1. Universal Design for Learning The Why, the What, the How Dr. Katie Novak Author of UDL Now! www.katienovakudl.com All workshop material is here. Just click on Blog Posts and then Sunny Santa Barbara!

2. I’m having a party! I need you to prepare one dish that will knock my socks off! Here is a clue to what I like. Lucy is lactose intolerant. Nathaniel has a nut allergy. Greg is on a gluten free diet. Victoria is a vegetarian. Wanda is on a diet. The Dinner Party

3. The Love Languages A___ Your partner says, “You did a great job on that. I appreciate it.” B___ Your partner unexpectedly does something in or around the house or your room that you appreciate. C___ Your partner brings you a surprise treat from the store. D___ Your partner invites you on a leisurely walk just to chat. E___ Your partner makes a point to embrace you before leaving the house. So, what's your love language? Your highest score is your love language.

4. The Shoe Analogy

5. State MTSS Model 21 st Century skills Standards-based teaching and learning – Common Core Formative and summative assessments Educator Evaluation Parent and Community Engagement The UDL Umbrella

6. How Learners Learn UDL vs. DI

8. It’s Time for a Module! I’d like to provide options for you to learn more about the UDL Guidelines and how they relate to your goal for UDL implementation. The module will provide options for representation, action and expression, and engagement. Select the resources and activities that best meet your needs!

9. This is also in your handouts if you want a closer look or if you want to write notes!

10. Social Constructivism and UDL The guidelines are built upon the social constructivist approach to learning. Learning takes place in and through activity with other people. Knowledge is only meaningful and useful if it can be used as a tool for further activity. Learning is active and constructive and must be in the “zone of proximal development.”

11. Where Are Our Students?

12. Where’s Your Stage? Need support from others Can perform independently Very adept – need more challenge Used to be proficient – not sure any more Stage IStage IIStage IIIStage IV 1.Reading/analyzing Beowulf 2.Baking a lemon meringue pie 3.Changing a diaper with your eyes closed 4.Accurately throw a perfect football pass

13. Review of UDL Take a moment to process what you’ve learned about UDL. Choose one of the following to reflect: Send a tweet about UDL. Tag me @KatieNovakUDL Chat with a neighbor about UDL Jot down a few notes to help you make the connection between your work and UDLUDL

14. What do these flags have in common?

15. “The set of attributes that provide people with the strength and the fortitude to confront the obstacles they are bound to face in life.” RESILENCY

16. What is “Education for All?” ✘ Variance explained by student socioeconomic status ✘ Variance explained by student immigration status ✘ Variance explained by student ability Universal Design for Learning (UDL) is a framework that empowers ALL students to learn by providing equal opportunities to access rigorous curriculum and become expert learners who have 21 st century skills

17. Gaps between the “haves” and “have nots” has been referred to as a “negotiated curriculum,” “curricular chaos,” and a “pedagogy of poverty.” These become barriers to resiliency. All can be avoided with Universal Design for Learning (UDL).

18. MTSS/RtI, UDL and DI Consider this statement: MTSS acknowledges that instruction and/or contextual issues, not student inability, could be the reason why students are not learning. Now, for the “imagine someone disagrees” activity.

19. 21 st Century SkillsUDL Connection Clear and Effective Communication Task, purpose, audience Effective, expressive, receptive 5. Provide options for expression and communication 7. Provide options for recruiting interest Self-Direction Set goals and make decisions Persevere in challenging situations 6. Provide options for executive functions 8. Provide options for sustaining effort and persistence Creative and Practical Problem Solving Identify patterns and trends Persist in solving problems/learn from failure 8. Provide options for sustaining effort and persistence 9. Provide options for self-regulation Responsible and involved citizenship Respect diversity and different points of view 7. Provide options for recruiting interest (minimize threats and distractions) Informed and integrative thinking Apply knowledge to “real life” Develop and use models/tech to explain phenomena 1. Provide options for perception 2. Provide options for language, mathematical expressions, and symbols 3. Provide options for comprehension 4. Provide options for physical action

20. Jean Anyon & Hidden Curriculum of Work “ Hidden work perpetuates the maintenance of the status quo.” (to download full article, click here)here -Jean Anyon Discussion: What does this mean for student involvement in the UDL Classroom?

23. Review of UDL Speed Dating Protocol You will have three 2-minute dates to discuss/reflect on UDL, MTSS and the “zone.” Date 1: What are you currently doing in your practice that aligns to the UDL Guidelines? Date 2: How does MTSS relate to your practice? Date 3: Why is knowledge of the ZPD important when designing instruction?

24. Activating the Affective Network: Engagement & Common Warts ✘ Warts are caused by the DNA-containing human papillomavirus (HPV). ✘ There are at least 63 genetically different types of HPVs. ✘ We are in contact with warts every day. ✘ 80% of us will contract the common wart during our lives (pbs.org).

25. “This is lame. I won’t get warts.” You’re Wrong! ✘ Wart viruses are contagious. Warts can spread by contact with the wart or something that touched the wart. ✘ The entry site is often an area of recent injury. Incubation: 1-8 months. ✘ 80% of adults will contract them….you’re next.

26. You are more likely to get warts if you bite your nails or pick at hangnails; or have cuts or scrapes on your hands. Virus + microabrasion + maceration = wart Examine your hands and assign yourself a score based on the Likert scale above. 1 2 3 4 5 0 abrasions 1-2 3-4 > 4 macerated 1 2 3 4 5 0 abrasions 1-2 3-4 > 4 macerated

27. Recognition Networks: Prevention & Treatment Avoid touching warts on others. Cover abrasions every day. Attack the virus! Hand sanitizer and washing your hands kills HPV. Normal laundering in warm water with detergent will take care of the virus on towels and clothing.

28. What do I do if I get them? University of Illinois, McKinley Health Center tells us – DUCT TAPE 2002 Study--Enrolled 61 people with common warts Half got liquid nitrogen--the others had the warts covered with duct tape for 2 months Measured complete resolution Response rate with nitrogen=60% Response rate with duct tape= 85%

29. Duct tape… The Miracle Cure ✘ Place several layers of waterproof adhesive tape over the wart region (duct tape). ✘ Do not remove the tape for 6-1/2 days. Then take off the tape and open the area to the air for 12 hours. ✘ Reapply tape for another 6-1/2 days. ✘ The tape works best in the region around the fingernail. ✘ Tape works because the air-tight, moist environment under the tape does not allow the virus to grow and reproduce

30. Activating the Strategic Network: Choice Assessment 1.Create a hand washing tutorial or wart treatment tutorial, for two different audiences, using pictures, video, audio, and/or text. 2.Write a catchy poem or song about wart prevention and treatment. 3.Write a letter to a wart on your hand, informing it of your plans to take it down with Duct tape. 4.Create a public service announcement about hand washing for wart prevention. 5.Record a podcast or write a blog focused on your new understanding of wart prevention and treatment. 6.SUPER CHALLENGE: Write a letter to your dermatologist, cursing his insistence on the pricey and painful nitrogen freeze, when it is less effective than Duct tape. Be sure to use scientific language appropriate for a doctor. 7.ROLL THE DICE!

31. Your Turn! Take a moment to begin thinking about the two types of standards and how they lend themselves to different types of assessments. Alone, or with colleagues, review your goals for the session, view the Charlotte’s Web unit and lesson, and begin to draft a unit, a lesson, a choice assignment (Chapter 5 in UDL Now!), or a scaffolded assignment (Chapter 6 in UDL Now!)

32. The UDL Movement Present information and content in different ways Differentiate the ways that students can express what they know Stimulate interest and motivation for learning Know what you’re teaching, and be flexible!