1. Growth Mindset & Universal Design For Learning Accessibility for ALL learners

2. Welcome Learners Give yourself a hand. As long as you are seeking to be an engaged learner yourself, you will develop more and more ways to support your students’ needs to become: ● College ● Career and ● Community READY!

3. Norms ● Stay engaged. ● Honor our time. ● Assume “good will”. ● Respect others’ ideas, opinions, and differences. ● Be positive and contribute to your own learning and the learning of others.

4. For participants to develop an understanding of Growth Mindset, and it’s application to Universal Design for Learning. Outcomes *Time to partner up and start growing dendrites!partner

5. ● What is Growth Mindset? ● Research linked to Growth Mindset ● Effects of praise ● Mistakes Growth Mindset

11. Do you see these mindsets in your students?

12. Ned the Neuron

13. Neuroplasticity

16. Brain Training: The 21 Day (minimum) Rule

17. New Mindsets New results This is important for adults because:

22. “Students don’t care how much you know until they know how much you care.”

23. Can Mindset be Influenced?

24. Choosing a challenge after success

25. BEFORE The effect of praise on failure

26. On performance: Effect of Praise: and on honesty!!

28. When we say: Impact of Intelligence Feedback/ Praise You’re the best... Students hear: If I take risks and make mistakes, I won’t be the best. You’ll get this right away... If I can’t learn other things as quickly I won’t be viewed as smart Don’t worry it’s easy... I don’t want to look like I have to try hard.

30. Explicit Instruction in Failure?

31. How do mistakes help learning? Paying attention to WHY and HOW we made the mistake – then finding a new strategy… THAT is what makes a mistake “good.”mistake

34. Recap: Growth MindsetGrowth Mindset is NOT: – Encouraging one another – Seeing effort as good – Challenging oneself – Persevering, never giving up – Learning from mistakes Growth Mindset IS: Growth Mindset understanding we can develop our abilities

35. What is something you are really sure you can’t do well?

36. Yet

38. UNIVERSAL DESIGN FOR LEARNING ➢ What is UDL? ➢ UDL Principles ➢ UDL and the Common Core State Standards ➢ UDL Guidelines ➢ Developing Expert Learners (Growth Mindset) ➢ UDL in Practice-Strategies that Work

39. With your partner come up with as many examples of how the world has become more accessible to a wide range of people with diverse needs. Accessibility Think of your community--stores, schools, parks, playgrounds, transportation

40. Based on Universal Design concepts, Universal Design for Learning is… “A scientifically valid framework for guiding instructional practice that provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged.” ---Higher Education Opportunity Act of 2008. What is UDL?

41. “To reduce barriers in instruction, provide appropriate accommodations, supports, and challenges, and maintain high achievement, expectations for ALL students, including students with disabilities and students who are limited English proficient.” ---Higher Education Opportunity Act of 2008. What is the intent of UDL? UDL is really a merging of general education and special education, a sharing of responsibility, resources, and ownership. It gets away from the “their kids-our kids” divide. ----David Rose The Center for Applied Special Technology

43. Is this UDL?

48. With your partner, UDL Check-in #1 I n regards to UDL take 2 minutes to talk or write about your... Wonderings Concerns Thoughts

49. Three UDL Principles ●Based on neuroscience research ●Provide the underlying framework for UDL guidelines ●Vygotsky and Bloom adopted similar 3-part framework foundations in their work.

50. 1.Promoting motivation to learn and building interest. 2.Providing options for how information is taken in and facilitating connections and understanding based on student’s strengths and interests. 3.Providing options for output of information and demonstrating understanding through response.

52. Information going in Multimedia-- Youtube clips, websites, Power points Literature--books, articles, magazines, newspapers Songs or Poems Real life examples of concept Take a “field-trip” around campus Pose a problem to solve

53. Information going in (making meaning) Activate prior knowledge/build connections Stations with activities for different learner interests/strengths Anchor Charts Graphic Organizers Opportunities to research topics Technology

54. Information coming out iPad, Google Docs, iMovie, Powerpoint Songs/Poems Reenactment or role play Project Essay or report Posters or drawings or anchor charts

55. With your partner discuss... An area of content where you may utilize UDL principles and discuss one idea for each principle. UDL Check-in #2

56. CCSS are… Grounded in evidence and research, and internationally benchmarked, these rigorous education standards establish a set of shared goals and expectations for what K-12 students should understand and be able to do in English Language Arts and Mathematics in order to be prepared for success in college and the workplace. www.udlcenter.org UDL and Common Core State Standards

57. UDL is included in the application to students with disabilities section of the CCSS. Although this reference to UDL may give the impression that UDL is just for students with disabilities, ALL students can benefit from applying UDL to curriculum design and instructional practice. UDL and CCSS Just like all people benefit from Universal Design ideas that create more accessible buildings, products, and environments...All students can benefit from Universal Design for Learning design and practices that make learning accessible for all learners.

58. The CCSS can be considered the “What” in education, i.e., the goals and expectations and UDL can be considered the “How” in education, i.e., the curriculum and instructional framework teachers use to plan their lessons. UDL and CCSS

59. UDL and CCSS are complementary… The UDL framework provides educators with the means to maximize student attainment of CCSS. UDL and CCSS

60. ● Help in making informed decisions about what practices are optimal. ● Articulate the specific practices that have been shown to be effective. ● Assist curriculum developers in designing flexible curricula that reduce barriers to learning. http://www.udlcenter.org/aboutudl/udlguidelines UDL Guidelines

61. ● From a UDL perspective, the goal to develop expert learners is a driving force throughout a successful learning process. ● UDL defines expert learners as learners who are resourceful and knowledgeable, strategic and goal- directed, and purposeful and motivated. ● UDL is all about guiding each student to be the absolute best learner that he/she can be. Developing Expert Learners

63. Expert Learners are eager to learn, challenge themselves, demonstrate effort, resilience, risk-taking, organization, self-regulation, are engaged in the materials, make mistakes and learn from them, persevere, ask questions, correct you, make connections, don’t give up, are active not passive, plan their approach to learning, reflect on their learning, are motivated, and know how to learn. Notice a word that is missing from this description???

64. Encourage Students to be Resourceful and Knowledgeable… ❖ Incorporate reciprocal teaching where students predict, question, clarify, and summarize. They gain knowledge while becoming immersed in the learning process.reciprocal ❖ Include an anticipation guide to activate background knowledge and identify text-based evidence to deepen initial understandings.anticipation guide Strategies that work

65. Guide students to be Strategic and Goal Directed… ❖ Frame the learning environment by communicating the standards and learning process. You can post the standards, agenda for the day, and anchor charts.anchor charts. ❖ Apply graphic organizers to guide students’ abilities to organize their strategic thinking and broaden their knowledge base.graphic organizers Strategies that work

66. Inspire Purposeful and Motivated Learners ❖ Make time for journaling and encourage students to reflect on their learning experiences, while setting goals for future learning.journaling ❖ Focus on effort and personal growth to inspire long-lasting learning habits of mind. Weave in growth mindset philosophy throughout each day! growth mindset Strategies that work

68. UDL Classroom