Wednesday, March 25, 2014
Universal Design for Learning:A Framework
for Teaching All Learners
1CAST 2014
Welcome Back!
© CAST 2014
Goals for the workshop
• To explore how UDL addresses the challenge of learner variability
• To consider how UDL can apply to lesson design
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4
North, South, East, and West
Retrieved from http://www.nsrfharmony.org/protocol/doc/north_south.pdf, National School Reform Faculty
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Attending- “focus on the details” – Likes to know the who, what, when, where and why before acting.
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(C) CAST 2013
Scenario 1 Context: you are planning a party for friends and family.
North: Acting – do it nowSouth: Caring – consider feelings
East: Speculating – go with your gutWest: Attending- focus on the details
In this situation…
• …what are the strengths of this “compass point”?
• …what are the limitations of “this compass point”?
North: Acting – do it nowSouth: Caring – consider feelings
East: Speculating – go with your gutWest: Attending- focus on the details
(C) CAST 2013
(C) CAST 2013
Scenario 2 Context: you are on a curriculum committee & deciding which curriculum to purchase
North: Acting – do it nowSouth: Caring – consider feelings
East: Speculating – go with your gutWest: Attending- focus on the details
(C) CAST 2013
Key concepts
• Variability is the rule.
• Context matters.
• Learning occurs at the dynamic interaction between the individual (variability) & the environment (context).
• UDL is a framework to address variability.
UDL in Action
Vital Grandin School, Greater St. Albert Catholic School Division in Alberta, Canada. (16 minutes)
Count off 4’s at your table for post video discussion
Listen/look for: 1. How they implement UDL 2. How they use of technology to support all learners3. How students at different levels participate in lessons, and 4. How the finished products of students vary
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How do I use UDL?Goal setting
Consider Variability-UDL
DesignAssessment
Select Methods/ Materials/Media
Implement/Teach
Reflect
Is that goal flexible?
Goals• What is their purpose?• What limits them?• What makes them flexible?• Who are they for?• What do you do with them?
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The King’s Story
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Is that goal flexible?
• What is their purpose?• What limits them?• What makes them flexible?• Who are they for?• What do you do with them?
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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.
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Using the CCSS to write goals
• What makes up the Common Core State Standards?– Concepts (nouns)– Skills (list of verbs in right hand pocket of folder)
(Modified from an activity developed by Rebecca Odessey, 2010-2011)
© CAST 2014
CCSS and UDL Activity
1. Select a grade-level standard from the CCSS
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
© CAST 2014
CCSS and UDL Activity
2. Underline key concepts (important nouns or noun phrases).
3. Circle the verbs describing skills [bolded in this example].
© CAST 2014
CCSS and UDL Activity
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
© CAST 2014
CCSS and UDL Activity
4. Identify what level of Bloom’s most closely relates to the circled verb (see Bloom’s and SAMR handout in folder).
5. Identify action verbs that will lead to students successfully achieving the identified concept/skill and reaching the identified Bloom’s level.
6. Identify strategies or activities directly related to this row that would activate the affective network.
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THE WHAT THE HOW THE WHY
ContentWhat do students need to KNOW?
SkillsWhat do students need to be able to DO?
Level of Bloom’sBased on action words (Skills)
Verbs AffectWhat do students need to CARE ABOUT?
Theme of a text Determine Analyzing Deconstructing, outlining, finding, tagging, cracking
Topic, use of tools, collaboration
Central idea of a text
Determine Analyzing Deconstructing, outlining, finding, tagging, cracking
Topic, use of tools, collaboration
Theme of text Determine how it is conveyed, particular details
Analyzing Deconstructing, outlining, finding, tagging, cracking
Topic, use of tools, collaboration
Central idea of text
Determine how it is conveyed, particular details
Analyzing Deconstructing, outlining, finding, tagging, cracking
Topic, use of tools, collaboration
Text Summarize free from personal opinions or judgments
Evaluating Hypothesizing, critiquing
Use of tools, collaboration, sharing
© CAST 2014
CCSS and UDL Activity
Now it’s your turn!
http://www.corestandards.org/
https://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy
What’s in a lesson design?
• Goal(s)• Activities/assignments that guide students
toward the goal• Activities/assignments designed with the
guidelines in mind
© CAST 2014
Multiple Means of Engagement
24(C) CAST 2014
What’s in a lesson design?
• Assessments which are directly linked to the goal
• Assessments designed using the principle of Action & Expression (e.g. tic-tac-toe)
© CAST 2014
UDL Planning Supports
• The UDLinks app– In the Android Play Store and in iTunes
• The digital wheel– http://udlwheel.mdonlinegrants.org/
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UDL Planning Supports
An overviewhttp://udlexchange.cast.org/home
AND
A scavenger hunt
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LUNCH
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Tips: How to Design with UDL
• Use this handout as a guide for the afternoon• Begin with “goal” section– Think about generalized variability– Informal check-in’s across time– Formal check-in every 15 minutes
• Movement down the sheet• Format for this process– CAST’s UDL Lesson Builder (handout)– UDL Exchange
Continue with lesson
• Begin filling in your lesson with activities, materials, and assessments that directly link to the stated goal
• Focus on the questions listed under 1-4 (Tips sheet)
© CAST 2014
Today’s take away
• Be 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 development
Share out
• Did your lesson development shift through the use of the your goal and use of UDL tools? How?
• What were some of the changes you made based on the conversations with your team?
• Anything else?
© CAST 2014
Reflections
• Revisit goals from yesterday (Personal)
• Revisit commitments (Share)
Bringing it all together
• 3-2-1• Three things that you want to learn more
about• Two things you’re going to share with
colleagues• One thing you’re going to do on Monday(Team column and individual column)
© CAST 2014
Check out these other resources
http://www.udlcenter.org/resource_library/books
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