Welcome Back! UDL: A Framework for Teaching All Learners Thursday, July 18, 2013 Everett.

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Welcome Back!

UDL: A Framework for Teaching All Learners Thursday, July 18, 2013EverettFor Online Resources and discussions: UDL Connect

http://community.udlcenter.org/2

CAST 2012Clearing the path for someone with special needs, clear the path for all.Consider your new thinking with UDL, variability, and context.3Overall Workshop GoalsDay 1:To learn how UDL addresses challenge of learner variability

Day 2:To consider how UDL applies to lesson design To consider new resources & tools

To meet these goals, we will provide multiple means of representing content, of being able to act with the content, and to engage with the objectives. (we will model UDL!)Knowing how people learn can purposefully design learning environments430 second UDL elevator speech to colleagueWhat did you learn at your workshop about learning & UDL?

What might you do in your practice? What are your next steps?

I went to a conference on UDL and it makes me want to do

Write on index cards.Sentence starters!I went to a workshop on UDL and it was aboutI think it might be useful for us because

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Systematic Variability: where are you with your learning now?Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. RaichleLearners vary systematically over time.Individuals preferences and skills change over time (for example, we mature and we approach learning differently, but even as we move from novice in a subject area toward becoming experts, we approach learning differently)

For example, this series of PET scan images shows the difference in a single persons brain over time as they develop expertise. In the first image, the learner is using a lot of glucose to learn, particularly in the frontal lobe or strategic network, in the second the task the learner is now practiced and burns much less glucose. In the third image, the learner is transferring knowledge to a new situation and he/she burns some but not as much glucose. All students regardless of how we label them, follow this continuum of learning.

We account for variability across time very well in our communities and learning environments. For example, we would never expect a baby to do the same things that we would expect an adult to do. Similarly, we would never expect a 6-year-old student to do the same work as a 15-year old student. We dont do as well with variability across contexts. But well talk a little more about that later.

Images: Teaching Every Student in the Digital Age: Universal Design for Learning (Permiso concedido)

6UDL highlightsBased in neuroscience: variability & context

Framework for designing lessons, presentations, activities with a clear goal & flexible, accessible means (UDL Guidelines)

Goal of instruction: knowledgeable, strategic, engaged learnersAllisonHighlight the variability in this room: some of us love powerpoints, listening to speakers, reading articles, doing an activity, talking with peers 7UDL GuidelinesRecognition: what Multiple means representation

Strategy: howMultiple means of action & expression

Affect: whyMultiple means of engagement

The three principles come from understandings of what learning really isCog science, neuroscience, what comprises learning, what are the differences between individual learnersThree simple principles for any learning situation, how does individual pick up info, show what they know, and engage with the learningThree main components of nervous system, but also educators, information, ability to make sense of it, ability to express and act on the world, and the ability to be motivated, take action, reach your goals, achieve results you care about.Psychology education and neuroscienceFrom what we have learned in the neurosciences we have developed our three principles of UDL.

Education goal, not to provide information or even specific skillsNeed learners who are expert, best at what they can beKnowledgeable, know a lot, be able to do a lot of things, take information, express it well, act effectively on the world, strategies for being effective, not passiveAnd finally expert learners are driven by wanting to learn more, seem incredibly interested and focused, motivated, to learn even more8UDL Application to Practice

What do I do and how do I start?A UDL lesson: Crash Course

Instructional GoalsStudents will understand noun-verb agreement, and its importance in developing clear description & narrative.Students will write (create) narratives in which the nouns agree with the verbs in both tense and person.11Methods and MaterialsMethodsIndividual work in text and writing

MaterialsTextbook with 3-5 pages of practice exercisesPapers

AssessmentState test12Identified BarriersStudents do not recognize any need to learn to write standard English, including the agreement of nouns and verbs. Many class members do not speak English at home.Traditional approaches to teaching noun/verb agreement are seen by many students as boring and irrelevant. 13UDL GuidelinesEngagementUDL Guidelines

Checkpoint 7.2 Optimize relevance, value, and authenticityCheckpoint 8.3 Foster collaboration and communicationCheckpoint 9.3 Develop self-assessment and reflection

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Mass. Accident Report15

Mass. Accident Report16

Highlight Critical FeaturesDiagramNarrative17

A Story From Our Local NewspaperSalem man injured in head-on crash by Cindy O'Neill

A 67-year-old Salem man was injured in an accident opposite the North Shore Mall in Peabody yesterday. A Danvers woman was charged after the head-on collision on Cross Street that injured Herman Daniels of Salem but left his dog unharmed, police said.

