AN INTRODUCTION TO UNIVERSAL DESIGN FOR LEARNING UDL

AN INTRODUCTION TO UNIVERSAL DESIGN FOR LEARNING (UDL) IMPACT GRANT

WELCOME! “DO NOW” ACTIVITY- AVERAGE STUDENT Take a few minutes to define your average student. Save it…you’ll be sharing with the group later in the workshop!

AGENDA 9: 00 AM-3: 00 PM o Welcome & Introductions o Share Lessons o UDL History/Brian Networks o UDL Principles o Self-Reflection and Evaluations

GOALS Understand the history and concepts of Universal Design for Learning Apply the concepts of Universal Design for Learning to classroom practice

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NOTES PAGES I’ve provided notes pages for our activities.

Name Identification Device (NID) Scenario- We are going to be working together over the next couple of weeks, but I don’t know your names. Design Challenge- Design and make a name identification device that will allow me to identify each of you by name.

NID Criteria • You must work in groups of 5. • You can use only the material given: paper, scissors, and markers. • Print your first name only. • Your name must be able to be read from a distance of 10 feet. • Each member of the group must have a different geometric shape for their name identification device. • One of the shapes must be a circle.

NID More Criteria • The geometric shapes must be identifiable to everyone in the room. • The paper itself must in the geometric shape (you cannot just draw the shape on the paper). • Since we live in an ecologically sensitive world, no scraps of paper can remain (the entire sheet of paper must be used). • You must wear your device for the duration of this workshop. • You have 10 minutes complete this challenge.

INTRODUCTIONS Who are you? What is your shape? What subject(s) and grade level(s) do you teach? How long have you been teaching? What is your experience with and/or what do you Know about UDL? What are your expectations this UDL initiative and/or what do you want to know about UDL?

EXEMPLARY LESSON Take few minutes and think of the best lesson you ever taught. What made it an exemplary lesson? Write a brief summary and explain what made it an exemplary lesson. List some key strategies and/or tools you used. Be ready to share with the group.

THE UDL UMBRELLA UDL is the umbrella or framework for which many of the strategies you are already using fall under: Differentiated Instruction, Project Based Learning, Technology Integration, Learning Styles and Multiple Intelligences… You are already doing great things…with UDL we can take your teaching to the next level!- Identify gaps and fill; barriers and remove!

MAIN CHALLENGE Please share your “average student” Is there such a thing as an “average student”? Average: typical; common; ordinary Every student is unique!

ONE SOLUTION IS… Universal Design for Learning (UDL)an educational approach to teaching, learning, and assessment, drawing on new brain research and new media technologies to respond to individual learner differences.

UDL ORIGINS: ARCHITECTURE How is this building inaccessible?

RETROFITTING Before UDLegislation mandating access lead to extensive retrofitting. Drawbacks: typically solve only one problem, costly, ugly.

SOLUTION… UNIVERSAL DESIGN “Consider the needs of the broadest possible range of users from the beginning” Architect, Ron Mace

EXAMPLES UNIVERSAL DESIGN What are some other examples of UD?

ORIGINS OF UDL CAST believes that “barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments. ” Teaching Every Student in the Digital Age, p. vi

UDL & the Learning Brain

UDL & THE LEARNING BRAIN Recognition network Strategic network Affective network

RECOGNITION NETWORK “The WHAT of learning” Identify and interpret patterns of sound, light, taste, smell, and touch

STRATEGIC NETWORK “The HOW of learning” Plan, execute, and monitor actions and skills

AFFECTIVE NETWORK “The WHY of learning” Evaluate and set priorities �

HOW YOUR BRAIN WORKS Everything we do involves 3 major networks in the brain. Across and within the brain networks, we all have different combinations of strengths and challenges and these differences shape the ways we learn and work most effectively.

EXAMPLE: BIRTHDAY CARD Recognition- we understand the concepts of a birthday and identify the card, the pen, our hands as we write, and our signature. Strategic- we set our goal of signing the card, form a plan for picking up the pen and moving it to produce our signature, monitor our progress, and make small course corrections—such as reducing the size of the letters if we begin to run out of space. Affective- connect us to our feelings for our friend, motivate us to sign the card, and keep us on task

VYGOTSKY’S PREREQUISITES FOR LEARNING… Parallel the three brain networks: One must recognize information, ideas, and concepts (Recognition) One must be able to apply strategies to process the information (Strategic) One must be engaged (Affective)

Task is too difficult for learner ZONE OF PROXIMAL DEVELOPMENT Task is too easy for learner

ZONE OF PROXIMAL DEVELOPMENT Engagement and motivation are high. Challenge is appropriate. Support is just right.

