Diving Deeper:

•understanding the UDL Guidelines

•your application of UDL theory

The Learning Brain

• Recognition: the “what” of learning• Multiple means of representation

• Strategic Network: the “how”• Multiple means of action and expression

• Affective Network: the “why” • Multiple means of engagement

4 UDL Assumptions

1. Learners: variability

2. Goal of instruction: "expert learners”

strategic, background, motivated

3. Curriculum: designed from the beginning

4. Learning: individual in the environment

3 Principles, 9 Guidelines with checkpoints

The Brain and UDL Guidelines: #1

“Use it or lose it”

• It may take longer at first… but it’s worth it!

The Brain and UDL Guidelines: #2

Plasticity

• flexible to meet needs in your environment

• Focus on what is most relevant in your context

What is your ‘classroom’ homunculus?

• In your brain:

• More use = larger area in the brain

The Brain and UDL Guidelines: #3

In Parallel

• Our Senses

• Guidelines: • not ‘sequential’• one often supports another

• Don’t have to do them all!

UDL Guidelines 3 Brain Networks/Principles, 9 Guidelines with checkpoints

‘Tell me more’

Explore Guidelines! SHARE:

Activity 1 Handout:

Highlight your guideline/checkpoints

1. What is your guideline?

2. What are the checkpoints?

3. What are some ‘Tell Me More’ Resources for your checkpoints?

4. Do you have any suggestions or tools you already use or that you found that relate to your guideline/checkpoint?

UDL Guidelines:Remember:

• Use it or lose it:• Takes time to build patterns

• Plasticity: • Flexible to meet your needs in your environment

• Parallel: • Don’t have to do them all

SHARE: Multiple Means of Action and Expression: the ‘how’ of learning

4. Physical actionVary methods of response and optimize use of assistive technology

5. Expression and communicationUse multiple means of communication, build fluencies with gradual levels of support

6. Executive functionGuide goal setting, facilitate management of information, and enhance capacity for monitoring progress

SHARE: Multiple Means of Representation the ‘what’ of learning

1. PerceptionDisplay information in a flexible format

2. Language, Expression, SymbolsPre-teach vocabulary, clarify unfamiliar syntax

3. ComprehensionActivate background knowledge,

highlight critical features

SHARE: Multiple Means of Engagementthe ‘why’ of learning

7. Recruiting interestoptimize relevance, optimize choice, and minimize threats

8. Sustaining effort and persistencevary demands, foster collaboration, and increase mastery-oriented feedback

9. Self regulationProcess based feedback, facilitate personal coping skills, and develop self-assessment and reflection

Multiple Guideline Options: #1

http://www.udlcenter.org/resource_library/videos/udlcenter/udl

#2: UDL learning wheel (cut out or online)

#3: Guidelines worksheet (not a checklist!)

#4: Apps

Choose 1-2 guideline/checkpoints. Watch a classroom teacher with guideline in mind…

• http://www.edutopia.org/stw-assessment-authentic-student-engagement-video

Discuss with group then share:

• What did you observed?

• What may be improved?

• How can this relate specifically to your classroom, lesson planning strategies?

National Center on UDLCAST website

Use it or Lose it, Context, Plasticity

Quick review of the Principles + Variability:

• 1. MM Perception

• 2. MM Action Expression

• 3. MM Engagement