube for listening to self• Word • Rulers with ‘space’ for reading• Vimeo
Share your favorite tool ideas & align to the UDL Guidelines
Do your lesson:
UDL Reflection: What worked well: did students achieve intended goal?
Challenges of lesson design?
Summary:UDL a ‘decision making tool’
• Questions?• Comments?
Work time!
• Collaborate or work independently– Lesson– Faculty Meeting– Upcoming event…
• Lesson planning template, optional• UDL Connect: explore, visit resources
• Bring UDL-related ideas to share with group!
Share highlights from your work:
• How did UDL enter the work or conversation?
Lunch: 12:00-12:30
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