1. UDL-LPLC #1: September 21, 2017
Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
—CAST, 2015

2. PBE thinking of Chavez!

3. Search Groups:
UDL THSLE

4. Where are we going?

5. Formative Assessment Executive Function Literacy Implicit Bias
Focus topics ’17-‘18
Formative Assessment
Executive Function
Literacy
Implicit Bias

6. Why?
How?
What?

8. Schedules/Walk teams: handout

13. Fold paper in thirds
Find # matches
Review theory
Discuss what it “looks like” and “sounds like” in practice
Compare to information listed in practice column
Identify actionable examples specific to your work
Be prepared to share

14. Calendaring the Work Leading Lesson Study with a UDL Lens
Leading Learning Walks with a UDL Lens
Leading Collaborative  Planning with a UDL Lens
Building/Sustaining Professional Learning Communities 
Building a Team/Developing trust 
Universally Designed Meetings
Effective Decision Making
Having difficult conversations  (part two)
Providing Feedback with a Coaching Lens
Happiness in the Workplace: UDL Style!
Using Protocols to Lead Instructional Conversations 
Practice with Protocols (role plays with authentic material)
What is responsive instruction?
Coaching for responsive instruction
UDL Refresher (designed to share with teachers)
Other?
Calendaring
the Work

15. Looking ahead Evaluation: http://tinyurl.com/thsleeval
September 30th: Saturday Session #1
AM: Learning Sessions on focus topics (FA, EF, Literacy, Implicit Bias)
PM: Deep Dive, Make for Monday
October 10/11: Faculty Meeting UDL Spotlight
October 18: UDL Open House
October 20: UDL LPLC and TPLC #2 (times TBD)
Chart paper and markers, note sheets with questions, small laminated copies of expert learner charts, copies of the UDL guidelines
Evaluation:

16. UDL-TPLC #1: September 21, 2017
Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
—CAST, 2015

17. PBE thinking of Chavez!

18. Search Groups:
UDL THSLE

19. Where are we going?

20. Formative Assessment Executive Function Literacy Implicit Bias
Focus topics ’17-‘18
Formative Assessment
Executive Function
Literacy
Implicit Bias

22. Book Walk & Conception Check
Design and Deliver, Planning and Teaching with Using Universal Design for Learning by Loui Lord Nelson, PhD
Chart paper and markers, note sheets with questions, small laminated copies of expert learner charts, copies of the UDL guidelines

23. 15 minute Book Walk
Find an example of the word listed in the table. Place a sticky next to the example.
On the sticky, explain why is useful to you as a reader. Use words or phrases from the
UDL guidelines in your response (7 minutes)
With a partner, take turns sharing your word- see how fast your partner can find
an example and identify the related guideline (7 minutes)
Partner 1
Partner 2
Icons
Graphic Organizers
Classroom examples
Quotes
Chapter Headings (why)
Questions to the reader (Why)
Chart paper and markers, note sheets with questions, small laminated copies of expert learner charts, copies of the UDL guidelines

24. All PLC Members (May do): Read UDL Q&A with LLN (linked on Connect)
Returning PLC Members (Must do):
1. Read/Skim Chapter 1 in D&D.
2. Participate in for “Save the Last Word for Me” in
groups of 3
As you read, highlight words or phrases that
resonate with you.
Find your group of three.
Person 1 shares the word or phrase that stood
out for them without sharing their why.
Persons 2 and 3 try to guess the why.
Person 1 reveals their why.
Switch roles and repeat 2x.
All PLC Members (May do):
Read UDL Q&A with LLN (linked on Connect)
New (Y1 or Y2) PLC Members (May do):
Participate in UDL Conception Check.
Visit each poster and place a mark on the line indicating your level of agreement.
Visit each UDL foundational term and list words or phrases that describe the term.
Prepare for a group debrief.

25. What is an expert learner?
Begin with the end in mind!
Chart paper and markers, note sheets with questions, small laminated copies of expert learner charts, copies of the UDL guidelines

26. Learning Outcome:
PLC members will discuss the characteristics of an expert.
PLC members will discuss and determine the characteristics of an expert learner.
PLC members will explore how to develop expert learners within the learning environment.
This is where we want to be… how will be get there?

27. Are You An Expert? In what area would you consider yourself an expert?
Why are you an expert?
How did you become and expert?
Find a partner and discuss.

28. Chart your expertise! Purposeful and Motivated
Resourceful and Knowledgeable
Strategic and Goal-Directed
Categorize your expertise into the 3 UDL principles. Use Rubiks Cube as example with purposeful and motivated. Discuss with your partner and chart your steps to becoming an expert.

29. Compare your answers to the characteristics of an expert learner listed here. Do you see any similarities/differences?
*Make copies for each participant.

30. Differentiated understanding of the UDL guidelines – will dive into in different ways
How do the principles, guidelines, and checkpoints lead us to expert learning? Discuss.

31. What is an expert learner?
“We define expertise not as a destination but rather as a process of becoming more expert on a continuum of development.”
“An expert a learning is someone who is continually growing and developing through introspection and guided feedback from other experts and peers.”

32. How do we develop expert learners within the learning environment?
Why is this important?
What needs to be done?
How do we make it happen?
Form three small groups to discuss the expert learner characteristics and/or the UDL guidelines connected to student strengths and weaknesses at PBE. What comes up for your group during this conversation? Is this topic worth exploring as a shared inquiry topic?

33. Learning Outcomes- How did we do?:
PLC members will discuss the characteristics of an expert.
PLC members will discuss and determine the characteristics of an expert learner.
PLC members will explore how to develop expert learners within the learning environment.
Where will you put this???

34. Looking ahead Evaluation: http://tinyurl.com/thsleeval
September 30th: Saturday Session #1 (please be sure you bring a standard in order to work on a lesson)
AM: Learning Sessions on focus topics (FA, EF, Literacy, Implicit Bias)
PM: Deep Dive, Make for Monday
October 10/11: Faculty Meeting UDL Spotlight
October 18: UDL Open House
October 20: UDL LPLC and TPLC #2 (times TBD- please be sure you have read through Chapter 3 in D&D)
Chart paper and markers, note sheets with questions, small laminated copies of expert learner charts, copies of the UDL guidelines
Evaluation: