3. UDL Pilot Classrooms GOAL:
Collaboratively define a practical model of UDL
Create a replicable model
GOAL:

4. What did we do? Lots of dialogue! Emphasized pedagogy
Dug into the Principles of UDL
Slowly and purposefully introduced technology
Identified “Critical Elements” of UDL
Respected One Another
Learned

6. Mandatory Ingredients

7. Lots of options to help with the dish

9. Critical Elements

10. Clear Goals
Teachers have a clear understanding of the goal(s) of the lesson and specific student outcomes
Students understand and can express the expectations (goals) of the lesson.

11. Inclusive, Intentional Planning
Intentional proactive planning addressing diverse student needs
Addresses individual differences in background knowledge, affect, strategies, etc.
Recognizes that all students learn differently and thus plans accordingly
Addresses the demands of the curriculum and available materials and personnel
Maintaining rigor of the lesson while embedding necessary supports from the beginning to reduce barriers in the curriculum

12. Flexible Methods & Materials
A variety of methods are used to engage every student (e.g., provide choice, address student interest) and promote their ability to monitor their own learning
Variety of media and methods to present information & content
Variety of media and methods to demonstrate knowledge

13. Timely Progress Monitoring
Formative assessments are frequent and timely enough to plan/redirect instruction and support
A variety of formative and summative assessments (e.g., projects, oral tests, written tests) are used to assess the learning of the students in the classroom

14. Must be evidence that ALL four critical elements were considered in order to be aligned with the framework of UDL

15. Role of Technology?

16. National Commission on Teaching and America’s Future (NCTAF)
1998: Schools in 2010 will look very different as a result of technology. Technology will change schools.
-Tom Carroll
National Commission on Teaching and America’s Future (NCTAF)
So we have to!

17. 2011 SETDA Regional Mtg - Chicago
Education 1.0
Tom Carroll
2011 SETDA Regional Mtg - Chicago
Learning to Know (artisan practice)
A lot of what we are doing with technology is only buttressing the learning to know model

18. Education 2.0 Learning to Do
Tom Carroll
2011 SETDA Regional Mtg - Chicago
Learning to Do
How do I solve problems?
How do I work with people?
Students learn continuous learning as a result
Teachers teaching AND learning (expert learners)

19. Will either model ultimately get us where we need to be?
Probably not…

20. Teacher Feedback

21. UDL Pilot Group Teacher Comments
The first few meetings we left and thought, “What have we really accomplished,” but now we realize the pedagogical background was necessary for understanding and implementing UDL. We wouldn’t be where we are without that.

22. UDL Pilot Group Teacher Comments
Learning about UDL has increased my frustration with what I am able to do in the classroom.  I know there is so much more that I could be doing to assist my students in their learning, and I don't have time to do it all, find the necessary resources, etc.  I don't think that the time issue is any different from before I tried to organize my classroom around UDL principles - time is always an issue for teachers - but what I need to do with that time has changed.  Making traditional assessments more accessible, finding accessible print materials, and the means for students to use those materials.  

23. UDL Pilot Group Teacher Comments
I have really really really enjoyed being able to spend meaningful time with other teachers, sharing ideas, exploring materials and methods, and working on the business of being better classroom instructors.  Having MITS facilitate theses meetings has been priceless.

24. UDL Pilot Group Teacher Comments
I think differently about students in the margins, especially struggling readers.  I used to try to figure out how to get the student some remedial reading instruction so that they could access my science content.  Now, I look for the right materials and methods to get the content to all students.  I think about this proactively - before I know anything about the abilities of my students.  I want the materials to be readily accessible for whomever walks through my classroom door, regardless of their current reading ability.

25. UDL Pilot Group Teacher Comments
I’ve thought about all that I thought I knew about UDL and realized I didn’t know as much as I thought back then!
We discussed how we’d like to go back and take our names off of our earlier UDL model lessons.
Study and trial and error has helped us understand what UDL is.

26. UDL Pilot Group Teacher Comments
I think about students with different needs. It’s hard for some students to just listen to directions so I’ve started providing rubrics and more detailed expectations and directions for them.

27. UDL Pilot Group Teacher Comments
The science teachers in the UDL project have created a virtual learning community of sorts. We share information about lessons, discuss how to present ideas to students, and share materials. It’s great being able to bounce ideas off of each other and it’s nice to collaborate with someone who teaches the same content area.

28. UDL Pilot Group Teacher Comments
Learning about UDL has had several “light bulb” type moments.  When used effectively in class, all students are actively engaged, they are learning at a variety of levels, and they have many opportunities to be successful.   Implementing a UDL classroom takes time and some knowledge/access to technology, but once in place needs minimal tweaking in the long run.  You won’t have to necessarily change your lessons year-to-year based on the population of students in your classroom because you will have activities/lessons that meet students’ needs that are at a variety of ability levels.

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