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UDL: Design for Variability As you get coffee, take a look at the UDL responses you left!. November 14-15 CAST. #UDL 2 day social media. CAST UDL Center AIM Center. Use Twitter? Use #UDL 3 day in your tweets during the workshop! - PowerPoint PPT Presentation
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UDL: Design for Variability
As you get coffee, take a look at the UDL responses you left!
November 14-15CAST
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#UDL2day social media
CASTUDL CenterAIM Center
Use Twitter? Use #UDL3day in your tweets during the workshop!#UDLchat: 1st & 3rd Wednesdays of the month, 9-9:30pm ET
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Clearing the path for someone with special needs, clear the path for all.
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Overall Workshop Goals
Day 1:• To learn how UDL addresses challenge of
learner variability
Day 2:• To connect UDL theory to lesson design • To explore new resources & tools
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30 second UDL‘elevator’speech:
What is UDL?
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UDL highlights
• Based in neuroscience: variability & context
• Framework for designing lessons, presentations, activities with a clear goal & flexible, accessible means (UDL Guidelines)
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UDL Guidelines
Recognition: “what”– Multiple means representation
Strategy: “how”– Multiple means of action &
expression
Affect: “why”– Multiple means of engagement
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Systematic Variability: where are you with your learning now?
Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. Raichle
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Systematic Variability: where are you with your learning now?
Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. Raichle
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Systematic Variability: where are you with your learning?
Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. Raichle
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Variability design for all to reach goal
Multiple Means of Engagement
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Today we are going to do this…how do you feel?
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Today we are going to do this…how do you feel?
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Variability in appraisal
• Is this ‘good’ for me?
• Is this ‘bad’ for me?
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Start school…
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Engagement ‘problem’…
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Emotions: ‘shelves that hold up the cognitive glassware’
EMOTIONS=
shelves
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Variability in Affect
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Resources: Perceived skills
& resources
Demands
Perceived level of challenge
Context matters: Perception Resources vs. Demands
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Perceived Resources & Demands FLOW
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Reflect on a time you learned something well…Reflect on your work…
• What were the demands?• What were the resources?• How was your engagement?• What do you look for to measure
engagement?
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Evaluate & set priorities
Affective Networks: “why of learning”
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Options for variability in interests
• Options for choice, autonomy• Authentic, relevant• Minimize distractions
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Ideas: Options for variability recruiting
interests
• Choice• Partner collaboration
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Options for Effort & Persistence
• Salient goals• Vary demands, optimize challenge • Collaboration• Mastery oriented feedback
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• Salient goals• Vary demands, optimize challenge• Collaboration• Mastery oriented feedback
Options for Effort & Persistence
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Mastery-oriented feedback (Dweck, 2006)
Process > End product• “I like how you…”
Skills > innate trait• You’re so smart.• You’re a natural• You worked on your supporting details…• You kept at it, even though the cutting was
tricky…
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• Partner feedback• Individual conferencing• Model learning process• Frequent checks: formative evaluation
– Exit ticket
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Ideas: Options for variability in persistence
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Options for Self-regulation
• Optimize motivation, coping strategies
• Self assessment & reflection
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Ideas: Options for self regulation
• Mood meter• Individual goals, check-in
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Share ideas from Engagement Guideline:
What UDL did you observe?
Quadrant 1 Quadrant 2
Quadrant 3 Quadrant 4
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How do I ‘do’ UDL?
1. Goal2. Variability3. Assessment
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Goals are difficult
Many goals: CCSS, district, lesson, department
• Write goals clearly, all understand
• Consider flexible means to reach goal (UDL)
• Consider whether means are embedded
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Clarify Goal
• CCSS.Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.
Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
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Clarify goal
• CCSS.Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent show a data set with several categories.
• New Goal: draw a bar graph that (1) shows a scale and (2) shows data
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Are means embedded in the goal?
Students will demonstrate their knowledge of the stages of
metamorphosis.
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Are means embedded in the goal?
Students will demonstrate their knowledge of stages of
metamorphosis by writing in their journal.
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Beware of secondary goals!
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How do I ‘do’ UDL?
1. Goal2. Variability3. Assessment
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Support Variability: 3 UDL Principles
Representation: background, language,
perceptionAction & Expression:
executive function, tools, motorEngagement:
interest, persistence, self regulation
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How do I ‘do’ UDL?
1. Goal2. Variability3. Assessment
GOAL ASSESSMENT
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Assessments
• Align with goal?
• Where can there be flexiblity & accessibility?
• Both formative & summative assessments?
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UDL: ‘Desirable difficulties’
• Keep challenge where you want it: emphasize what is relevant
• Flexible means where you can: reduce barriers that are irrelevant
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Break out options:10:45-11:15
• UDL Lesson (this room, with Grace)
• UDL CAST Tools
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Your turn: Work time—LunchReturn at 1:00pm
Identify & clarify the goal and assessment. – How will you know if learners reached the
goal (assessment)?
• Collaborate or work independently• Lesson planning handout, optional• Explore: National Center on UDL
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National Center on UDL
• Implementation• Video series, books• Tools: CAST site
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Share highlights from your work:
How did UDL inform your work or conversation?
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Questions? Comments?
Coming this afternoon!
More Tool ideasAffect & online
breakout sessions
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http://www.funkylunch.com/
LUNCH11:45-1:00