PARTNERSHIPS CAPACITY supporting STUDENTS TECHNOLOGY · 2017. 5. 3. · developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY Writing UDL Goals Original

developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY


Introduction into UDL:

Building an Inclusive Classroom

SD 57 Prince George 1:30-3:00pm


Introductions

About the presenter:

Angela Cheung•Tier 2 SET-BC Consultant•UBC Alumni•Elementary Classroom Teacher

[email protected]

http://learningnetwork.setbc.org/acheung/

mailto:[email protected]://learningnetwork.setbc.org/acheung/


Goal

•Write down your learning intention or goal you’d like to explore today

•You don’t need to write your name


Goals/Essential Questions

My goal for you today is

To be engaged

To walk away with more knowledge on•UDL•where to find resources•where to begin


What’s in Your UDL Toolkit?

Tech/ Resources/ Strategies What I have Tools to explore

•Look at what you’re already using in your classroom that incorporates UDL

•Explore possible avenues for UDL


Agenda

Activity 1: Picture Set Inquiry

Origins of UDL

What is UDL? Activity 1: UDL Café Menu

Students

Break

GoalsActivity 2: Goal Writing

GuidelinesActivity 3: CAST Fishing

Wrap Up

developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY

Universal Design Origins

http://udinstitute.org/whatisud.phphttp://udinstitute.org/whatisud.php


Access and Choice


UDL Simplified

***

• Collaboration

• Choice

• Technology


UDL …a way of thinking

Universal Design for Learning

• Set of principles developed by CAST• Centre for Applied Special Technology (www.cast.org)

• “Provides a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences.” – CAST

developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY 12

• Designed to help teachers develop

curricula that is accessible to all

students regardless of ability

http://www.cast.org/

UDL – WHAT?

• Helps teachers consider individual student learning needs in a way that allows them to plan lessons that every student can access at his or her own level.

• Teachers plan from the start for a diverse range of abilities and learning styles.


WHAT?


What is UDL?

https://www.youtube.com/watch?v=MOUdmzaZrc8

https://www.youtube.com/watch?v=MOUdmzaZrc8

Barriers


• Teaching one thing, one way and expecting all students to demonstrate their learning in the same way.


Katie Novak’s Dinner Party Analogy

• Imagine you were asked to host a dinner party for 30 people with various accommodations (halal, allergies, lactose-free, gluten-free, vegetarian, and vegan)

• What would you do?

http://katienovakudl.com/udl-vs-di-dinner-party-analogy/

http://katienovakudl.com/udl-vs-di-dinner-party-analogy/


• Option 1: You spend the extra time to make each person an individualized meal that fits with their needs


Pros• Everyone’s needs have been met

Cons• You are absolutely exhausted from

making 30 different meals• Envious guests- no choice


• Option 2: Create a buffet of a variety of dishes so that all guests can decide what to eat

Pros

• Everyone’s needs have been met

• Guests are able to decide for themselves what to eat

• You are not exhausted


UDL – WHY?

• UDL supports current brain research on how we learn

• Helps students develop into successful and independent learners

• Helps all students achieve the specified learning outcomes


WHY?


Activity 1: UDL Café Menu- Exploring Resources

http://www.udlresource.ca/

http://www.cast.org/

https://udltechtoolkit.wikispaces.com/

http://olms.cte.jhu.edu/olms2/simulator/web/simulations/69

15 mins

What do these resources have to offer teachers?

http://www.udlresource.ca/http://www.cast.org/https://udltechtoolkit.wikispaces.com/http://olms.cte.jhu.edu/olms2/simulator/web/simulations/69


Mantra- Students, Goals, Guidelines


Discussion

What do you do to get to know your

students individually?

What do you do to get to know your

class as a whole?


Students

•Tools for getting to know your students

•Tools for your students to get to know and advocate for themselves as learners

•Tools for exchanging information between educators and home/school

Providing CHOICE



Student/Class Profile Examples

Example 1: https://moetki.cwp.govt.nz/assets/Uploads/Laizas+Transition.doc

Example 2: https://drive.google.com/file/d/0B1Cip7cPAzHrRllaU241dHlzU1k/view

Example 3: https://blogsomemoore.files.wordpress.com/2015/02/who-am-i-profile1.pdf

Read more about Learner Profiles here:

Learner Profiles

https://moetki.cwp.govt.nz/assets/Uploads/Laizas+Transition.dochttps://drive.google.com/file/d/0B1Cip7cPAzHrRllaU241dHlzU1k/viewhttps://blogsomemoore.files.wordpress.com/2015/02/who-am-i-profile1.pdfhttp://inclusive.tki.org.nz/assets/Uploads/Developing+Learner+Profiles+infosheet.pdf


Shelley Moore- Class/Student Profiles

https://blogsomemoore.com/shout-outs/templates/

https://blogsomemoore.com/shout-outs/templates/


Student Portfolios

UDL & BC’s New Curriculum


New Curriculum

UDL – Framework

the new curriculum embodies UDL principles.


