I’m In Activity

•Reflect on the morning in 1-2 sentences

•“I’m in”

Social Emotional Learning Standards

applied to

Understanding by Design and

Universal Design for Learning

Leah E

vans,

C

ongre

gati

on

Purpose

• In this presentation you will see that:

– SEL Standards help frame the essential understanding

– Curriculum planning can occur in the context of social-emotional learning

– The UbD template provides a process with which to define learning, as well as a common language

– The UDL framework creates access for students and builds capacity for teachers

Outcomes

• You will have an opportunity to:

– Design lessons around SEL Standards

– Identify essential understanding and essential questions related to a context

– Learn about and engage with the Understanding by Design template

– Learn about and apply the principles of Universal Design for Learning

Reflection #1

In what ways do you currently support

your students’ social and emotional

needs?

Universal Design for Learning

Understanding by Design

a mindseta framework

Understanding by Design

Universal Design for Learning

the roadmap

literacy

cultural relevance

for improving the instructional core

and increasing access

SELSPBS

college/career readiness standards

common core standards

What is

Universal Design for Learning?

“UDL”

• Early 1990’s:CAST applied universal design to the learning sciences

• Recognizes the reality of diversity• Identifies and breaks down barriers• More efficient than individual

solutions• Benefits more people

Why UDL?

+

Why Neuroscience?

Neuroscience is an alternate representation of what underlies what we do and how we learn

If we consider neuroscience in our instructional planning,

we will meet the needs of more student brains.

The Brain Networks

Recognition

Strategic

**Affective**

SEL

• Multiple Means of Representation

• Multiple Means of Action & Expression

• Multiple Means of Engagement

3 Principles of Universal Design for Learning

Recognition (Representation)

Strategic(Action &

Expression)

Affective **Engagemen

t**

SEL

Principles of Universal Design for Learning

Multiple Means of Representation

– Recognition Network of the brain

•The “WHAT” of learning– Provide multiple examples – Highlight critical features – Provide multiple media and formats – Support background context

…Recognition network…

Multiple Means of Representation

Principles of Universal Design for Learning

Multiple Means of Action & Expression

- Strategic Network of the brain

•The “HOW” of learning– Executive functioning– Provide opportunities to practice with supports – Provide ongoing, relevant feedback – Offer flexible opportunities for demonstrating skill

…Strategic Network…

Multiple Means of Action & Expression

Principles of Universal Design for Learning

Multiple Means of Engagement

**This is where SEL lives

- Affective Network of the brain

•The “WHY” of learning– Offer choices of content and tools – Offer adjustable levels of challenge – Offer choices of rewards – Offer choices of learning context

…Affective Network…

Multiple Means of Engagement

Reflection #2

Recall a time when you activated a

student’s affective network.What were the outcomes for

this student?

Checkpoint•What

questions do you have about Universal Design for Learning?

What is Understanding

by Design?

“UbD”

The UbD Template

…backwards design…

To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.

Stephen Covey, 7 Habits of Highly Effective People

2.DetermineAcceptableEvidence

3.Learning Plan

- Experiences

- Instruction

The three stages of backwards design

1.IdentifyDesired Results

Stages in Understanding by Design

Stage 1: IDENTIFY DESIRED RESULTSWhat do we want our students to learn ~ What are the BIG

IDEAS?

What are your instructional goals?

What are your essential understandings?

What are your essential questions?

Stage 2: ASSESSMENT

How will we know that our students have learned the content?

What performance tasks measure learning?

What other evidence can you collect?

Stage 3: LEARNING PLAN

What are learning activities/instruction will enable students to achieve desired results?

What background knowledge, skills, or abilities will our students need?

What are the most effective instructional methods?

Stage 1: Essential Understandings

• Summarize big ideas students should know 20 years from now

• Have lasting value beyond the classroom

• Synthesize what students should understand

Stage 1: Essential Questions

• Probe deep issues

• Foster inquiry

• Foster transfer of learning

• Often interdisciplinary in nature

Clarify Content

Priorities

Worth Being Familiar With

Important to Know and Do

Essential

Understandings

Pair Share• Consider your area of expertise • Identify a concept or a skill you teach

students that has lasting value beyond the classroom

Tsunami in JapanEssential Understandings

• Empathy is the core of effective relationships

Essential Questions• What is empathy?• How can people show

empathy toward others?

SEL Standard Power Standard 1: EMOTIONAL 

DEVELOPMENT

Empathy: Recognize and understand others' feelings while building awareness of how one's behavior influences others

Knowledge & Skills:Students will know and be able to…•Use key terms: relationship•Identify ways in which they are empathetic•Recognize ‘self’ compared to ‘others’

Being on Time to Class

Essential Understandings

• Being on time is important in the working world because the people who are on time to work are the people the boss wants to keep.

Essential Questions• Why is being on time important for academic success?• Why is being on time is important for keeping a job?

SEL Standard Power Standard 2: SELF CONCEPT

Lifelong Learner: Set and achieve goals to enhance personal success

Knowledge and Skills:Students will know and be able to…•Use key terms: professionalism, responsibility • Go to bed on time•Identify the meaning of “on time” • Have a back up plan for transportation. •Identify strategies that will contribute to being “on time” • Articulate the importance of being on time•Plan in advance-setting clocks, getting clothes ready etc • Communicate transportation issues with a staff member

Checkpoint• What questions do you have about

identifying essential understandings or essential questions?

Practice

Essential Understandings

• Big ideas - 20 years from now

• Value beyond the classroom

• Synthesize what students should understand

Essential Questions• Probe deep issues

• Foster inquiry

• Foster transfer of learning

• Often interdisciplinary in nature

SEL Standard:

You choose 1

Stages in Understanding by Design

Stage 1: IDENTIFY DESIRED RESULTSWhat do we want our students to learn ~ What are the

BIG IDEAS?

What are your instructional goals?

What are your essential understandings?

What are your essential questions?

Stage 2: ASSESSMENT

How will we know that our students have learned the content?

What performance tasks measure learning?

What other evidence can you collect?

Stage 3: LEARNING PLAN

What are learning activities/instruction will enable students to achieve desired results?

What background knowledge, skills, or abilities will our students need?

What are the most effective instructional methods?

“You don't change performance without changing the instructional core”

Richard Elmore, Harvard University Professor

Teacher(instructional

strategies)

Student(engagement)

Content(curriculum)

Learning Task

The Instructional Core Richard Elmore, Harvard University

3 Points of entry for improvement of instruction

All 3 points have equal importance

Reflection #3In what ways could you collaborate

around SEL Standards with your colleagues?

Resources• Center for Applied Special Technology. http://www.cast.org/

• Collaborative to Advance Social and Emotional Learning. http://www.casel.org

• Evans, Leah. Congregation. Used with permission.

• McTighe, Jay and Grant Wiggins. Understanding by Design: Expanded 2nd Edition

• McTighe, Jay and Grant Wiggins. Understanding by Design: Professional Development Workbook

• http://udl2009.wikispaces.com/file/view/UDL+word+cloud.bmp

• http://www.arps.org/users/ms/coaches/backward%20design%20101.htm

• Zins, Joseph, et al (1998). Enhancing Learning Through Social and Emotional Education. Think: The Journal of Critical and Creative Thinking, 9, 18-20.

Presenter Contact: Amy Clements, Program Support Teacher – Ed. Services 608.442.2166 aclements@madison.k12.wi.us

Stoplight Activity

• Think about your students and your work…

3. STOP

1. START

2. CONTINUE