Universal Design for Learning The Why the What

Universal Design for Learning The Why, the What, and the How Dr. Katie Novak Author of UDL Now! and UDL in the Cloud www. katienovakudl. com or @Katie. Novak. UDL #UDLchat

The Dinner Party I’m having a party! I need you to prepare one dish that will knock my socks off! Here is a clue to what I like. • Lucy is lactose intolerant. • Nathaniel has a nut allergy. • Greg is on a gluten free diet. • Victoria is a vegetarian. • Wanda is on a diet.

The Love Languages A___ Your partner says, “You did a great job on that. I appreciate it. ” B___ Your partner unexpectedly does something in or around the house or your room that you appreciate. C___ Your partner brings you a surprise treat from the store. D___ Your partner invites you on a leisurely walk just to chat. E___ Your partner makes a point to embrace you before leaving the house. So, what's your love language? Your highest score is your love language.

The Shoe Analogy

How Learners Learn UDL vs. DI

This is also in your handouts if you want a closer look or if you want to write notes!

The Lamp Conundrum Consider the UDL Guidelines. What needs to happen in order to “light” up all students and engage them?

The UDL Implementation Process ◎Systems will need to undergo a shift to proactively plan for the implementation process. The shift will be systematic – will not to make things more difficult for teachers. ◎No more “random acts of improvement. ”

Culturally Responsive Classrooms When relating to your students who come from cultures different from yours, you need to engage “intellectually, socially, emotionally, and politically” (Ladson-Billings, 1994).

21 st Century Skills UDL Clear and Effective Communication • Task, purpose, audience • Effective, expressive, receptive 5. Provide options for expression and communication 7. Provide options for recruiting interest Self-Direction • Set goals and make decisions • Persevere in challenging situations 6. Provide options for executive functions 8. Provide options for sustaining effort and persistence Creative and Practical Problem Solving • Identify patterns and trends • Persist in solving problems/learn from failure 8. Provide options for sustaining effort and persistence 9. Provide options for self-regulation Responsible and involved citizenship • Respect diversity and different points of view 7. Provide options for recruiting interest (minimize threats and distractions) Informed and integrative thinking • Apply knowledge to “real life” • Develop and use models/tech to explain phenomena 1. Provide options for perception 2. Provide options for language, mathematical expressions, and symbols 3. Provide options for comprehension 4. Provide options for physical action

Jean Anyon & Hidden Curriculum of Work “Hidden work perpetuates the maintenance of the status quo. ” (to download full article, click here) -Jean Anyon Discussion: What does this mean for student involvement in a culturally responsive classroom?

MTSS, UDL and DI Consider this statement: MTSS acknowledges that instruction and/or contextual issues, not student inability, could be the reason why students are not learning. Now, for the “imagine someone disagrees” activity.

MTSS in MA

Social Constructivism and UDL ◎ ◎ The guidelines are built upon the social constructivist approach to learning. Learning takes place in and through activity with other people. Knowledge is only meaningful and useful if it can be used as a tool for further activity. Learning is active and constructive and must be in the “zone of proximal development. ”

Where Are Our Students?

Where’s Your Stage? Need support from others Can perform independently Very adept – need more challenge Used to be proficient – not sure any more Stage III Stage IV 1. 2. 3. 4. Reading/analyzing Beowulf in Old English Making a pie crust from scratch Playing the guitar Accurately throw a perfect football pass

What does UDL look like?

Activating the Affective Network: Engagement & Common Warts ◎Warts are caused by the DNA-containing human papillomavirus (HPV). ◎There at least 63 genetically different types of HPVs. ◎We are in contact with warts every day. ◎80% of us will contract the common wart during our lives (pbs. org).

“This is lame. I won’t get warts. ” You’re Wrong! ◎Wart viruses are contagious. Warts can spread by contact with the wart or something that touched the wart. ◎The entry site is often an area of recent injury. Incubation: 1 -8 months. ◎80% of adults will contract them…. you’re next.

You are more likely to get warts if you bite your nails or pick at hangnails; or have cuts or scrapes on your hands. Virus + microabrasion + maceration = wart Examine your hands and assign yourself a score based on the Likert scale above. 1 0 abrasions 2 1 -2 3 3 -4 4 >4 5 macerated

Recognition Networks: Prevention & Treatment ◎Avoid touching warts on others. Cover abrasions every day. ◎Attack the virus! Hand sanitizer and washing your hands kills HPV. ◎Normal laundering in warm water with detergent will take care of the virus on towels and clothing.

What do I do if I get them? ◎University of Illinois, Mc. Kinley Health Center tells us – DUCT TAPE ◎ 2002 Study--Enrolled 61 people with common warts ◎Half got liquid nitrogen--the others had the warts covered with duct tape for 2 months ◎Measured complete resolution ◎Response rate with nitrogen=60% ◎Response rate with duct tape= 85%

Duct tape… The Miracle Cure ◎Place several layers of waterproof adhesive tape over the wart region (duct tape). ◎Do not remove the tape for 6 -1/2 days. Then take off the tape and open the area to the air for 12 hours. ◎Reapply tape for another 6 -1/2 days. ◎The tape works best in the region around the fingernail. ◎Tape works because the air-tight, moist environment under the tape does not allow the virus to grow and reproduce

Choice Assessment 1. 2. 3. 4. 5. 6. 7. Create a hand washing tutorial or wart treatment tutorial, for two different audiences, using pictures, video, audio, and/or text. Write a catchy poem or song about wart prevention and treatment. Write a letter to a wart on your hand, informing it of your plans to take it down with Duct tape. Create a public service announcement about hand washing for wart prevention. Record a podcast or write a blog focused on your new understanding of wart prevention and treatment. SUPER CHALLENGE: Write a letter to your dermatologist, cursing his insistence on the pricey and painful nitrogen freeze, when it is less effective than Duct tape. Be sure to use scientific language appropriate for a doctor. ROLL THE DICE!

When planning for UDL, outcomes should include: Rigorous, standards-based lessons designed for all students that encourage 21 st century skills and focus on problem-solving and real world application Numerous choices to challenge all students A culture of growth mindset and mastery-oriented feedback Check out UDL Exchange for lessons in your content area!

Standard I A. Curriculum and Planning Indicator B. Assessment Indicator C. Analysis Indicator UDL in the Educator Evaluation System “consistently engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject” IA 1 “providing differentiated learning experiences that enable all students to progress toward meeting intended outcomes” 1 A 2 “Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies” IA 4 “implement appropriate differentiated interventions and enhancements for students” 1 B 2 “engages students and families in constructive conversation“ 1 C 3

Standard 2 A. Instruction UDL in the Educator Evaluation System “Consistently defines high expectations for the quality of student work and the perseverance and effort required to produce it; often provides exemplars, rubrics, and guided practice. ” 2 A 1 “likely to motivate and engage most students during the lesson. ” 2 A 2 “Uses appropriate practices, including tiered instruction and scaffolds “ 2 A 3 B. Learning Environment “provides opportunities for students to learn in groups with diverse peers” 2 B 2 “Consistently creates learning experiences that guide students to identify their strengths, interests, and needs“ 2 B 3 C. Cultural Proficiency “Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. ” 2 C D. Expectations “Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability. ” IID 2

Poll Everywhere Dive into Engagement: ◎ The Zone of Proximal Development ◎Growth mindset ◎Mastery-oriented feedback

The UDL Movement Present inform ation and con te differen nt in t ways rest e t n i e t a l Stimu n for o i t a v i t o and m learning Differentiate the ways that students can express what they know Know what you’re teaching, and be flexible!