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Welcome! Universal Design for Learning: Meeting the needs of ALL learners Grace Meo, Patti Ralabate,

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Presentation on theme: "Welcome! Universal Design for Learning: Meeting the needs of ALL learners Grace Meo, Patti Ralabate,"— Presentation transcript:

1 Welcome! Universal Design for Learning: Meeting the needs of ALL learners Grace Meo, Patti Ralabate, CAST 1

2 Get organized: Sign in, name tent Sign up for a UDL Connect account and join our Wisconsin group wi-dpi Find your quadrant partners We will officially begin at 9am!

3 Join our UDL Connect Group for Online Resources & Discussions Quadrant Partners for Discussion Quadrant 1 Choose at least 1 person to put in each quadrant Quadrant 2 Quadrant 3Quadrant 4

4 4 Morning To learn how UDL addresses challenges of learner variability Afternoon Understand UDL implementation as a process of change Identify elements key to an effective implementation process

5 As we work, think about: What will you share with colleagues? What will you do to take this workshop beyond today? What motivates you to think about UDL in your work?

6 Where are you in your understanding about UDL? 1 = Just beginning! 2 = I know a little about UDL! 3 = Ask me anything about UDL: I could lead this session!

7 This morning: raise awareness

8 North, South, East, and West 8 Retrieved from National School Reform Facultyhttp://www.nsrfharmony.org/protocol/doc/north_south.pdf

9 In this situation… …what are the strengths of this “compass point”? …what are the limitations of “this compass point”? North: Acting South: Caring East: Speculating West: Paying attention to detail

10 Begin – 10 minutes! IMAGE

11 Context: making a decision about how the Common Core should be rolled out to districts North: Acting: do it now, with confidence South: Caring: consider everyone’s feelings East: Speculating, go with your gut West: Paying attention to detail

12 al: prepare a delicious Indian meal, for 4 people Why start with this activity? Variability & Context – turn and talk 12 Image of man with question mark

13 Learning ‘Styles’ Multiple Intelligences Myers-Briggs Right/left brain

14 Unless you’ve had a hemimspherectomy… you use all of your brain! Brain Image

15 Neuroscience: Learning *Variability *Learning occurs at the dynamic interaction between learner & environment (context matters!)

16 Variability: Brain Images

17 Learning science has also taught us: Context matters! Images

18 UDL: Variability & Context Matter What resonates? What is new? Image of opening screen of Variability Matters Video

19 What resonated with you? How do ideas of variability & context relate to your work? 19 Find your Q1 partner 10 minutes

20 Building Background: UDL is based in learning sciences Started in the margins

21 … “all new environments and products, to the greatest extent possible, should be usable by everyone regardless of their age, ability, or circumstance. ” Universal Design …an inspiration Retrieved May 6, 2011 from Image of inaccessible entry to post office

22 You can retrofit, however … Image of retrofit to public building – ramp at side of building

23 Design from beginning … improving access for all Image of elegantly accessible bridling – Louvre annex

24 Choose one & discuss - “turn and talk” How does it reduce barriers? How does design for margins benefit many? Ramps Curb Cuts Electric Doors Captions on Television Easy Grip Tools…

25 UD Assumptions 1.Not one size fits all – but alternatives for everyone. 1.Not added on later – but designed from the beginning. 1. Not access for some – but access for everyone.

26 26

27 Break

28 Universal Design for Learning A mindset for designing learning experiences all individuals can gain knowledge, skills, and enthusiasm for learning reduces barriers to the curriculum while maintaining high achievement standards for all

29 UDL at a Glance

30 3 Networks = 3 UDL Principles 30 Goal: Develop expert learners who are Resourceful & knowledgeable Strategic & goal directred Purposeful & motivated

31 31

32 Flexibility: UDL Guidelines Do not have to use them all Often using one guideline supports another Designing learning experiences may take longer at first, but they support learner variability

33 Build lessons that are ‘more full’ Use the UDL Guidelines to build upon the design of learning experiences that support variability

34 David Rose presents UDL Guidelines

35 What can you apply to your work? How might you incorporate one new idea? Why is this relevant to your work? 35 Find your Q2 partner

36 Identify & interpret patterns of sound, light, taste, smell, and touch Recognition Network: “what of learning”

37 Context & Recognition Network: What is this?

38 Context Matters

39 CAST 2012 Options for presenting information Customize display Alternatives for auditory & visual information

40 Options for language & symbols CAST 2012 Vocabulary, symbols Cross-language supports Multi-media

41 Options for comprehension CAST 2012 Background knowledge Highlight patterns Maximize transfer

42 Variability & Recognition network Count how many times the players wearing white pass the basketball. CAST 2012 Basketball Image

