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Universal Design for Learning: Presenter’s Academy

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Presentation on theme: "Universal Design for Learning: Presenter’s Academy"— Presentation transcript:

1 Universal Design for Learning: Presenter’s Academy
Welcome, participants, please visit our registration table where you will: Make a name tent Sign in (sheet) Fill out permissions sheet @CAST_UDL | #UDL (C) CAST 2014

2 UDL Connect: For Online Resources & discussions
This is a site that can be used during the workshop and indefinitely after to build online resources, tools, links and discussions. Be sure to (1) Sign in to UDL Connect and (2) join our group Why join UDL Connect: Once you have joined the UDL Connect Group, you can add discussions, browse through information posted on different pages, and post comments on the wall. As a part of the larger UDL Connect community, you will periodically receive announcements of new tools, resources, and CAST opportunities. If you do not sign up for a UDL Connect account, you can only access and download resources. NOTE: The goal of having a live interactive website is to create a site for workshop materials and resources. It is also a place to support a community of practice that engages in discussions and support for colleagues. As such, you may choose to use other website creators. @CAST_UDL | #UDL (C) CAST 2014

3 #UDL social media CAST UDL Center AIM Center
NOTE: Posting to Social Media is another way to express what you want others to know. (Multiple Means of Action and Expression) Do a search for our three organizations on your favorite social media sites! PLEASE NOTE: The #UDL hashtag is just an example – choose whatever hashtag you want for the workshop you’re doing. If you do not wish to have a workshop-specific hashtag, please leave the reminder about using the #UDL hashtag in case people decide they want to tweet. There are too many to list on the slide, it’s easier for people to just do a search for the three organizations. They’re easy enough to find on the four sites listed above (Twitter, Facebook, Google+ and YouTube). However, if people have trouble finding the sites, I’ve included the direct links below: Connect with CAST: CAST on Twitter: https://twitter.com/cast_udl CAST on Facebook: https://www.facebook.com/CenterforAppliedSpecialTechnology CAST on Google+: http://goo.gl/3q7Om CAST on YouTube: http://www.youtube.com/user/UDLCAST Connect with the National Center on Universal Design for Learning: UDL Center on Twitter: https://twitter.com/udl_center UDL Center on Facebook: https://www.facebook.com/UDLCenter UDL Center on Google+: http://goo.gl/poBrj UDL Center on YouTube: http://www.youtube.com/user/UDLCenter UDL Connect Ning: http://community.udlcenter.org/ Connect with the National Center on Accessible Instructional Materials: AIM Center on Twitter: https://twitter.com/aim_center AIM Center on Facebook: https://www.facebook.com/AIMCenter AIM Center on Google+: http://goo.gl/JYjlM AIM Center on YouTube: http://www.youtube.com/user/AIMNationalCenter Use Twitter? Use #UDL in your tweets during the workshop! #UDLchat: 1st & 3rd Wednesdays of the month, 9-9:30pm ET @CAST_UDL | #UDL (C) CAST 2014

4 @CAST_UDL | #UDL (C) CAST 2014
Introductions Grace Meo @CAST_UDL | #UDL (C) CAST 2014

5 How many years in education?
Less than 2 years Between 3 and 10 years Over 10 years Over 20 years! @CAST_UDL | #UDL (C) CAST 2014

6 Who traveled the furthest to get here today?
Less than 5 miles, I practically live here! Between 5-15 miles Between miles, but felt like farther! Over 30 miles, are you kidding me?! @CAST_UDL | #UDL (C) CAST 2014

7 Where are you in your understanding about UDL?
1 = Just beginning, what does ‘UDL’ even stand for? 2 = I know what UDL stands for 3 = I have done presentations on UDL 4 = Quite familiar, in fact I teach others about UDL We recognize there will be variability in the understanding and background of UDL. UDL supports to build background: The UDL Connect site has additional background videos and articles to read, re-read to build background or to dive deeper The notes section of the power points will provide ‘diving deeper’ options for those of you who already have a strong background. Feel free to read and explore the content. Foster collaboration: identify other participants who may be good supports for building understanding and for discussions. Add to the UDL Connect discussion posts or Tweets with comments and questions you have during the workshop During work time, ask for additional help from CAST staff @CAST_UDL | #UDL (C) CAST 2014