State Police said Juanita Johnson, 29, was driving east at about 9:45 p.m. when her car jumped a traffic island and struck an oncoming car driven by Herman Daniels. Daniels, who was not wearing a seatbelt, was taken to Beverly Hospital; his Labrador retriever, in the passenger seat, was unhurt, Sergeant Michael McKay said. Johnson was also charged with operating to endanger. McKay said Johnson, who claims not to remember striking Daniels car, was taken to the hospital with minor injuries.Witnesses told investigators they saw Johnsons car drive onto the center island without warning and head toward Daniels car. McKay said police were trying to determine whether Johnson, who suffers from epilepsy, was having a seizure at the time of the accident.18

A Story From Our Local NewspaperSalem man injured in head-on crash by Cindy O'Neill

A 67-year-old Salem man was injured in an accident opposite the North Shore Mall in Peabody yesterday. A Danvers woman was charged after the head-on collision on Cross Street that injured Herman Daniels of Salem but left his dog unharmed, police said.

State Police said Juanita Johnson, 29, was driving east at about 9:45 p.m. when her car jumped a traffic island and struck an oncoming car driven by Herman Daniels. Daniels, who was not wearing a seatbelt, was taken to Beverly Hospital; his Labrador retriever, in the passenger seat, was unhurt, Sergeant Michael McKay said. Johnson was also charged with operating to endanger. McKay said Johnson, who claims not to remember striking Daniels car, was taken to the hospital with minor injuries.Witnesses told investigators they saw Johnsons car drive onto the center island without warning and head toward Daniels car. McKay said police were trying to determine whether Johnson, who suffers from epilepsy, was having a seizure at the time of the accident.19

A Story From Our Local NewspaperSalem man injured in head-on crash by Cindy O'Neill

A 67-year-old Salem man was injured in an accident opposite the North Shore Mall in Peabody yesterday. A Danvers woman was charged after the head-on collision on Cross Street that injured Herman Daniels of Salem but left his dog unharmed, police said.

State Police said Juanita Johnson, 29, was driving east at about 9:45 p.m. when her car jumped a traffic island and struck an oncoming car driven by Herman Daniels. Daniels, who was not wearing a seatbelt, was taken to Beverly Hospital; his Labrador retriever, in the passenger seat, was unhurt, Sergeant Michael McKay said. Johnson was also charged with operating to endanger. McKay said Johnson, who claims not to remember striking Daniels car, was taken to the hospital with minor injuries.Witnesses told investigators they saw Johnsons car drive onto the center island without warning and head toward Daniels car. McKay said police were trying to determine whether Johnson, who suffers from epilepsy, was having a seizure at the time of the accident.20

Practice with Images

1. The car is damaged.

2. The cars is damaged.21Provide Relevant PracticeIn order to practice noun/verb agreement, you will watch the following video in small groups.

You will complete an accident report describing the accident you are about to see. Accidents happen once, there is no instant replay in life. Watch closely!

22Watch and reportYellow Green PinkBlue

Each group please assign these roles:Leader - keep the group on taskWriter - record the group sentence Presenter - share work with classParticipants - contribute to the workWatch and report - group assignmentsYellow Describe the road where the accident occurred.Green - Describe the traffic light you see at the time of the accidentPink- What happened to the red car in the accident?Blue - What happened to the other car in the accident?Watch Closely

https://www.dropbox.com/s/0o36te3h7uym7q4/ErinTrimmedV1.0.avi?n=9051258525Watch and report - group assignmentsYellow- Describe the road where the accident occurred.Green - Describe the traffic light you see at the time of the accidentPink- What happened to the red car in the accident?Blue - What happened to the other car in the accident?What educators say:UDL takes longer, but my students like my UDL lessons more

UDL makes it so more students are successful and I dont have to reteach skills

Share ideas with students: let them become active in instructional decisions to invest in what they need to do to be better learners!

