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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
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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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Systematic Variability: where are you with your learning now?
Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. Raichle
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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
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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
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Multiple Means of Engagement
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Today we are going to do this…how do you feel?
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Today we are going to do this…how do you feel?
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Start school…
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Engagement: problem
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Emotions: ‘shelves that hold up the cognitive glassware’
EMOTIONS=
shelves
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Variability in affect
Variability in affect
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Evaluate & set priorities
Affective Networks: “why of learning”
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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
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Perceived Resources & Demands FLOW
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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
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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!)
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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.
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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
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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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How do I ‘do’ UDL?
1. Goal2. Variability: UDL Guidelines
Representation, Action, Engagement
3. Assessment
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1. Identify a goal. 2. Look for/suggest: options for Representation, Action, and
Engagement?
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How do I ‘do’ UDL?
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