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Designing Online Lessons for ALL Learners Presented by Dr. Patricia Dickenson Assistant Professor National University @TeacherPrepTech

Using UDL in Online Learning

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Page 1: Using UDL in Online Learning

Designing Online Lessons for ALL Learners

Presented by Dr. Patricia Dickenson

Assistant Professor National University

@TeacherPrepTech

Doctorofed.com

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Reflection #1

In what ways do you currently support

your students in accessing core content in multiple ways?

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Create a multimedia lesson

Online Learning is Not FLAT!

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State Standard/Common Core the lesson addresses is identified (you may link to the standard)

Introduction/Foreword: Sets the stage for the assignment and provides some background information on the assignment. The assignment can be individual or team based but it must include some technology tool(s).

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Task: Explains the graded assignment task and spells out the assignment in general terms.

Resources: Lists the technology resources needed to complete the task. These resources can include, but are not limited to, social media tools, internet search driven projects, virtual visits, blogs, wikis, podcasts, multimedia creations and webcasts. The choice is wide-ranging and dependent on the parameters of your assignment but it must include an interactive technology element.

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Process: Provides a realistic overview of how the task will be accomplished. You are not required to provide step-by-step instructions for how to do the assignment tasks but you need to convey the gist of the process.

•Rubric: Lists performance-based criteria for grading. A detailed rubric is not required but Rubistar at http://rubistar.4teachers.org/ is a recommended rubric-building site if you want to present that amount of detail.

•Conclusion: Brings closure to the Assignment

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Planning Online Instruction for Universal Learning

• Based On UDL Principles

• Multiple Means of Representation

• Multiple Means of Action and Expression

• Multiple Means of Engagement

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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

Technology

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• 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?

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+

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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.

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The Brain Networks

Recognition

Strategic

**Affective**

SEL

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• 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 **Engagement

**

SEL

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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

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…Recognition network…

Multiple Means of Representation

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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

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…Strategic Network…

Multiple Means of Action & Expression

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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

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…Affective Network…

Multiple Means of Engagement

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Reflection #2

Recall a time when you activated a

student’s affective network.

What were the outcomes for this

student?

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Checkpoint•What questions do you have about Universal Design for Learning?

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How does technology fit into Universal Design for Learning

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Representations

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Action & Expression

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Engagement

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The UbD Template

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…backwards design…

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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

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2.DetermineAcceptableEvidence

3.Learning Plan

- Experiences

- Instruction

The three stages of backwards design

1.IdentifyDesired Results

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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?

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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

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Stage 1: Essential Questions

• Probe deep issues

• Foster inquiry

• Foster transfer of learning

• Often interdisciplinary in nature

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Clarify Content Priorities

Important to Know and Do

Worth Being Familiar With

Essential

Understandings

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Pair Share• Consider your area of expertise • Identify a concept or a skill you teach students that has lasting value beyond the classroom

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Tsunami in Japan

Essential 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’

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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

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Checkpoint• What questions do you have about identifying essential understandings or essential questions?

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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

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

Richard Elmore, Harvard University Professor

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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.

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Ronald Aeronautics Teacher http://proipglobal.blogspot.com/

Jennifer Third Grade Class http://mrsarntsonteachingonline.blogspot.com/

Miss Fuji http://missfujii.blogspot.com/

Jacqueline (no rubric)http://edt610larsontimetravelsinhistory.blogspot.com/

March 2014March 2014

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