Angela Kwok Oklahoma State Department of Education Special

Universal Design for Learning (UDL) is a proactive design of curricula (educational goals, methods,

Universal Design for Learning (UDL) Recognition: “what” § Multiple means representation Strategy: “how” §

UDL Purpose: Knowledgeable, strategic, engaged learners UDL Guidelines: Framework for designing lessons, presentations, or

Presentation Goal: §Define UDL §Identify 3 principles of UDL §Offer UDL lesson experience Use

Priority Academic Student Skills Grade 3 Writing 2: 8 Use descriptive language such as

FIRST: (20 min) Build background: how to make salsa HANDOUT 1: §Option 1. Read

SECOND (10 min): Planning Phase HANDOUT 2: §Directions §Options for organizing thoughts http: //www.

Third (10 min): Written paragraph- final product §Topic sentence, 3 details, conclusion §Response Options:

Options for Engagement §Work alone §Collaborate: §with a partner, §small group (no more than

Go Time! § Build Background § Organize § Final Written Summary You will have

Building Background § Option 2: Making Salsa Video §http: //www. mahalo. com/how-to-make-salsa/

Class Discussion § Opportunity to share writing sample.

UDL Activity Reflection Written paragraph & Reflection Responses

Presen t inform a conten tion and t in dif ferent ways Differentiate the

1 -Goal setting 6 -Reflect 2 -Consider Variability-UDL 5 -Implement 3 -Select Assessment 4

What was UDL? Options for Perception Options for Action & Expression Options for Engagement

§What did you learn about learning & UDL? §What might you do in your

§http: //www. cast. org §http: //www. ok. gov/sde/universaldesign §http: //www. montgomeryschoolsmd. or g/departments/hiat/udl/ http:

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Angela Kwok Oklahoma State Department of Education: Special Education Services

Universal Design for Learning (UDL) is a proactive design of curricula (educational goals, methods, materials, and assessments) that enable all individuals to gain knowledge, skills, and enthusiasm for learning. Universal Design for Learning http: //www. cast. org CAST© 2003

Universal Design for Learning (UDL) Recognition: “what” § Multiple means representation Strategy: “how” § Multiple means of action & expression Affect: “why” § Multiple means of engagement http: //www. cast. org CAST©

UDL Purpose: Knowledgeable, strategic, engaged learners UDL Guidelines: Framework for designing lessons, presentations, or activities with a clear goal & flexible, accessible means http: //www. cast. org CAST©

Presentation Goal: §Define UDL §Identify 3 principles of UDL §Offer UDL lesson experience Use your imagination! § The students = you § English/Language Arts class § UDL Principles: § Representation, § Action & Expression § Engagement http: //www. cast. org CAST©

Priority Academic Student Skills Grade 3 Writing 2: 8 Use descriptive language such as action verbs, vivid adjectives, and adverbs to make writing interesting.

FIRST: (20 min) Build background: how to make salsa HANDOUT 1: §Option 1. Read §Option 2. Watch a video §Option 3. Make your own salsa http: //www. cast. org CAST©

SECOND (10 min): Planning Phase HANDOUT 2: §Directions §Options for organizing thoughts http: //www. cast. org CAST© Option 1 • Sentence Starters Option 2 • Graphic Organizer Option 3 • Written Example

Third (10 min): Written paragraph- final product §Topic sentence, 3 details, conclusion §Response Options: §Notecard(s) §Whiteboard §Chart paper §Notebook paper §Computer http: //www. cast. org CAST©

Options for Engagement §Work alone §Collaborate: §with a partner, §small group (no more than 4) Note: Each person will need their own individual response sheet Name: ______

Go Time! § Build Background § Organize § Final Written Summary You will have 30 minutes to work.

Building Background § Option 2: Making Salsa Video §http: //www. mahalo. com/how-to-make-salsa/

Class Discussion § Opportunity to share writing sample.

UDL Activity Reflection Written paragraph & Reflection Responses

Presen t inform a conten tion and t in dif ferent ways Differentiate the ways that students can express what they know rest e t n i ate l u for m i n o St i t a otiv m d an ing n r a e l Develop clear goals. Be Flexible to address learner variability. http: //www. cast. org CAST©

1 -Goal setting 6 -Reflect 2 -Consider Variability-UDL 5 -Implement 3 -Select Assessment 4 -Select Methods/ Materials/Media UDL Lesson Planning Process: Dufour, Dufour & Eaker (2010) http: //www. cast. org CAST©

What was UDL? Options for Perception Options for Action & Expression Options for Engagement Perception: Oral, Power. Point, Handout, Guidelines Template, Video Physical Action: Write, Type, Discuss, Create, Listen Recruit interest: Building background choice, Choice for Independent work or collaboration. Vocabulary: Power. Point, Oral, Handout Expression & Communication: Power. Point, Handouts, Graphic organizer examples Effort and Persistence: Clear goals, Teachers monitors progress & provides feedback, Opportunity for collaboration Background: Executive function: Handout, Video, Hands- Clear goals, on materials Agenda, Materials http: //www. cast. org CAST© provided Self Regulate: Reflection, Next steps, Share with colleagues

§What did you learn about learning & UDL? §What might you do in your practice? What are your next steps? ‘I attended a session on UDL … and it makes me want to include … as part of my instruction’ http: //www. cast. org CAST©

§http: //www. cast. org §http: //www. ok. gov/sde/universaldesign §http: //www. montgomeryschoolsmd. or g/departments/hiat/udl/ http: //www. cast. org CAST©