8 Getting to Know You Scavenger Hunt or Quadrant Partners
The goal of this activity is to get to know other participants from the workshop. We have an international group and would like to benefit from the collective expertise in the room! At different points during the workshop, you can have discussions with different participants. Options (Instructions and session worksheets are available on the UDL Connect group site at Scavenger Hunt – the goal is primarily focused on getting to meet others in the room Quadrant Partners – the goal is twofold: getting to meeting others in the room and having a structure for paired discussion at varied times in the workshop Materials: worksheet for Scavenger Hunt or Four Quadrant worksheet. @CAST_UDL | #UDL (C) CAST 2014

9 UDL Presenter Academy Goals
To support UDL Presenters as they begin to prepare, customize, and deliver the UDL workshop: UDL: Addressing the Variability of ALL learners. Day 1: UDL, Guidelines, hands-on Day 2: Guidelines Continued, Featured Speaker, Lessons Day 3: Lessons, Tools, Application, Featured Speaker, Planning for UDL

10 “UDL: Addressing the Variability of All Learners” Goals
Day 1: Build background To learn how UDL addresses challenges of learner variability Day 2: Application To strategize how to apply UDL to practice To build tools & resources To meet these goals, we will provide multiple means of representing content, of being able to act with the content, and to engage with the objectives. (we will model UDL!) Knowing how people learn  can purposefully design learning environments NOTE: post your goals to be visible to participants @CAST_UDL | #UDL (C) CAST 2014

11 @CAST_UDL | #UDL (C) CAST 2014
Seen another way: Build Background Application NOTE: use language of multiple ways to represent the elements of the workshop. Lesson Planning UDL Guidelines @CAST_UDL | #UDL (C) CAST 2014

12 @CAST_UDL | #UDL (C) CAST 2014
Seen another way: Variability Context Tools & Resources NOTE: use language of multiple ways to represent the elements of the workshop. UDL in Practice UDL Guidelines @CAST_UDL | #UDL (C) CAST 2014

13 This workshop: build awareness
Analogy! This workshop is like your first visit with a travel guide… with this visit, the travel guides will tell you about UDL & a journey you might want to take. At this point, you are not signed up to take the the ‘real’ trip yet! You are just building your background. Implementation of UDL is a process of change that can take years to integrate at the classroom, school, and district level. The phases are recursive and can be revisited many times with growing understanding of UDL. For more information on UDL Implementation, visit the following site: UDL Implementation, A Tale of 4 Districts: The goal of this workshop is to Explore UDL. Reinforce the idea that this workshop is EXPLORATORTY and will raise awareness about UDL @CAST_UDL | #UDL (C) CAST 2014

14 UDL A mindset for designing learning experiences
all individuals can gain enthusiasm, knowledge, and skills for learning reduces barriers to the curriculum while maintaining high achievement standards for all This is the beginning of the concept that UDL is a framework for designing curriculum. The idea is that we want to enable all learners to gain knowledge, skills, and enthusiasm for learning through the design of learning experiences. (‘UDL shifts the focus away from differentiating a text ‘down’ to providing access ‘up’, educator from Harvard Institute, 2013) We do not view UDL as another initiative, but rather a framework for thinking about and aligning other initiatives. @CAST_UDL | #UDL (C) CAST 2014

15 @CAST_UDL | #UDL (C) CAST 2014
What are your goals? For this workshop For your professional development Pause for a moment to consider why you signed up for this workshop. What are your personal and professional goals? You can write your goals and revisit often to be sure you are on the path to reach your target goals. Write, record, draw, build, tell an elbow buddy @CAST_UDL | #UDL (C) CAST 2014

16 Goal: to build collaboration around design
Goal: to collaborate with peers around a design that utilizes any combination of materials in the bags to build the TALLEST structure with the FULL marshmallow on top! This will take about 30 minutes. Prepare materials ahead of time to include: 1 paper or plastic bag (put the following materials in a plastic before the workshop) 1 pair of scissors 1 measuring tape & rubber band 20 pieces of uncooked spaghetti 1 yard of string 1 marshmallow 1 yard of tape (this can be cut and taped to the team workspace as the activity is introduced) @CAST_UDL | #UDL (C) CAST 2014

17 @CAST_UDL | #UDL (C) CAST 2014
18 minutes. ✦Measure the Structures: From the shortest standing structure to the tallest, measure and call out the heights. If you’re documenting the challenge, have someone record the heights. @CAST_UDL | #UDL (C) CAST 2014

18 RULES: Entire marshmallow on top Tallest freestanding structure
Use as much/little of the contents in bag (not the bag); can break, cut… Have fun, collaborate & be creative @CAST_UDL | #UDL (C) CAST 2014

