To understand the UDL Guidelines To consider applications to practice Afternoon Goals:

Quadrant 1 Choose at least 1 person to put in each quadrant Quadrant 2 Quadrant 3Quadrant 4 Quadrant Partners What is take away from the morning session?

3 Principles  9 guidelines to design for variability

3 Principles, 9 Guidelines with checkpoints UDL Guidelines Image

Learning Brain & UDL Guidelines Recognition: the “what” of learning – Multiple means of representation Strategic Network: the “how” – Multiple means of action and expression Affective Network: the “why” – Multiple means of engagement

Goal of learning: Expert learners Resourceful, knowledgeable Strategic, goal directed Purposeful, motivated

Flexibility using UDL Guidelines Do not have to use them all Often using one guideline supports another Designing learning experiences using the Guidelines may take longer at first, but they support learner variability

David Rose presents the UDL Guidelines

CAST 2012 Multiple Means to Access Guidelines

CAST 2012 Multiple Means to Access Guidelines

Build lessons that are ‘more full’ Use UDL Guidelines to build upon the design of learning environments that support variability Half Full Glass Image

Identify & interpret patterns of sound, light, taste, smell, and touch Recognition Network: “what of learning”

Variability & Recognition network Count how many times the players wearing white pass the basketball. CAST 2012 Basketball Video Image

“We are designed to focus on whatever we are looking for.” Jill Bolte Taylor, Stroke of Insight

Context & Recognition Network: What is this?

CAST 2012 Options for presenting information Customize display Alternatives for auditory & visual information

CAST 2012 Options for language & symbols Vocabulary, symbols Cross-language supports Multi-media

CAST 2012 background knowledge Highlight patterns Maximize transfer Options for comprehension

Plan, execute, monitor actions & skills Strategic Networks: “how of learning” CAST©2008

Phineas Gage: frontal lobe Phineas Gage Image

CAST 2012 Options for physical actions Vary methods of response Provide access to tools & assistive technology

- GOAL - Draw a picture: ‘What is a pioneer’ Student Drawing Image

- GOAL - Tell me: ‘What is a pioneer?’ Student: ‘A pioneer is a person who has left their home to go West.’ 2 nd grade Student Picture

- GOAL - Write about: ‘What is 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.” Student Writing Image

CAST 2012 Options for expressive skills & fluency Tools to communicate & compose Graduated levels of support for practice

CAST 2012 Options for executive functions Clear goals Support planning & monitoring process

Importance of goals:

What strategies are used to reach the goal? CAST 2012 Child Sitting at Table for Marshmallow Test Image

What can you apply to your work? How might you incorporate one new idea? Why is this relevant to your work? 31 Find your Q1 partner

Share a highlight! Sharing Image

Break

Evaluate & set priorities Affective Networks: “why of learning”

You are going to do this… How do you feel?

You are going to do this… How do you feel?

You are going to do this… How do you feel?

You are going to do this… How do you feel?

Appraisal Activation

Resources: one’s perceived skills & resources Demands Perceived level of challenge in environment Is this Good for Me, or Bad for me?

Perceived Resources & Demands:

Focus on the Interaction

CAST 2012 Options for recruiting interest Options for choice, autonomy Authentic, relevant Minimize distractions

CAST 2012 Options for sustaining effort & persistence Salient goals Vary demands, optimize challenge Collaboration Mastery oriented feedback

CAST 2012 Options for self-regulation Optimize motivation, coping strategies Self assessment & reflection

Watch the video of a ‘snapshot’ of teacher practice What evidence do you see of the Guidelines? What additional lesson design ideas could you offer based on the Guidelines? Find your Q2 partner

Cell Video

This workshop: build awareness

Reflect What new ideas resonated in a way that may influence what you do in your practice?

Tomorrow: Application to practice: – Bring a lesson or item to work on Evaluation