REVIEW ACTIVITY Together lets build a concept map of what you know about UDL already…

CONCEPT MAPPING TOOL

UDL PRINCIPLES Provide multiple, flexible methods of: Presentation to support Recognition _______ learning Expression and apprenticeship to Strategic learning. support _____ Affective Engagement to support _____ learning.

RECOGNITION NETWORKS Provide multiple means of PRESENTING information. Provide multiple examples. Highlight critical features. Provide multiple media and formats. Support background knowledge.

RECOGNITION NETWORK Provide multiple means of PRESENTING information. What strategies/materials/methods do you typically use to present information?

MULTIPLE EX. : FREE FALL Charts/Graphs Ticker Tape Diagrams Free Body Diagrams Equations Vector Diagrams Words A free-falling object is an object which is falling under the sole influence of gravity; such an object has an acceleration on Earth of 9. 8 m/s/s, downward.

MORE…MULTIPLE EXAMPLES… Wrong way compared to correct. Point out error. Exemplary Models/Samples, etc. Real World Examples Templates (outlines, lists, etc). Manipulatives Concept Mapping (see next slide)

MULTIPLE EXAMPLES: CONCEPT MAPPING

MULTIPLE MEDIA: THE POWER OF SOUND, IMAGE, TEXT

MULTIPLE MEDIA: ON-LINE INTERACTIVE

MULTIPLE MEDIA: VIRTUAL FIELD TRIPS

BACKGROUND KNOWLEDGE KWL Charts Defining Words/Concepts Make Connections

GLOSSARY & CONTENT WALL Students create their own glossary (1 page per concept) Make sure any symbols/vocab are defined and modeled. Content Wall with content shown in multiple representations.

MULTIPLICATION EX. MULTIPLICATION: is repeated addition. 2 x 4= 2+2+2+2 =8 4 x 2= 4+4=8 2 x 4=8, (2)(4)=8, 2*4=8 Two times four equals eight. Two multiplied by four equals eight.

RECOGNITION APPLICATION Choose content you will be teaching your students soon…how can you represent that problem/topic in multiple ways?

STRATEGIC NETWORKS Provide multiple means of EXPRESSION and APPRENTICESHIP. Provide flexible models of skilled performance. Provide opportunities to practice with supports. Provide ongoing, relevant feedback. Offer flexible opportunities for demonstrating skill.

STRATEGIC NETWORK Provide multiple means of EXPRESSION and APPRENTICESHIP. o What materials/methods do you use to allow students to practice and applying the content taught? o Is it effective? How do you know?

STRATEGIC RESOURCES GAMES (online) and Hands-on Games FLASHCARDS (online) APPLICATION PROJECTS: PBL

EXPRESS WHAT THEY KNOW… TEACH/FEEDBACK THINK ALOUDS JOURNALS PORTFOLIOS

AFFECTIVE NETWORKS Provide multiple means of ENGAGEMENT. Offer choices of content and tools. Offer adjustable levels of challenge. Offer choices of rewards. Offer choices of learning content.

AFFECTIVE NETWORK Provide multiple means of ENGAGEMENT. How are you providing choice? What are your reward and recognition systems? Do you know what your students are interested in? What motivates them specifically? How independent are your students? Can they self-regulate?

ENGAGEMENT IDEAS Do interest inventories of your students. Have clear and consistent reward and recognition system. Use some DI strategies: Exit Tickets, Menus, Choice Board, Centers, etc. Use media tools Help them set goals, self-assess & reflect.

EXIT TICKET: UDL SELF-REFLECTION What are you doing well? What areas of your teaching do you need to improve and why? Of the 3 UDL principles which one do you need the most support in and which one the least? Why?

TEACHING JOURNAL Really assess if your are in fact using multiple and flexible means of: presentation, expression and apprenticeship, and engagement. Like with a food log…see if you are doing better or worse than you think! Was your original self-assessment accurate? Where are the gaps that need to be filled?

NEXT TIME Review UDL networks and principles Watch Exemplary UDL lessons Develop UDL rubric and apply it Develop UDL Goal & Force Map Develop UDL Implementation Plan

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