Wednesday, March 25, 2014 Universal Design for Learning: A Framework for Teaching All Learners 1CAST 2014.

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<p>Slide 1</p> <p>Wednesday, March 25, 2014 Universal Design for Learning:A Framework for Teaching All Learners 1CAST 2014</p> <p>Please fill out a name tent, permissions, and try to connect to UDL Connect (our online resources for today).The permissions sheet is helpful as we try to tweet and use images for our CAST social media site. If you do not want to be in a photo, please remind us. Thank you!</p> <p>We will include diving deeper notes in this section of the Power Point.</p> <p>Blackboard image from simplyjaki.com1Welcome Back!</p> <p> CAST 2014Goals for the workshopTo explore how UDL addresses the challenge of learner variabilityTo consider how UDL can apply to lesson design CAST 2014</p> <p>North, South, East, and West4</p> <p>Retrieved from http://www.nsrfharmony.org/protocol/doc/north_south.pdf, National School Reform Faculty CAST 2014Attending- focus on the details Likes to know the who, what, when, where and why before acting. CAST 2014(C) CAST 2013</p> <p>North: ActingSouth: CaringEast: Speculating big pictureWest: Paying attention to detail</p> <p>Scenario 1 Context: you are planning a party for friends and family.North: Acting do it nowSouth: Caring consider feelingsEast: Speculating go with your gutWest: Attending- focus on the detailsIn this situationwhat are the strengths of this compass point?</p> <p>what are the limitations of this compass point?North: ActingSouth: CaringEast: Speculating big pictureWest: Paying attention to detail</p> <p>North: Acting do it nowSouth: Caring consider feelingsEast: Speculating go with your gutWest: Attending- focus on the details(C) CAST 2013</p> <p>Scenario 2 Context: you are on a curriculum committee &amp; deciding which curriculum to purchase(C) CAST 2013</p> <p>North: Acting do it nowSouth: Caring consider feelingsEast: Speculating go with your gutWest: Attending- focus on the detailsKey conceptsVariability is the rule.</p> <p>Context matters. </p> <p>Learning occurs at the dynamic interaction between the individual (variability) &amp; the environment (context).</p> <p>UDL is a framework to address variability.(C) CAST 2013</p> <p>Variability in many aspects of the process. For example, some may prefer to just try/do while others like to plan. Some may enjoy the group collaboration, others may have preferred to work alone. Some may have had more background or have even done this challenge!Variability is the norm we expect it in every classroom and know it will exist, even before we meet the students.</p> <p>8UDL in ActionVital Grandin School, Greater St. Albert Catholic School Division in Alberta, Canada. (16 minutes)</p> <p> Count off 4s at your table for post video discussion</p> <p>Listen/look for: How they implement UDL How they use of technology to support all learnersHow students at different levels participate in lessons, and How the finished products of students vary</p> <p> CAST 2014How do I use UDL?Is that goal flexible?GoalsWhat is their purpose?What limits them?What makes them flexible?Who are they for?What do you do with them? CAST 2014The Kings Story</p> <p> CAST 2014Is that goal flexible?What is their purpose?What limits them?What makes them flexible?Who are they for?What do you do with them? CAST 2014</p> <p>Is that goal flexible?Activity:With your team, decide whether or not the goal provides flexibility. Rewrite any goals you believe are too narrow so they become flexible.</p> <p> CAST 2014Using the CCSS to write goalsWhat makes up the Common Core State Standards?Concepts (nouns)Skills (list of verbs in right hand pocket of folder)</p> <p>(Modified from an activity developed by Rebecca Odessey, 2010-2011)</p> <p> CAST 2014CCSS and UDL ActivitySelect a grade-level standard from the CCSS</p> <p>CCSS.ELA-Literacy.RL.6.2Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments</p> <p> CAST 2014CCSS and UDL Activity2. Underline key concepts (important nouns or noun phrases).</p> <p>3. Circle the verbs describing skills [bolded in this example].</p> <p> CAST 2014CCSS and UDL ActivityCCSS.ELA-Literacy.RL.6.2Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments CAST 2014CCSS and UDL Activity4. Identify what level of Blooms most closely relates to the circled verb (see Blooms and SAMR handout in folder).</p> <p>5. Identify action verbs that will lead to students successfully achieving the identified concept/skill and reaching the identified Blooms level.</p> <p>6. Identify strategies or activities directly related to this row that would activate the affective network.</p> <p> CAST 2014THE WHATTHE HOWTHE WHYContentWhat do students need to KNOW?SkillsWhat do students need to be able to DO?Level of BloomsBased on action words (Skills)Verbs AffectWhat do students need to CARE ABOUT?Theme of a textDetermineAnalyzingDeconstructing, outlining, finding, tagging, crackingTopic, use of tools, collaborationCentral idea of a textDetermineAnalyzingDeconstructing, outlining, finding, tagging, crackingTopic, use of tools, collaborationTheme of textDetermine how it is conveyed, particular detailsAnalyzingDeconstructing, outlining, finding, tagging, crackingTopic, use of tools, collaborationCentral idea of textDetermine how it is conveyed, particular detailsAnalyzingDeconstructing, outlining, finding, tagging, crackingTopic, use of tools, collaborationTextSummarize free from personal opinions or judgmentsEvaluatingHypothesizing, critiquingUse of tools, collaboration, sharing CAST 2014CCSS and UDL ActivityNow its your turn!</p> <p>http://www.corestandards.org/</p> <p>https://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy </p> <p>Whats in a lesson design?Goal(s)Activities/assignments that guide students toward the goalActivities/assignments designed with the guidelines in mind CAST 2014Multiple Means of Engagement</p> <p>24(C) CAST 2014Whats in a lesson design?Assessments which are directly linked to the goalAssessments designed using the principle of Action &amp; Expression (e.g. tic-tac-toe)</p> <p> CAST 2014UDL Planning SupportsThe UDLinks appIn the Android Play Store and in iTunesThe digital wheelhttp://udlwheel.mdonlinegrants.org/</p> <p> CAST 2014UDLinks &amp; The UDL Wheel</p> <p>http://udlwheel.mdonlinegrants.org/</p> <p>UDL Planning SupportsAn overviewhttp://udlexchange.cast.org/home</p> <p>AND</p> <p>A scavenger hunt</p> <p> CAST 2014</p> <p>LUNCH</p> <p> CAST 2014Tips: How to Design with UDLUse this handout as a guide for the afternoonBegin with goal sectionThink about generalized variabilityInformal check-ins across timeFormal check-in every 15 minutesMovement down the sheetFormat for this processCASTs UDL Lesson Builder (handout)UDL Exchange</p> <p>Continue with lessonBegin filling in your lesson with activities, materials, and assessments that directly link to the stated goalFocus on the questions listed under 1-4 (Tips sheet)</p> <p> CAST 2014Todays take awayBe sure you have a level of comfort with the concepts of variability, context, goal development, and the use of the framework that allows you to move forward with your own lesson developmentShare outDid your lesson development shift through the use of the your goal and use of UDL tools? How?</p> <p>What were some of the changes you made based on the conversations with your team?</p> <p>Anything else? CAST 2014ReflectionsRevisit goals from yesterday (Personal)</p> <p>Revisit commitments (Share)Bringing it all together3-2-1Three things that you want to learn more aboutTwo things youre going to share with colleaguesOne thing youre going to do on Monday(Team column and individual column) CAST 2014Check out these other resources</p> <p>http://www.udlcenter.org/resource_library/books</p>

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