Cant tell who the special ed students are in her class

How do I do UDL?

This is a UDL lesson planning process adapted from Dufour, Dufour & Eaker (2010).

set instructional goals that are aligned with Common Core State Standards and that do not embed the means within the goal unnecessarily; plan lessons that consider learner variability and take into account the principles of UDL in the selection, creation and use of instruction and curriculum; define and use progress monitoring techniques and assessment tools to understand individual student progress during the instructional episode and modify instruction based on data for each student; select and master instructional techniques that are consistent with the principles of UDL and evidence based reading comprehension instruction; select or enhance curricular materials so that they provide UDL learning environments for students; select tools and technologies that support learning; use resulting instructional techniques, materials and tools in the classroom; reflect on practice with professional colleagues in a vibrant learning community to refine strategies.

28Start with your goal: know where youre goingCAST 2012

Ask them what is the goal for this workshop!29Gorilla videoGoals are importantImpacts our perception

Goals are difficultMany goals: CCSS, district, lesson, department

Write goals clearly, all understand

Consider flexible means to reach goal (UDL)

Consider whether means are embedded

Are means embedded in the goal?Students will demonstrate their knowledge of the stages of metamorphosis. CAST 201232Read the goal and explain that the means are not embedded, the goal does not state how we will teach or what the student will do to share their knowledge. We can use a variety of materials to teach and students can use a variety of means to share their knowledge, they can write a paper, do an oral presentation, do a power point or prezi presentation. Are means embedded in the goal?Students will demonstrate their knowledge of stages of metamorphosis by writing in their journal. CAST 201233Read the goal and explain that the means are embedded in this goal writing a 3 page essay. How will we support students who struggle with writing?Reflect upon this CCSS goal:Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words Example is from: English Language Arts Standards College and Career Readiness Anchor Standards for Reading 7

This goal could use some more clarity. For example, what is specifically meant by a strong sense of tone. How would this be assessed? What models and examples could be provided to help clarify (for both the students and the teacher) what this specifically means? In what ways could this skill be supported through Multiple Means of Representation?

34UDL GuidelinesUse UDL Guidelines to provide flexible means for all learners to reach the goal.

Post one idea to the comment box.35Think about your lesson goal(s)How can it be flexible & accessible for all learners, recognizing that variability & context matter?

Beware of secondary goals!

The goal was to make a gingerbread house. Then a secondary goal was introduced: you get to keep any candy that is on the gingerbread house! This secondary goal was more important to this student and he thought his gingerbread house was a success.37Consider Variability Guidelines

lesson could mean a range of curricular materials: a worksheet, an activity, a lab, a homework, group work38Think about a lesson: UDL GuidelinesWhat is already present & works well?Anticipate bumps or barriersUse Guidelines to inform curricular design

A need can vary from a district goal (such as increasing literacy options in all content areas of curriculum) to an individual goal (to have Johnny do x) to a professional goal (to make my lessons have better organization)UDL can support all different initiatives39Consider assessment

Goal -- Assessment

Assessment reflect your goal? flexible & accessible? formative or summative?

Dont forget about assessment after you define your goal, define how you will assess whether or not the students have attained the goal and make sure that you consider and provide multiple options for the assessment. A formative assessment with embedded student choice evaluated against a clearly articulated rubric is the recommended way to develop an assessment that is designed with UDL principles in mind.42

Methods & MaterialsFlexible and accessible to reach goal

Multiple means of representationMultiple means of action and expressionMultiple means of engagementCAST 2012

Technology can help, not requiredJoes Non-netbook

http://teachertube.com/viewVideo.php?title=Joe_s_Non_Netbook&video_id=16621845Some teacher favorite technol...

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