Download pptx - Universal Design for Learning: A Framework for Teaching All Learners May 9, 2014 CAST @CAST_UDL | #UDL (C) CAST 20141

@CAST_UDL | #UDL (C) CAST 2014

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Universal Design for Learning:A Framework for Teaching All Learners

May 9, 2014CAST


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For Online Resources and discussions: UDL Connect

http://community.udlcenter.org/


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#UDL social media

CASTUDL CenterAIM Center

Use Twitter? Use #UDL in your tweets during the workshop!#UDLchat: 1st & 3rd Wednesdays of the month, 9-9:30pm ET


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Overall Workshop Goals

Day 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



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30 second UDL‘elevator’speech/140 character ‘tweet’:

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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Goal: bring supplies for the ice cream social


Variability!taste, root canal, lactose, braces…

UDL and DI

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UDL and DI

• Sundae bar • Fix the sundae for each person

UDL and DI

• Before meet students• Evaluates environment,

classroom, culture• Designs instruction

prior to arrival of students

• Focuses on Variability• Removes Barriers

• After meeting students• Evaluates the student• Re-design lesson after

meeting student• Focuses on individual

disability• Works around barriers


Multiple Means of Engagement


Today we are going to do this…how do you feel?


Today we are going to do this…how do you feel?


Start school…


Engagement: problem


Emotions: ‘shelves that hold up the cognitive glassware’

EMOTIONS=

shelves



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Variability in affect

Variability in affect


Evaluate & set priorities

Affective Networks: “why of learning”



Options for variability in interests

• Options for choice, autonomy• Authentic, relevant• Minimize distractions

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Options for variability in effort & persistence

• Salient goals• Vary demands, optimize challenge • Collaboration• Mastery oriented feedback

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Resources: Perceived skills

& resources

Demands

Perceived level of challenge

Context matters: Perception Resources vs. Demands


Perceived Resources & Demands FLOW



Options for variability in effort & persistence

• Salient goals• Vary demands, optimize challenge • Collaboration• Mastery oriented feedback

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Mastery-oriented feedback (Dweck, 2006)

Process > End product

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

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Options for variability in self-regulation

• Optimize motivation, coping strategies

• Self assessment & reflection

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Options for Engagement

• Unit/personal goal setting• Self-asses progress • Student talk time• Flexible groups• Frequent feedback


UDL Guidelines: ideas for how to design a learning experience to address

variability

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Flexibility: UDL Guidelines

• Do not have to use all the goal

• Often using one supports another

• Design may take longer at first, but learner variability is supported – (and it gets easier!)



Break


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How do I ‘do’ UDL?

1. Goal2. Variability: UDL Guidelines

Representation, Action, Engagement

3. Assessment

Goals are important: Count how many times the players wearing white pass the basketball.



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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.

http://www.corestandards.org/Math/Content/3/MD/B/3


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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

http://www.corestandards.org/Math/Content/3/MD/B/3


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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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1. Goal2. Variability: UDL Guidelines

Representation, Action, Engagement

3. Assessment


1. Identify a goal. 2. Look for/suggest: options for Representation, Action, and

Engagement?


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1. Goal2. Variability3. Assessment

GOAL ASSESSMENT


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• Does assessment 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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Questions, Reflections?


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Questions? Comments?

Coming this afternoon!!

Building tools & resources


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Lunch 11:45-12:45