Universal Design for Learning: A Framework for Teaching All Learners May 9, 2014 | #UDL (C) CAST 20141

For Online Resources and discussions: UDL | #UDL (C) CAST 20142

#UDL social media CAST UDL Center AIM Center Use Twitter? Use #UDL in your tweets during the workshop! #UDLchat: 1 st & 3 rd Wednesdays of the month, 9-9:30pm | #UDL (C) CAST 20143

Overall Workshop Goals Day 1: To learn how UDL addresses challenge of learner variability Day 2: To consider how UDL applies to lesson design To consider new resources & | #UDL (C) CAST 20144

30 second UDL‘elevator’speech/140 character ‘tweet’: What is | #UDL (C) CAST 20145

UDL highlights Based in neuroscience: variability & context Framework for designing lessons, presentations, activities with a clear goal & flexible, accessible means (UDL | #UDL (C) CAST 20146

UDL Guidelines Recognition: “what” – Multiple means representation Strategy: “how” – Multiple means of action & expression Affect: “why” – Multiple means of | #UDL (C) CAST 20147

Systematic Variability: where are you with your learning now? Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. | #UDL (C) CAST 20148

Systematic Variability: where are you with your learning now? Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. | #UDL (C) CAST 20149

Systematic Variability: where are you with your learning now? Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. | #UDL (C) CAST

Goal: bring supplies for the ice cream | #UDL (C) CAST 2014

Variability! taste, root canal, lactose, | #UDL (C) CAST 2014

UDL and | #UDL (C) CAST

UDL and DI Sundae bar Fix the sundae for each person

UDL and DI Before meet students Evaluates environment, classroom, culture Designs instruction prior to arrival of students Focuses on Variability Removes Barriers After meeting students Evaluates the student Re-design lesson after meeting student Focuses on individual disability Works around | #UDL (C) CAST

Multiple Means of | #UDL (C) CAST

Today we are going to do this… how do you | #UDL (C) CAST

Today we are going to do this… how do you | #UDL (C) CAST

Start | #UDL (C) CAST

Engagement: | #UDL (C) CAST

Emotions: ‘shelves that hold up the cognitive glassware’ EMOTIONS= | #UDL (C) CAST

Variability in | #UDL (C) CAST

Variability in | #UDL (C) CAST

Evaluate & set priorities Affective Networks: “why of | #UDL (C) CAST

@CAST_UDL | #UDL (C) CAST 2014 Options for variability in interests Options for choice, autonomy Authentic, relevant Minimize distractions 25

@CAST_UDL | #UDL (C) CAST 2014 Options for variability in effort & persistence Salient goals Vary demands, optimize challenge Collaboration Mastery oriented feedback 26

Resources: Perceived skills & resources Demands Perceived level of challenge Context matters: Perception Resources vs. | #UDL (C) CAST

Perceived Resources & Demands  | #UDL (C) CAST

@CAST_UDL | #UDL (C) CAST 2014 Options for variability in effort & persistence Salient goals Vary demands, optimize challenge Collaboration Mastery oriented feedback 29

Mastery-oriented feedback (Dweck, 2006) Process > End product Skills > innate trait You’re so smart. You’re a natural You worked on your supporting details… You kept at it, even though the cutting was | #UDL (C) CAST

@CAST_UDL | #UDL (C) CAST 2014 Options for variability in self-regulation Optimize motivation, coping strategies Self assessment & reflection 31

Options for Engagement Unit/personal goal setting Self-asses progress Student talk time Flexible groups Frequent | #UDL (C) CAST

UDL Guidelines: ideas for how to design a learning experience to address variability | #UDL (C) CAST 2014

Flexibility: UDL Guidelines Do not have to use all  the goal Often using one supports another Design may take longer at first, but learner variability is supported – (and it gets | #UDL (C) CAST

| #UDL (C) CAST 2014

How do I ‘do’ UDL? 1.Goal 2.Variability: UDL Guidelines Representation, Action, Engagement | #UDL (C) CAST

Goals are important: Count how many times the players wearing white pass the | #UDL (C) CAST

Clarify Goal CCSS.Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. CCSS.Math.Content.3.MD.B.3 Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 | #UDL (C) CAST

Clarify goal CCSS.Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent show a data set with several categories. CCSS.Math.Content.3.MD.B.3 New Goal: draw a bar graph that (1) shows a scale and (2) shows | #UDL (C) CAST

Are means embedded in the goal? Students will demonstrate their knowledge of the stages of | #UDL (C) CAST

Are means embedded in the goal? Students will demonstrate their knowledge of stages of metamorphosis by writing in their | #UDL (C) CAST

How do I ‘do’ UDL? 1.Goal 2.Variability: UDL Guidelines Representation, Action, Engagement | #UDL (C) CAST

1. Identify a goal. 2. Look for/suggest: options for Representation, Action, and | #UDL (C) CAST 2014

How do I ‘do’ UDL? 1.Goal 2.Variability 3.Assessment GOAL | #UDL (C) CAST

Does assessment align with goal? Where can there be flexiblity & accessibility? Both formative & summative | #UDL (C) CAST

UDL: ‘Desirable difficulties’ Keep challenge where you want it: emphasize what is relevant Flexible means where you can: reduce barriers that are | #UDL (C) CAST

Questions, | #UDL (C) CAST

Questions? Comments? Coming this afternoon!! Building tools & resources Coming this afternoon!! Building tools & | #UDL (C) CAST

Lunch | #UDL (C) CAST