Academy 2:Academy 2: Building UDL into Curriculum Building UDL into Curriculum

and Instructionand Instruction

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Introductions

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Leadership Academies

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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities

Roles

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Outcomes

• Identify applications of UDL in different content areas

• Be able to design a classroom learning environment based on a UDL approach

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Agenda

• Introductions, Greetings, & Warm-Up ………………………………...............15 min

• Activity 1: Jigsaw a Lesson Plan………………………………..……………… 30 min

• Lecturette 1: Applying UDL to Instruction ……………….…………………...20 min

• Activity 2: Completing and Improving Your Lesson Plan. ............................. 30 min

• Break ……….……………………………………………………...……………….10 min

• Lecturette 2: UDL and the Social Learning Environment……………….....….15 min

• Activity 3: Presentation, Expression, and Engagement ……………..……… 20 min

• Leave-taking and Feedback ……………………….………………………...…...30 min

Lecturette 1:Lecturette 1: Applying UDL to Applying UDL to

InstructionInstruction

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Studen

t-

Cente

red

Media,

Media,

Methods

&

& M

aterials

Materials

Outcome

s

Asses

smen

t

UniversallyUniversallyDesignedDesigned CurriculumCurriculum

A Review: UDL A Review: UDL CurriculumCurriculum

Provides flexibility for access & participation

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AssessmentsAssessments

MethodsMethods

Media and MaterialsMedia and Materials

Student-centered focusStudent-centered focus

OutcomesOutcomes

Grade/ Age LevelGrade/ Age Level

TopicTopic

Components of a UDL Components of a UDL Lesson PlanLesson Plan

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Applying the Components Applying the Components of UDL Lesson Plans:of UDL Lesson Plans: For All, For For All, For

Most, For SomeMost, For Some

FOR FOR ALLALL

FOR FOR MOSTMOST

FOR FOR SOMESOME

All students in any given classroom have access to the components of the lesson plan. This is represented by the underground roots and the tree trunk. Some students will choose or require additional elements (tree branches) and finally, some students will require the components leaves

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Applying Applying StandardsStandards to to OutcomesOutcomes of of UDL Curriculum: Transcending the UDL Curriculum: Transcending the

Constraints of Predetermined Constraints of Predetermined StandardsStandards

Relevant Relevant StandardStandardss

•National, state & localNational, state & local

•Relevant to students in Relevant to students in context (TESOL, context (TESOL, multicultural education, multicultural education, standards of cultural standards of cultural responsiveness).responsiveness).

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UDL UDL OutcomesOutcomes

Desired OutcomesOutcomes should include:

•Engagement of all students

•Students applying understanding of content to a task observable by the teacher

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UDL UDL MediaMedia, , MaterialsMaterials & & MethodsMethods

Methods: the instructional approaches teachers take to facilitate students’ learning. These include the social organization of the classroom around participation in learning and inquiry.

The “Backbone” of UDL Curriculum: Medium & MaterialsMedia: the means of

symbolic or physical representation through which knowledge is communicated.

The “Delivery” of UDL Curriculum: Methods

Materials: Students are able to see themselves and their viewpoint in physical objects utilized in the curriculum.

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UDL UDL Student-Centered Student-Centered Learning EnvironmentsLearning Environments

Student Centered Learning Environments are supported through the use of the other three aspects of UDL curriculum, so that students are a part of creating, rather than simply recipients of curriculum. Consider:

The ways of participating

The representation of students in materialsThe input of students to shape future learning endeavors.

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UDL UDL OutcomeOutcome in Language in Language ArtsArts

LessonLesson: Explore the text of a folktale in two languages.

Examples of supports:Text-to-speech software in English & SpanishAnimations

Outcome:Outcome: Students will demonstrateStudents will demonstrateknowledge of a culturally relevantknowledge of a culturally relevantfolktale by making inferencesfolktale by making inferences& predictions.& predictions. Alvarez, J. (2002). Las

Huellas Secretas (The Secret Footprints). New York: Dragonfly Books.