43 “We are designed to focus on whatever we are looking for.” Jill Bolte Taylor, Stroke of Insight

44 Plan, execute, monitor actions & skills Strategic Networks: “how of learning” CAST©2008

45 Phineas Gage: frontal lobe Brain Images

46 Options for physical actions CAST 2012 Vary methods of response Provide access to tools & assistive technology

47 Options for expressive skills & fluency CAST 2012 Tools to communicate & compose Graduated levels of support for practice

48 Options for executive functions CAST 2012 Clear goals Support planning & monitoring process

49 Consider GOAL: Show what you know about a pioneer

50 Tell what you know about a pioneer Student: ‘A pioneer is a person who has left their home to go West.’ Picture of second grade student

51 Write about what you know about a pioneer “A pioneer is a person that has chosen or is forced to leave their home. A pioneer leaves their home or cabin in a covered wagon. They didn’t have construction builders, so they would make everything out of nature. They would travel up and down mountains and up and down lakes, rivers, and streams.”

52 Importance of goals: Unexpected visitor Image

53 Yarbus, 1967 Eye scan images

54 What strategies are used to reach the goal? CAST 2012

55 Break

56 Evaluate & set priorities Affective Networks: “why of learning”

57 Options for recruiting interest CAST 2012 Options for choice, autonomy Authentic, relevant Minimize distractions

58 Options for sustaining effort & persistence CAST 2012 Salient goals Vary demands, optimize challenge Collaboration Mastery oriented feedback

59 Options for self-regulation CAST 2012 Optimize motivation, coping strategies Self assessment & reflection

60 Beowulf…

61 Reflect What new ideas resonated in a way that may influence what you do in your practice?

62 A Word About Goals:

63 UDL Planning Process Goal setting Consider Variability-UDL Select Assessment Select Methods/ Materials/Media ImplementReflect 63

64 As we lunch, talk about: What will you share with colleagues? What will you do to take this workshop beyond today? What motivates you to think about UDL in your work?

65 What does ‘implementation’ mean to you?

66 Guldbrandsson, K. (2008)  “a specified set of activities designed to put into practice an activity or program of known dimensions”  “active and planned efforts to mainstream an innovation”  “Introduce and put new ideas into use”  “establish and use a method in practice”  “realize, apply or put plans, ideas, models, norms or policies into operation” Guldbrandsson, K. (2008). From news to everyday use: The difficult art of implementation. Ostersund, Sweden: Swedish National Institute of Public Health. referenced in Shapiro, E.S. Zigmond, N., Wallace, T. & Marston, D. (2011). Models for Implementing Response to Intervention: Tools, Outcomes and Implications. New York, NY: Guildford Presswww.fhi.se/PageFiles/3396/R200809_implemtering_eng0805.pdf

67

68 UDL Implementation Process

69 investigate UDL as a framework for curriculum design & decision making raise awareness determine interest & willingness EXPLORE

70 create climate that accepts variability as the norm conduct a self-reflection to examine district policies, processes & practices, strategic personnel & organizational structures define a vision, measurable outcomes and action plan. PREPARE

71 develop educator expertise create processes & resources to support integrating UDL with existing practices create procedures & protocols for review & evaluation INTEGRATE

72 enhance effective processes & organizational supports expand practices throughout the system promote a community of practice SCALE

73 predict & plan for change embed processes - allow for innovation - maximize continuous improvement cultivate a UDL culture OPTIMIZE

74 What is the need?

75 Vision Action Plan Incentives Skills Resources Assessment Change

76 A Tale of 4 districts

77 Work with YOUR Quadrant Partner - Select ONE district:  How did the district identify the needs and define their goal(s)?  How did the district support teachers through the implementation process?  How similar is this district to Wisconsin districts?

78

79

80 District self-reflection tool

81 CAST tools Images of CAST tools

82 Image of man dreaming

83 Summary  UDL is based on what we’ve learned in neuroscience and the learning sciences about HOW we learn.  There are 3 brain networks associated with learning: Affective, Recognition, Strategic and 3 UDL Principles offering multiple means of: Engagement, Representation and Action & Expression. There are 3 UDL Guidelines for addressing each UDL Principle.  We can plan a for Group Learner Variability (Goals, Assessment, Methods, Materials/Media) by asking questions based on the UDL Guidelines.  UDL implementation is a process of change that can take 3-7 years.  There are 5 phases of UDL implementation: Explore, Prepare, Integrate, Scale, and Optimize.

84 Imagine Image from opening screen of Imagine by Glee

85 Questions


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