Transcript
Page 1: Welcome Back! UDL: A Framework for Teaching All Learners Thursday, July 18, 2013 Everett

Welcome Back!

UDL: A Framework for Teaching All Learners

Thursday, July 18, 2013Everett

Page 2: Welcome Back! UDL: A Framework for Teaching All Learners Thursday, July 18, 2013 Everett

For Online Resources and discussions: UDL Connect

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CAST 2012

Clearing the path for someone with special needs, clear the path for all.

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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 to colleague

• What did you learn at your workshop about learning & UDL?

• What might you do in your practice? What are your next steps?

‘I went to a conference on UDL … and it makes me want to do …’

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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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UDL highlights

• Based in neuroscience: variability & context

• Framework for designing lessons, presentations, activities with a clear goal & flexible, accessible means (UDL Guidelines)

• Goal of instruction: knowledgeable, strategic, engaged learners

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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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UDL – Application to Practice

What do I do and how do I start?

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A ‘UDL’ lesson: Crash Course…

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Instructional Goals

1. Students will understand noun-verb agreement, and its importance in developing clear description & narrative.

2. Students will write (create) narratives in which the nouns agree with the verbs in both tense and “person”.

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Methods and MaterialsMethods

• Individual work in text and writing

Materials• Textbook with 3-5 pages of practice

exercises• Papers

Assessment• State test

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Identified Barriers

1. Students do not recognize any “need” to learn to write “standard” English, including the agreement of nouns and verbs.

2. Many class members do not speak English at home.

3. Traditional approaches to teaching noun/verb agreement are seen by many students as boring and irrelevant.

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UDL GuidelinesEngagement

UDL Guidelines

1. Checkpoint 7.2 Optimize relevance, value, and authenticity

2. Checkpoint 8.3 Foster collaboration and communication

3. Checkpoint 9.3 Develop self-assessment and reflection

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Mass. Accident Report

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Mass. Accident Report

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Highlight Critical Features

Diagram

Narrative

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A Story From Our Local NewspaperSalem man injured in head-on crash by Cindy O'Neill

A 67-year-old Salem man was injured in an accident opposite the North Shore Mall in Peabody yesterday. A Danvers woman was charged after the head-on collision on Cross Street that injured Herman Daniels of Salem but left his dog unharmed, police said.

State Police said Juanita Johnson, 29, was driving east at about 9:45 p.m. when her car jumped a traffic island and struck an oncoming car driven by Herman Daniels. Daniels, who was not wearing a seatbelt, was taken to Beverly Hospital; his Labrador retriever, in the passenger seat, was unhurt, Sergeant Michael McKay said. Johnson was also charged with operating to endanger. McKay said Johnson, who claims not to remember striking Daniels’ car, was taken to the hospital with minor injuries.Witnesses told investigators they saw Johnson’s car drive onto the center island without warning and head toward Daniels’ car. McKay said police were trying to determine whether Johnson, who suffers from epilepsy, was having a seizure at the time of the accident.

Page 19: Welcome Back! UDL: A Framework for Teaching All Learners Thursday, July 18, 2013 Everett

A Story From Our Local NewspaperSalem man injured in head-on crash by Cindy O'Neill

A 67-year-old Salem man was injured in an accident opposite the North Shore Mall in Peabody yesterday. A Danvers woman was charged after the head-on collision on Cross Street that injured Herman Daniels of Salem but left his dog unharmed, police said.

State Police said Juanita Johnson, 29, was driving east at about 9:45 p.m. when her car jumped a traffic island and struck an oncoming car driven by Herman Daniels. Daniels, who was not wearing a seatbelt, was taken to Beverly Hospital; his Labrador retriever, in the passenger seat, was unhurt, Sergeant Michael McKay said. Johnson was also charged with operating to endanger. McKay said Johnson, who claims not to remember striking Daniels’ car, was taken to the hospital with minor injuries.Witnesses told investigators they saw Johnson’s car drive onto the center island without warning and head toward Daniels’ car. McKay said police were trying to determine whether Johnson, who suffers from epilepsy, was having a seizure at the time of the accident.

Page 20: Welcome Back! UDL: A Framework for Teaching All Learners Thursday, July 18, 2013 Everett

A Story From Our Local NewspaperSalem man injured in head-on crash by Cindy O'Neill

A 67-year-old Salem man was injured in an accident opposite the North Shore Mall in Peabody yesterday. A Danvers woman was charged after the head-on collision on Cross Street that injured Herman Daniels of Salem but left his dog unharmed, police said.

