Welcome back!
• Revisit your goals• Get snacks and chat!• Add quotes!
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Overall Workshop Goals
Day 1:• To learn how UDL addresses challenge of
learner variability
Day 2:• To discuss how UDL applies to lesson design • To build new resources & tools
UDL Connect for online resources
• Sign Up: http://community.udlcenter.org/
• Join our group: UDL May 2015http://community.udlcenter.org/group/udl-may-2015
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CAST 2015
Participate during the Institute
• #UDL• Concept map• Visual word wall• Build, sculpt• Discuss
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@CAST 2015 #UDL
1. Logistics & Review Day 12. David Rose, guest speaker3. UDL lesson design4. Lunch5. More tools and ideas: break outs!6. Next steps
Agenda: Day 2
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Systematic Variability: where are you with your learning?
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Systematic Variability: where are you with your learning?
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Systematic Variability: where are you with your learning?
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Your 3-2-1 feedback:
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What is UDL?
• Through a metaphor– Goals, context, variability, UDL guidelines
(expression, representation, engagement)
UDL is like a …UDL is… because…
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UDL Guidelines
Recognition: “what”– Multiple means representation
Strategy: “how”– Multiple means of action &
expression
Affect: “why”– Multiple means of engagement
UDL Guidelines
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Welcome, David Rose!
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Break
UDL Guidelines
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Affective Network: “why” of learning
“Evaluate & set priorities, respond and assess surroundings, what motivates or inhibits our behaviors”
-Rose, 2012
Emotions: ‘shelves that hold cognitive glassware’
EMOTIONS=
shelves
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Variability in engagement
Variability in affect
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Share Ideas! Options for Recruiting Interest
• Offer choice, autonomy• Authentic, relevant examples• Minimize threats/distractions
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Perceived Resources vs. Demands
Share Ideas! Options for sustaining effort
• Clear goals• Resources to meet demands• Collaboration• Mastery-oriented feedback
Offer feedback…
Jona has never enjoyed writing. In fact, he avoids it. When he does write, it is often unorganized and messy. One class he surprises you with a well written comparative essay on pancakes and waffles!
How do you praise him?
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Carol Dweck, Mindset
• 400 5th graders in 12 NYC schools
• Do a puzzle, given feedback:A. ‘you must be smart at this’
B. ‘you must have worked really hard’
~20% drop in score on similar tasks
90% worked hard, interested in their mistakes, improved skill
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Fixed –v- Growth Mindset
• Fixed: skills are innate– Smart– A natural– Avoid challenge (effort is bad)
• Growth mindset: build skills– Hard work, effort, persist– Process– Learn from critique
Mastery Oriented Feedback
Offer feedback…
Jona has never enjoyed writing. In fact, he avoids it. When he does write, it is often unorganized and messy. One class he surprises you with a well written comparative essay on pancakes and waffles!
How do you praise him?
Share Ideas! Options for Self-regulation
• Coping strategies• Self-assessment & reflection
Summary: UDL Guidelines
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Experience a Lesson
– To experience a lesson (aligned with a standard)• Goal, material, methods, assessment
– To reflect on the design: UDL framework• What works?• Other ideas do you have to improve?• What is practical and usable in your practice?• How does the practice align to theory?
A-E: You are from another country and are just learning English.
F-J: You have a hard time concentrating in class.
K-O: You are a struggling reader.
P-S: You are an A student who consistently performs above average.
T-Z: You generally do not like this class.
First letter of your last name, assume the identity: How do you feel during the lesson?
CCSS: Standard 19.17
Write a short explanation of a process that includes a topic statement,
supporting details, and a conclusion.
Lesson design: GOAL
CCSS: Standard 19.17
Write a short explanation of a process that includes a topic statement,
supporting details, and a conclusion.
Express
Lesson design: GOAL
CCSS: Standard 19.17
Write a short explanation of a process that includes a topic statement,
supporting details, and a conclusion.
Express how to make salsa
Lesson design: GOAL
CCSS: Standard 19.17
Write a short explanation of a process that includes a topic statement, supporting details, and a
conclusion.
Express how to make salsa:– a topic statement, – supporting details about the process, – a conclusion sentence.
Lesson design: GOAL
Discuss the goal
• Topic sentence: Key idea, interesting
• 3 supporting details: About process, “first, next, finally”…
• Conclusion sentence: “tell them what you told them”
Options to Express
• Write• Type• Cut/paste• Record• Video• …
Discuss the materials & methods: how to make salsa
Pico de gallo: “rooster’s beak”
Salsa:“sauce”
Step 1 : Build background: (~8-10 min)–Option: Read –Option: Watch a video–Option: Make your own salsa
Step 2: Express: (~5 min)**topic sentence, 3 details, conclusion
Step 3: Reflect (~5 min)– Rubric
Share!
• Try salsa• Visit others’ work• Share your expressions
Analyze using UDL Guidelines from your learner perspective
GOAL:Express topic sentence, 3
details, conclusion
Options for Engagement
Options to Build
Background
Options for Action
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Coming this afternoon!!
Building tools & resources
Lunch: 11:45-12:45Post It: What’s still burning?
@CAST 2015 #UDL
Arrange the pictures and terms!Any questions? Share
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Goals for afternoon
To build your UDL ‘toolkit’
1:00-1:45pm options: 1: Here with Mindy Johnson – CAST Tools2: across hall with Liz– low/no tech UDL
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National Center on UDL
Folder Pass (~10 min)
• Mix seats- get with a group of 3
• 1 minute discuss the myth. What are your thoughts?
• Share with larger group
UDL = Differentiate Instruction (DI)
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• Change curriculum, not student• Essential for some, usable by all• Tight goals, flexible means
UDL = Differentiate Instruction (DI)
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UDL requires technology (and I don’t have technology).
UDL is just good teaching (I already do this).
UDL takes longer to do.
UDL is another initiative.
There are UDL tools
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Your ideas!
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Reflect on your goals, your practiceand next steps in relation to UDL
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Where are you in your understanding about UDL?
• Just beginning!
• I know what the ‘U’ ‘D’ and ‘L’ stand for
• I am starting see how to implement UDL in my work
• Ask me anything about UDL: I am ready to lead a session!
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Summary of workshop:
• UDL Framework: goal, variability, context
• CAST background: theory, UD, neuroscience
• UDL Guidelines: – engagement, representation, action & expression
• UDL application & tools
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What was UDL at this Institute?
– Representation? – Action & expression? – Engagement?
What School Can Look Like
http://www.youtube.com/watch?v=P0zVPZBykSE
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Thank you!Final evaluations: http://tinyurl.com/q4jynen
Keep in touch– Social Media,– CAST free webinars– Online courses– Institutes– Research with CAST…
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