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UDL UDL Media, Materials &Media, Materials & MethodsMethods in History in History

Outcome: Compare and contrast the industrial North with the agricultural South in the 1800s. (Hitchcock, Meyer, Rose & Jackson, 2002)

Different methods Different methods to approach the to approach the tasktask

Thinking tools: Outlines, diagrams, recordingthink-alouds

Process: Templates, peer work and review, presentationof completed work in avariety of ways.

How do the How do the perspectives perspectives represented in represented in the curriculum the curriculum reflect the reflect the historical historical experiences of experiences of diverse groups?diverse groups?

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UDL UDL MaterialsMaterials in Social in Social StudiesStudies

Outcome: Examine ecotourism; connecting conservation, communities, and sustainable travel.

Student with cognitive disability

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UDL UDL MaterialsMaterials in Social in Social StudiesStudies

Outcome: Describe the impact of American involvement in World War II and describe the changing roles of women and minorities.

Student with difficulty with hand coordination

(AZ Academic Standard / Strand One / Concept Eight / PO 2c)

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UDL UDL MaterialsMaterials in Social in Social StudiesStudies

Outcome: Examine what events increase tourism and why?

Student learning English

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UDL UDL MaterialsMaterials in Social in Social StudiesStudies

Outcome: Discuss connections between African American youth culture and advertising, fashion, and pop culture.

Student with Attention Deficit Hyperactivity Disorder

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A UDL A UDL CurriculumCurriculum Tool Tool

THINKING READER

Center for Applied Special TechnologyFounded in 1984, CAST has earned international recognition for its development of innovative, technology-based educational resources and strategies based on the principles of Universal Design for Learning (UDL).

©

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Applying the Components Applying the Components of UDL of UDL Lesson PlansLesson Plans:: For All, For All,

For Most, For SomeFor Most, For Some

FOR FOR MOSTMOST

FOR FOR ALLALL

FOR FOR SOMESOME

Lecturette 2:Lecturette 2: UDL and the Social Learning UDL and the Social Learning

EnvironmentEnvironment

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UDL is Culturally UDL is Culturally ResponsiveResponsive

Culturally Culturally responsive, responsive, appropriatappropriate, qualitye, qualityinstruction instruction ensures ensures that that students students have have adequate adequate opportunitiopportunities to learn.es to learn.

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Applying the UDL Framework to an Applying the UDL Framework to an Inclusive Social Learning Inclusive Social Learning

EnvironmentEnvironment

Presentation

Expression

Engagement

(Rose and Meyer, 2002)

Inclusive Social Learning Environment

RecognitiRecognition on LearningLearning

AffectivAffective e LearninLearningg

StrategiStrategic c LearninLearningg

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Applying the UDL Framework Applying the UDL Framework to the Social Learning to the Social Learning

EnvironmentEnvironmentSpaceSpace

CommunicationCommunication

ParticipationParticipation

FeedbackFeedback

EngagementEngagement

MotivationMotivation

RegardRegard

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Applying the UDL Framework Applying the UDL Framework to the Social Learning to the Social Learning

EnvironmentEnvironment

(Rose and Meyer, 2002)

RecognitiRecognition on LearningLearning

Presentation

Digital Text Features:

SizeColor

Read Aloud

Conversion to

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Applying the UDL Framework Applying the UDL Framework to the Social Learning to the Social Learning

EnvironmentEnvironmentExpression

StrategiStrategic c LearninLearningg

Digital Text Student Responses

VoiceRecording

Drawingsoftware

Note-taking Alternatives

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Applying the UDL Framework Applying the UDL Framework to the Social Learning to the Social Learning

EnvironmentEnvironment

EngagementAffectiveAffectiveLearningLearning

^More Challenging

v Less Challenging

LOOK up a word

Find out more

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UDL: Focus on Multiple Means UDL: Focus on Multiple Means for Action and Expressionfor Action and Expression

How does the social environment in How does the social environment in your classroom or school support your classroom or school support multiple means of student multiple means of student participation?participation?

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UDL: Focus on Multiple Means UDL: Focus on Multiple Means of Engaging Your Studentsof Engaging Your Students