Welcome back!

Weymouth-UDL

Monday, June 17, 2013

UDL Connect: ‘Weymouth Public Schools’

• Sign up & Join our group • Online resource for workshop• Power Points, videos, handouts, links• Lasts beyond the workshop

Goals for today

• To continue exploring how UDL addresses the challenge of learner variability

• To share applications & next steps for practice

This workshop: build awarenessHow can you go beyond awareness?

Exercise: Folder pass Goal: review key UDL concepts

With group• Open folder, view content• Write, draw, discuss• Add, connect, edit• Close folder

• 2 minutes pass

Key UDL terms

• UDL • UDL Guidelines: Representation• UDL Guidelines: Action & Expression• UDL Guidelines: Engagement• ‘Variability’• Learning occurs at interaction of learner in

context• Goals

Summarize in one sentence highlights from your folder

UDL Guidelines & the brain…

• Plasticity: flexible to meet your needs

• More you use it, • more connections, • more efficient

Plasticity example

‘Homunculus’: use it or lose it!Relate to your classroom.

UDL Guidelines: Relevant to your context

What does UDL ‘look’ like?

• Observe a snapshot of a ‘UDL’ teacher through the lens of 1 UDL Principle

– Watch video once as a group

– Break into smaller groups for discussion

As you watch,• With your assigned Principle:

• Take notes about how this teacher incorporates UDL in her classroom.– Educator Worksheet

Which UDL Guidelines did you observe?How did lesson design support many learners?

Discuss as ‘same Principle’ groupsMake a list of observations from her classroom: re-watch, think about the ‘little’ classroom management decisions made that were UDL

Handout:• What evidence of UDL did you observe? • What barriers were minimized?• How were CCSS goals introduced to students?• What changes do you suggest, using Guidelines• How did design support ALL learners? Give one

example.

Share ideas

Break

Weymouth & UDL: the ‘lone nut’?

Small group of ‘first followers’

Hear from 6 colleagues (short talks)

• What they are doing

• As you listen: – What have they done? – What resonates? – What could you do as next step to help move the

UDL initiative

• Small group discussion

Small group discussion: (handout)

• What has been done?

• What resonates?

• What will you do as a next step to help move the UDL momentum?

Lunch, 1 hour

Exercise:

• Read & discuss example of teacher practice.

• Decide if it incorporates UDL. – Explain why or why not.

Example #1:• The goal is for students to write a comparative essay. • Teacher gives students 3 choices of topic. • A student asks if she could, instead, choose her own topic

for the assignment. The teacher says ‘yes, as long as you meet the writing goal.’

Think about Principles 1, 2, 3: Multiple Means of Representation, Action & Expression, & Engagement. How do

these relate to this example?

Example #2• The goal is to construct & interpret scatter plots.• In designing for this middle school math lesson, a

teacher provides vocabulary supports for her ELL students.

Think about Principles 1, 2, 3: Multiple Means of Representation, Action & Expression, & Engagement.

How do these relate to this example?

Example #3• The goal is to describe how characters in a

story respond to major events and challenges.

• A general & special ed teacher collaborate on designing an ELA unit for 3rd graders around Charlotte’s Web. They assign students to specific materials (including text, audio, video) based on students’ IEP or 504 plans.

Think about Principles 1, 2, 3: Multiple Means of Representation, Action & Expression, & Engagement.

How do these relate to this example?

Reflect on these examples:What is new?

What resonates?What challenges?

Questions or thoughts?

Options for afternoon session

• Option #1: Learn about a UDL Tool, Book Builder

• Option #2: Read an article and discuss UDL Engagement Principle

• Option #3: lesson work time

UDL Book Builder

UDL: Multiple Means of Engagement

Your lesson design

• What is the goal– is it clear? measureable? have you thought about

means?

• What UDL Principle will you focus?

• How did UDL impact your design?

• What evidence will you look for as success?

Stretch break (return at 2:30)

Highlight ideas from sessions

This workshop: build awarenessHow can you go beyond awareness?

Exit ticket!Will be posted to UDL Connect

• What I do during the summer?

• What will I do to kick off the new year?

• Who can I collaborate with?

• Keep in touch (UDL Connect)• To learn more about UDL– Additional materials: National Center on UDL– Contact CAST

Have a great summer!