UDL Guidelines To understand structure & representation To consider applications to practice Afternoon Goals:
Guideline Structure
Plan, execute, monitor actions & skills Strategic Networks: “how of learning” CAST©2008
What strategies are used? CAST 2012 Marshmallow test
CAST 2012 Options for physical actions Vary methods of response Provide access to tools & assistive technology
CAST 2012 Options for expressive skills & fluency Tools to communicate & compose Graduated levels of support for practice
Consider GOAL: Drawing: ‘What is a pioneer’
Recording: ‘What is a pioneer?’ Student: ‘A pioneer is a person who has left their home to go West.’
Writing: ‘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.”
Clear goals, flexible means Clear goal = hard! Many goals: CCSS, district, department, lesson Clear goals: ‘let go’ – Assessment, materials, methods
CAST 2012 Options for executive functions Clear goals Support planning & monitoring process
Reflect How do Multiple Means of Action & Expression provide a context that supports learner variability? What strategies do you have for this Guideline?
Break
Evaluate & set priorities Affective Networks: “why of learning”
Variability in appraisal/activation
Consider your appraisal & activation: Helicopter video
Resources: one’s perceived skills & resources Demands Perceived level of challenge in environment Perception: Resources vs. Demands
Perceived Resources & Demands: Application
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
Mastery oriented feedback (Dweck, 2006) Process > End product “I like how you…” 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 tricky…
CAST 2012 Options for self-regulation Optimize motivation, coping strategies Self assessment & reflection
Formative + summative evaluation
UDL Engagement Guidelines Edutopia: Math as a Social activity
Discuss What evidence did you observe for these checkpoints? Recommendations? How can UDL Guidelines be used to reflect on ways to modify lesson for next time? How does this apply to your practice?
Reflect on your learning about UDL ‘How’ do you ‘do’ UDL? – You think differently about your students, lessons Variability Context matters Use UDL Guidelines to reflect & proactively plan lessons
UDL & your practice? Recognition: “what” – Multiple means representation Strategy: “how” – Multiple means of action & expression Affect: “why” – Multiple means of engagement
Reflect What new ideas resonated in a way that may influence what you do in your practice?
Making Connections UDL is framweork for diseginng cruirucla taht ebnale all ididnvuilas to gain knlowdege, slkils, and enthsuasim for laerinng. UDL prodives rcih sropptus for leraning and reuedcs briarers to the cruiruclum while minatanniig hgih aihecvemnet stndarads for all.
Final ‘word’?
Tomorrow: Bring lesson Application to practice: ‘How’ Evaluation PPE letter