1. UDL Presentation Agenda I. Introduction to Faculty Meeting MR. Maggi, Mrs. Long, and D II. What is UDL? III. Science- IV. English- V. History- VI. Math- VII. Closure- Resources

2. Our presentation today is on one research-based method that is designed to “wake kids up”. This method is known as Universal Design for Learning.

3. Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs. What is Universal Design for Learning?

4. Why is UDL necessary? As we all know, individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints. Three primary brain networks come into play:

5. Recognition Networks Universal Design for Learning The "what" of learning How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks. Strategy: Present information and content in different ways Strategic Networks The "how" of learning Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks. Strategy: Differentiate the ways that students can express what they know Affective Networks The "why" of learning How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions. Strategy: Stimulate interest and motivation for learning

6. Here is a template that can be used to create lessons based on UDL principles for different subjects:

7. UDL Elements in a Differentiated Lesson-Template UDL Teaching Method Differentiated Instruction Features Provide multiple examples. Highlight critical features. Provide multiple media and formats. Support background context. Provide ongoing, relevant feedback. Offer choices of content and tools. Offer adjustable levels of challenge.

8. We’d now like to share some examples on how UDL can be used to increase student engagement and ownership in the classroom.

9. Varied supports in the working groups alter the level of independence and difficulty in solving the task. Offer adjustable levels of challenge Students are assigned to one of ten groups to create presentation on unit defining the influence of convection currents: Glogster, PowerPoint, movie maker, Offer choices of content and tools. Students travel through stations in cooperative groups, and receive feedback from the teacher and their peers. Provide ongoing, relevant feedback. Teachers use warm-up activity to pretest students for key pre- skills and background knowledge – pretests, Quia website Support background context. Hands on manipulative and labs, Game formats – Jeopardy, Who Wants to be a Millionaire, Written, News articles Provide multiple media and formats. Teacher will ensure that students discover the important features or relationships ( density and temperature..) *classroom video embedded in notes Highlight critical features. Student continuously exposed to concept in multiple units in oceanography – Weather patterns, Deep ocean currents and Plate tectonics Provide multiple examples. Differentiated Instruction Features UDL Teaching Method UDL Elements in a Differentiated Science Unit - Convection Currents

10. Density is controlled by: Density is controlled by: Temperature Temperature Pressure Pressure Salinity Salinity Warm water is less dense than cold water. Warm water is less dense than cold water. Cold water is more dense than warm water Cold water is more dense than warm water The more dense water sinks below the more warm water The more dense water sinks below the more warm water The repeated cycle of the sinking of cold water and the rising of warm water creates a “convection current” The repeated cycle of the sinking of cold water and the rising of warm water creates a “convection current”

11. Tiered steps of analysis of Roman laws. Use of role play, discussion and questioning using higher order thinking skills. Offer adjustable levels of challenge. Students will work individually, in pairs, and in small groups to complete their assignments. Choice of assignments include PowerPoint presentations and graphic organizers,. Offer choices of content and tools. Feedback will be provided through discussions, quizzes, homework challenge and interactive PowerPoint presentations. Provide ongoing, relevant feedback. Teachers will build background knowledge vocabulary reviews and class discussion. Support background context. Teachers will use class readings and discussions, lecture notes, audio clips and copies of the text to introduce material to students. Provide multiple media and formats. During class readings, teachers will identify critical features of the play through questioning and guided notes.. Highlight critical features. Students are exposed to Macbeth through class readings, copies of the text, PowerPoint presentations and audio clips. Provide multiple examples. Differentiated Instruction Features UDL Teaching Method UDL Elements in a Differentiated English Lesson- Shakespeare’s Macbeth

12. Tiered steps of analysis of Roman laws. Use of role play, discussion and questioning using higher order thinking skills. Offer adjustable levels of challenge. Students will work individually, in pairs, and in small groups to complete their assignments. Choice of assignments include PowerPoint presentations and graphic organizers,. Offer choices of content and tools. Feedback will be provided throughout lesson with discussions, quizzes, homework challenge and interactive PowerPoint presentations. Provide ongoing, relevant feedback. Teachers will review background knowledge with discussion and higher-order questioning. Support background context. Teachers will use textbook readings, open-ended lecture notes, video clips, discussion and primary source documents to provide information on subject Provide multiple media and formats. Teacher will provide unit overview with key information including vocabulary, main ideas and lesson objectives. Discussions and K--W-L forms will help guide student learning. Highlight critical features. Students are introduced to the people and geography of Rome through the use of textbook readings, video clips, PowerPoint presentations, and interactive maps.. Provide multiple examples. Differentiated Instruction Features UDL Teaching Method UDL Elements in a Differentiated History Lesson- Rome: It’s Geography and People

13. Varied supports in the working groups alter the level of independence and difficulty in solving the task. Offer adjustable levels of challenge. Students are assigned to one of ten groups to create presentation on the different types of triangles using markers and poster board, Glogster or Audacity. Offer choices of content and tools. Students travel through stations in cooperative groups, and receive feedback from the teacher and their peers. Provide ongoing, relevant feedback. Teachers use Warm-Up activity to pretest students for key preskills and background knowledge. Support background context. Students are introduced to different types of triangles through the use of manipulatives, pictures and a PowerPoint presentation. Provide multiple media and formats. Through class discussion teacher will ensure that students discover the important feature (angles and sides). Highlight critical features. Students will be shown multiple examples of the six types of triangles and asked to sort them into categories. This will be done through the use of manipulatives, pictures and computer programs. After students have sorted triangles as they see them, class will discuss different ways to classify them. Provide multiple examples. Differentiated Instruction Features UDL Teaching Method UDL Elements in a Differentiated Math Lesson-Triangles

14. Developing lessons that appeal to all learners can require a good bit of advance preparation but, once you have created this type of lesson for one class, you can modify it to use it for other subjects as well as in subsequent years.

15. The examples we have shown you today are just a small sample of the different ways to incorporate UDL into our lessons. The main idea that we hope you take away from this is that UDL is a useful tool for increasing student engagement and achievement by giving students ownership of their learning.

16. The following pages list resources that you can use to assess student needs and modify your curriculum to meet those needs Thanks for watching!

17. Resources to Help You Get Started with Universal Design for Learning via www.cast.orgwww.cast.org

18. I. The CAST Universal Design for Learning Goal Setter The UDL Goal Setter TutorialThe UDL Goal Setter Tutorial steps you through the process of analzying learning standards and benchmarks through the lens of UDL. Using a selected set of standards and benchmarks, the tutorial helps you learn to analyze what is essential to a goal and what can be changed and varied to support different learners. The UDL Goal Setter ToolThe UDL Goal Setter Tool supports you in refining your own goals for use in the classroom.

19. II. The CAST Universal Design for Learning Solutions Finder The Deriving UDL Solutions Template is a downloadable template you can use on screen or in print to develop UDL solutions for your classroom.Deriving UDL Solutions Template Building digital content and tools into your curriculum can help you provide the necessary flexibility to reach diverse learners. The UDL Solutions Finder Tutorial gives you practice in applying CAST's three UDL principles to expand learning options for students.UDL Solutions Finder Tutorial The UDL Solutions Finder Tool structures you in using the three UDL principles to derive UDL solutions to barriers in your curriculum.UDL Solutions Finder Tool

20. http://lessonbuilder.cast.org/ Provides educators with models and tools to create and adapt lessons that increase access and participation in the general education curriculum for all students. III. The CAST Universal Design for Learning (UDL) Lesson Builder