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UDL BOOT CAMP. Norms: Consider being Agents of Disruption Understand that “dissensus” is worth exploring Be active in thought and purpose Assume positive.

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Presentation on theme: "UDL BOOT CAMP. Norms: Consider being Agents of Disruption Understand that “dissensus” is worth exploring Be active in thought and purpose Assume positive."— Presentation transcript:

1 UDL BOOT CAMP

2 Norms: Consider being Agents of Disruption Understand that “dissensus” is worth exploring Be active in thought and purpose Assume positive intent Realize we will not solve our problems today Do not engae in assumicide No Lifeguarding

3 Trading Card Activity

4 Learner Profile Activity

5 Goals Understand the concepts of Universal Design for Learning Apply the concepts of Universal Design for Learning to classroom practice

6 The Challenge Access, participation, and progress in the general education curriculum for all learners IDEA ‘97

7 Origins of Universal Design for Learning (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

8 Origins of Universal Design for Learning (UDL) Definition: UDL is an educational approach to teaching, learning, and assessment, drawing on new brain research and new media technologies to respond to individual learner differences.

9 The Ladder of Inference & Learning

10 UDL and the Learning Brain – Recognition network – Strategic network – Affective network

11 UDL and the Learning Brain Recognition networks: “the what of learning” identify and interpret patterns of sound, light, taste, smell, and touch

12 It tells us what each of these are but also why they are different

13 UDL and the Learning Brain

14 Strategic networks: “the how of learning” plan, execute, and monitor actions and skills

15 UDL and the Learning Brain

16 Affective networks: “the why of learning” evaluate and set priorities affective networks are essential to wanting to learn

17 UDL and the Learning Brain

18 The Myth Around Different Learners Not everyone learns differently We all have these three networks We may have propensity in different areas and leads to variability

19 UDL and the Learning Brain One must recognize information, ideas, and concepts One must be able to apply strategies to process the information One must be engaged Vygotsky

20 UDL and the Learning Brain Task is too difficult for learner ZONE OF PROXIMAL DEVELOPMENT Task is too easy for learner

21 Flow Theory 8 conditions Sense of potential control Loss of self- consciousness Time distortion Autotelic or self- rewarding experience Clear goals and feedback Equilibrium between challenge and skill Merging of action and awareness Focused concentration

22

23 UDL and the Learning Brain

24 Double generative loop learning

25 UDL and the Learning Brain All learners are variable and universal does not mean “one size fits all”

26 The Framework for UDL

27 Principles of UDL – Provide multiple, flexible methods of presentation – Provide multiple, flexible methods of expression and apprenticeship – Provide multiple, flexible options for engagement

28 Principles of UDL The key is Flexibility not fitting into the box

29 New Assumptions: UDL Students with disabilities fall along multiple continua Typical classes are highly diverse Teacher adjustments benefit all learners Curriculum needs fixing, not the students Curriculum materials must be flexible, varied, and diverse General Education and Special Education teachers plan curriculum

30 Questions Which methods of teaching are most effective with the ways that each brain network functions? What kinds of flexibility must instructional materials have to address the uniqueness of each learner?

31 Supporting Recognition Learning Provide alternative formats for presenting information – Provide multiple examples – Highlight critical features – Provide multiple media and formats – Support background context

32 Recognition: Provide multiple examples K-2 Goal: Recognize that animals (including humans) and plants are living things that grow, reproduce, and need food, air, and water. Examples of living things Examples of non-living things

33 Recognition: Highlight Critical Features Highlight critical features to identify a bird Birds have feathers. Birds have wings. Birds have beaks. Is this a bird?

34 Recognition : Multiple Media & Formats Provide a range of formats and media to ensure access for all

35 Supporting Strategic Learning Provide alternative means for action and expression – Provide flexible models of skilled performance – Provide opportunities to practice with supports – Provide ongoing, relevant feedback – Offer flexible opportunities for demonstrating skill

36 Strategic: Flexible models of performance Provide expert models of skilled performance and counter examples of incorrect execution Think and share! Think about examples and counter examples of performance, e.g. think about good tennis techniques and poor execution of serving. Models of successful ways to healthy eating and incorrect ways to healthy eating And more…

37 Strategic: Ongoing relevant feedback Feedback is provided in an on-going fashion.

38 Supporting Affective Learning Provide alternative means for engagement – Offer choices of content and tools – Offer adjustable levels of challenge – Offer choices of rewards – Offer choices of learning context

39 The UDL Approach Diversity is the norm in today’s classrooms Applying the UDL principles in education is enabled by: – Appropriate goals – Flexible and supportive digital materials – Flexible and diverse methods, and – Accessible and flexible assessments

40 GameStorming


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