Presentation on theme: "Welcome! Universal Design for Learning: Meeting the needs of ALL learners Grace Meo, Patti Ralabate,"— Presentation transcript:
Welcome! Universal Design for Learning: Meeting the needs of ALL learners Grace Meo, firstname.lastname@example.org@cast.org Patti Ralabate, email@example.com@cast.org CAST 1
Get organized: Sign in, name tent Sign up for a UDL Connect account and join our Wisconsin group http://community.udlcenter.org/group/udl-in- wi-dpi Find your quadrant partners We will officially begin at 9am!
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 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
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?
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!
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
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
Learning science has also taught us: Context matters! Images
UDL: Variability & Context Matter What resonates? What is new? Image of opening screen of Variability Matters Video
What resonated with you? How do ideas of variability & context relate to your work? 19 Find your Q1 partner 10 minutes
Building Background: UDL is based in learning sciences Started in the margins
… “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 http://www.ncsu.edu/www/ncsu/design/sod5/cud/about_us/about_us.htm Image of inaccessible entry to post office
You can retrofit, however … Image of retrofit to public building – ramp at side of building
Design from beginning … improving access for all Image of elegantly accessible bridling – Louvre annex
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…
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.
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
Options for physical actions CAST 2012 Vary methods of response Provide access to tools & assistive technology
Options for expressive skills & fluency CAST 2012 Tools to communicate & compose Graduated levels of support for practice
Options for executive functions CAST 2012 Clear goals Support planning & monitoring process
Consider GOAL: Show what you know about a pioneer
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
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.”
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. www.fhi.se/PageFiles/3396/R200809_implemtering_eng0805.pdf 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
investigate UDL as a framework for curriculum design & decision making raise awareness determine interest & willingness EXPLORE
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
develop educator expertise create processes & resources to support integrating UDL with existing practices create procedures & protocols for review & evaluation INTEGRATE
enhance effective processes & organizational supports expand practices throughout the system promote a community of practice SCALE
predict & plan for change embed processes - allow for innovation - maximize continuous improvement cultivate a UDL culture OPTIMIZE
Vision Action Plan Incentives Skills Resources Assessment Change
A Tale of 4 districts http://www.udlcenter.org/implementation/fourdistricts
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?
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.
Imagine Image from opening screen of Imagine by Glee