Big Ideas – an Opportunity for Redesign


Example Goal

Big Idea

Students will demonstrate their understanding of how the life cycle of one living thing has adapted to its environment.

Goal


GOALS vs. METHODS


Goals vs. MethodsGoals Method

Students will be able to provide an explanation for the salmon life cycle

Students will be able to

explain how salmon

reproduce, where they live,

how their reproduction is

unique to living in the water.

- Written- Oral- Picture-based- Video recording- Dramatization- 3-D model

Students will write an essay about a topic related tosalmon

- Students will be able to write a 3 paragraph essay using the conventions of English

- Topic could vary based on student’s interest


How do you see a rainbow?

Original goal

Main focus of goal

Core components of goal

Variable components of goal

New (re-written) goal

Writing UDL Goals

35


Writing UDL Goals

Original goal Students will write an essay showing what they have learned about the life cycle of a salmon.

Main focus of goal Life cycle of a salmon

Core components of goal Explain how salmon reproduce, where they live, how their reproduction is unique to living in the water.

Variable components of

goal

Essay

(CHANGE TO BECOME UDL: show knowledge many

other ways)

New (re-written) goal Students will demonstrate what they have learned about the salmon life cycle.


Activity 3: Goal Writing

Choose a goal to revamp:

Students will practice making similes by completing a similes booklet

OR

Students will learn about how rainbows are formed by watching a video


Declaring your learning intentions

Goal of the dayMaking the goals visible to the learners and anyone else walking in and supporting you

(Picture from Mr. Wiggins from Gladstone High school in East Vancouver)


Providing Choice


Rubrics & Checklists

http://ldhinder.blogspot.ca/


Discussion

Think about your classroom and your students

What strategies do you use to help students keep on track with their goals?

UDL the WHY, WHAT and HOW of learning


43

http://www.cast.org/our-work/about-udl.html#.WDSB6dIrIdW

http://www.cast.org/our-work/about-udl.html#.WDSB6dIrIdW


Guidelines

Multiple means of engagement - tap into learners' interests, challenge them appropriately, and motivate them to learn (Obvious in a lesson HOOK and embedded into all aspects)

Multiple means of representation - give learners various ways of acquiring information and knowledge (The way you offer information)

Multiple means of expression - to provide learners alternatives for demonstrating what they know (student work)


Multiple Means of Engagement

What does that look like?

•Safe and inviting environment

•Provide choice

•Make learning as authentic, fun, and relevant

•Right level of challenge

•Help students take ownership over learning

•Help students develop persistence

Taps into learners' interests, challenge them appropriately, and motivate them to learn

(Obvious in a lesson HOOK and embedded into all aspects)


Multiple Means of Engagement

Teaching Strategies and Methods

• Self-regulation programs

• Collaborative Learning

• Student Portfolios

• Games (playing and creating)

• Audio/Visual/Hands-on learning

• Field trips

• Project/problem-based learning

• Declaring learning intentions

Multiple Means of ENGAGEMENT



Multiple Means of Representation

What does it look like?

•Make sure students can see and hear

•Present the same information in different ways

•Clarify vocabulary, symbols, and concepts

•Use tools that help students organize and process info

•Activate background knowledge and highlight important ideas

Give learners various ways of acquiring information and knowledge

(The way you offer information)


Multiple Means of Representation

Teaching Methods and Strategies

•Visuals (photos, videos, infographics)

•Brainstorming

•Picture Inquiry

•Highlighting important ideas

•Reviewing

•Providing multiple examples

•Summarizing


Representation: Tools and Resources


Multiple Means of Expression

What does it look like?

•Choice in the way they demonstrate their learning

•Practice with expert models, supports and scaffolds

•Help students develop skills for managing info and tasks

•Variety of ways to physically access tools and materials

To provide learners alternatives for demonstrating what they know

(student work)


Multiple Means of Expression

Teaching Methods and Strategies

•Centers or Stations

•Think-pair-share

•Word walls

•Gallery walks

•Rubrics (especially co-created with students)

•I do-you do-we do (gradual release of responsibility)

•Homework journals

•Role-play


Expression: Tools and Resources

developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY 54

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Access

Provide

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Practice and

Support

Provide

Independent

Practice


Activity 3: Exploring Guidelines

•Go to http://bit.do/udl-guidelines.

•Click on the principle(s), guideline(s), and/or checkpoint(s) that you want to focus on.

•Click the link in the pop-up to see specific examples.

http://bit.do/udl-guidelines


Questions?


Thanks for coming!

Fill out a survey

• Visit the aftershare website


Documents

PARTNERSHIPS CAPACITY supporting STUDENTS TECHNOLOGY · 2017. 5. 3. · developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY Writing UDL Goals Original