State Police said Juanita Johnson, 29, was driving east at about 9:45 p.m. when her car jumped a traffic island and struck an oncoming car driven by Herman Daniels. Daniels, who was not wearing a seatbelt, was taken to Beverly Hospital; his Labrador retriever, in the passenger seat, was unhurt, Sergeant Michael McKay said. Johnson was also charged with operating to endanger. McKay said Johnson, who claims not to remember striking Daniels’ car, was taken to the hospital with minor injuries.Witnesses told investigators they saw Johnson’s car drive onto the center island without warning and head toward Daniels’ car. McKay said police were trying to determine whether Johnson, who suffers from epilepsy, was having a seizure at the time of the accident.

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Practice with Images

1. The car is damaged.

2. The cars is damaged.

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Provide Relevant Practice

In order to practice noun/verb agreement, you will watch the following video in small groups.

You will complete an accident report describing the accident you are about to see. Accidents happen once, there is no instant replay in life. Watch closely!

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Watch and report

Yellow Green Pink Blue

• Each group please assign these roles:– Leader - keep the group on task– Writer - record the group sentence – Presenter - share work with class– Participants - contribute to the work

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Watch and report - group assignments

Yellow Describe the road where the accident occurred.

Green - Describe the traffic light you see at the time of the accident

Pink- What happened to the red car in the accident?

Blue - What happened to the other car in the accident?

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Watch and report - group assignments

Yellow- Describe the road where the accident occurred.

Green - Describe the traffic light you see at the time of the accident

Pink- What happened to the red car in the accident?

Blue - What happened to the other car in the accident?

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What educators say:

• UDL takes longer, but my students like my UDL lessons more

• UDL makes it so more students are successful and I don’t have to reteach skills

• Share ideas with students: let them become active in instructional decisions to invest in what they need to do to be better learners!

• Can’t tell who the special ed students are in her class

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How do I ‘do’ UDL?

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CAST 2012

Start with your goal: know where you’re going

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‘Gorilla’ video

Goals are importantImpacts our perception

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Goals are difficult

Many goals: CCSS, district, lesson, department

• Write goals clearly, all understand

• Consider flexible means to reach goal (UDL)

• Consider whether means are embedded

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© CAST 2012

Are means embedded in the goal?

Students will demonstrate their knowledge of the stages of

metamorphosis.

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© CAST 2012

Are means embedded in the goal?

Students will demonstrate their knowledge of stages of

metamorphosis by writing in their journal.

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Reflect upon this CCSS goal:

Integrate and evaluate content presented in diverse media and formats, including visually

and quantitatively, as well as in words

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UDL Guidelines

• Use UDL Guidelines to provide flexible means for all learners to reach the goal.

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Think about your lesson goal(s)

• How can it be flexible & accessible for all learners, recognizing that variability & context matter?

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Beware of secondary goals!

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Consider Variability Guidelines

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Think about a lesson: UDL Guidelines

• What is already present & works well?• Anticipate ‘bumps’ or barriers• Use Guidelines to inform curricular design

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Consider assessment

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Goal -- Assessment

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Assessment –reflect your goal?

flexible & accessible? formative or summative?

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CAST 2012

Methods & Materials

Flexible and accessible to reach goal

• Multiple means of representation• Multiple means of action and expression• Multiple means of engagement

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Technology can help, not requiredJoe’s Non-netbook

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Some teacher favorite ‘technology’ tools :

• Sticky notes• Colored pens• Piping tube for listening to self• Word • Rulers with ‘space’ for reading• Vimeo

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Share your favorite tool ideas & align to the UDL Guidelines

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Do your lesson:

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UDL Reflection: What worked well: did students achieve intended goal?

Challenges of lesson design?

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Summary:UDL a ‘decision making tool’

• Questions?• Comments?

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Work time!

• Collaborate or work independently– Lesson– Faculty Meeting– Upcoming event…

• Lesson planning template, optional• UDL Connect: explore, visit resources

• Bring UDL-related ideas to share with group!

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Share highlights from your work:

• How did UDL enter the work or conversation?

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Lunch: 12:00-12:30


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