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CAST UDL-Lesson Planning 4/24/14
Learner Outcome
Guiding appropriate goal-setting
Promoting expectations & beliefs to optimize motivation
3
Identify ways that the UDL Guidelines and Checkpoints
can be integrated into Lesson Planning using UDL
Exchange
Lesson Planning Process
Based on CCSS
@ 2013 CASTHighlighting patterns, critical features, big ideas & relationships
CAST UDL-Lesson Planning 4/24/14 22
Ralabate, October 2011
http://udlexchange.cast.org/home
CAST UDL-Lesson Planning 4/24/1423
Model Lesson – UDL Exchange
Building Vocabulary: "The Monkey's Paw“
• http://udlexchange.cast.org/lesson/9966
CAST UDL-Lesson Planning 4/24/14
Highlighting patterns, critical features, big ideas & relationships
Critique using CAST Lesson Plan Format
INSTRUCTIONAL GOALS•Students will be able to determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
OBJECTIVE•Learn new vocabulary necessary for understanding the story
CAST UDL-Lesson Planning 4/24/14 7
Do the Goals/Objectives have a clear focus & endpoint that learners can articulate? Are they flexible enough to offer options?
Are they S.M.A.R.T? (Specific, Measureable, Attainable, Relevant & Timely)
UDL Checkpoint: Clarify vocabulary & symbols
Suggestions:
Pre-teach vocabulary & symbols, in ways that promote connection to the learners’ experience & prior knowledge
Provide graphic symbols with alternative text descriptions
Highlight how complex terms, expressions, or equations are composed of simpler words or symbols
Embed support for vocabulary and symbols within the text (e.g., hyperlinks or footnotes to definitions, explanations, illustrations, previous coverage, translations)
Embed support for unfamiliar references within the text (e.g., domain specific notation, lesser known properties and theorems, idioms, academic language, figurative language, mathematical language, jargon, archaic language, colloquialism, and dialect)
http://www.udlresource.ca/?p=3153
CAST UDL-Lesson Planning 4/24/14
UDL Checkpoint: Foster collaboration & community
Suggestions:
Create cooperative learning groups with clear goals, roles, and responsibilities
Create school-wide programs of positive behavior support with differentiated objectives and supports
Provide prompts that guide learners in when & how to ask peers and/or teachers for help
Encourage and support opportunities for peer interactions and supports (e.g., peer-tutors)
Construct communities of learners engaged in common interests or activities
Create expectations for group work (e.g., rubrics, norms, etc.)
CAST UDL-Lesson Planning 4/24/14
Can you find the UDL practices?
REPRESENTATION
• Self-monitor or self-regulating options?
• Personal goal-setting?
• Recruits interest via relevancy & choice?
ENGAGEMENT
• Scaffolds for planning & problem-solving?
• Options for expression or use of multi-media?
• Options for access?
CAST UDL-Lesson Planning 4/24/1410
• Options for activating background & scaffolding text-based info?
• Scaffolds for understanding language?
• Options for customizing info (perception)?
ACTION & EXPRESSION
Can you find the UDL practices?
REPRESENTATION
• Self-monitor or self-regulating options?
• Personal goal-setting?
• Recruits interest via relevancy & choice?
ENGAGEMENT
• Scaffolds for planning & problem-solving?
• Options for expression or use of multi-media?
• Options for access?
CAST UDL-Lesson Planning 4/24/1411
• Options for activating background & scaffolding text-based info?
• Scaffolds for understanding language?
• Options for customizing info?
ACTION & EXPRESSION
YOUR CoP TASK
Develop ONE collaborative lesson to demonstrate the intersection of your shift & checkpoints
• We recommend the UDL Exchange or CAST Lesson Plan Format
• BUT you may choose any lesson plan format you wish
• You may choose to create a COLLECTION of lessons
Post your collaborative lesson in UDL Exchange:
• Name it: DC-OSSE (your school name) (your lesson topic)
• Remember to share it publicly
CAST UDL-Lesson Planning 4/24/14 17