19 Individually, with Post Its: (2 min)
What is one success you noted? What is one change you would make next time? As a team, report one success & one change you would make. Variability in many aspects of the process. For example, some may prefer to just try/do while others like to plan. Some may enjoy the group collaboration, others may have preferred to work alone. Some may have had more background or have even done this challenge! Variability is the ‘rule’– we know we will have variability in every classroom– including this workshop! There is some predictable variability that we can begin to design for even before we meet the students/participants. UDL thinks about variability along 3 principles: representation, strategies, and engagement. @CAST_UDL | #UDL (C) CAST 2014

20 Watch the TED talk (optional)
✦Kids do Better than Business Students: On virtually every measure of innovation, kindergarteners create taller and more interesting structures. ✦Prototyping Matters: The reason kids do better than business school students is kids spend more time playing and prototyping. They naturally start with the marshmallow and stick in the sticks. The Business School students spend a vast amount of time planning, then executing on the plan, with almost no time to fix the design once they put the marshmallow on top. ✦The Marshmallow is a Metaphor for the Hidden Assumptions of a Project: The assumption in the Marshmallow Challenge is that marshmallows are light and fluffy and easily supported by the spaghetti sticks. When you actually try to build the structure, the marshmallows don’t seem so light. The lesson in the marshmallow challenge is that we need to identify the assumptions in our project - the real customer needs, the cost of the product, the duration of the service - and test them early and often. That’s the mechanism that leads to effective innovation. @CAST_UDL | #UDL (C) CAST 2014

21 Why begin with this exercise?
Goal driven UDL goal for this exercise: Clear goal Flexible means Design to build a context that addresses variability @CAST_UDL | #UDL (C) CAST 2014

22 UDL Core concept #1: Goals matter
Many goals: CCSS, district, lesson, department, WIDA… Share goals clearly, all understand Consider flexible means to reach goal (UDL) @CAST_UDL | #UDL (C) CAST 2014

23 UDL Core Concept #2: Variability Old view of learning:
The old view is that there are disability is localized and that dyslexic brains look the same. Not true – we have learned that the brain is quite complex and that variability I rule for all brains. @CAST_UDL | #UDL (C) CAST 2014

24 @CAST_UDL | #UDL (C) CAST 2014
Variability For example, these three functional magnetic resonance images (fMRI) are an example of individual variability. They show brain activity patterns of three different people performing the same simple, finger tapping task. The level of brain activity during performance of this task is designated using color. As you can see, each of these three individuals shows a unique pattern of brain activation. For more information on fMRI, visit Neuroscience for Kids: Image credit: Teaching Every Student in the Digital Age: Universal Design for Learning (Permission granted) @CAST_UDL | #UDL (C) CAST 2014

25 UDL key concept #3: Context matters (environment)
The context matters– and breaks down the generalizations often made from learning ‘styles.’ For example, someone with the label of a ‘ADHD’ may pay excellent attention in some contexts- but not others. A ‘quiet’ student may thrive on stage and not be ‘quiet’ in that context… A ‘visual’ learner may prefer to listen to a book on tape… a ‘superb reader’ may prefer to hear the book read aloud with pictures in some contexts! Contexts in school includes the learning curriculum and environment: materials, methods, classroom routines, handouts, activities, lunch room… @CAST_UDL | #UDL (C) CAST 2014

26 UDL: Goal, Variability, Context (environment)
What resonates? What new ideas inspired? What applications can be made? Video: Link (http://www.youtube.com/watch?v=8WClnVjCEVM) to the you tube video, Variability Matters (10:12 minutes- can stop at 8 minutes) Todd Rose, from CAST presented at the Cyberlearning Research Summit on January 18, 2012. As you watch: what resonates? What new ideas were inspired? What applications can be made to practice? Another option for a video on variability: (16 min) that explores Variability, watch David Rose and Todd Rose (side note: David and Todd Rose are not related in any way!): @CAST_UDL | #UDL (C) CAST 2014

27 Discuss (write, type, draw, talk about, tweet, etc…)
What resonated? Discuss how the goal, variability & context relate to either the shoe or Rubik’s cube. Think about Todd’s argument: The design of Rubik cube & options for strategy lead to engagement and mastery. What happens when we design for the ‘average’? (shoes, for example) @CAST_UDL | #UDL (C) CAST 2014

28 Questions about 3 key concepts to UDL framework Goals, Variability, Context

29 @CAST_UDL | #UDL (C) CAST 2014


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