1. Welcome back! Weymouth-UDL Monday, June 17, 2013

2. UDL Connect: ‘Weymouth Public Schools’ Sign up & Join our group Online resource for workshop Power Points, videos, handouts, links Lasts beyond the workshop

3. Goals for today To continue exploring how UDL addresses the challenge of learner variability To share applications & next steps for practice

4. This workshop: build awareness How can you go beyond awareness?

5. Exercise: Folder pass Goal: review key UDL concepts With group Open folder, view content Write, draw, discuss Add, connect, edit Close folder 2 minutes  pass

6. Key UDL terms UDL UDL Guidelines: Representation UDL Guidelines: Action & Expression UDL Guidelines: Engagement ‘Variability’ Learning occurs at interaction of learner in context Goals

7. Summarize in one sentence highlights from your folder

8. UDL Guidelines & the brain… Plasticity: flexible to meet your needs More you use it, more connections, more efficient

9. Plasticity example

10. ‘Homunculus’: use it or lose it! Relate to your classroom.

11. UDL Guidelines: Relevant to your context

12. What does UDL ‘look’ like? Observe a snapshot of a ‘UDL’ teacher through the lens of 1 UDL Principle – Watch video once as a group – Break into smaller groups for discussion

13. As you watch, With your assigned Principle: Take notes about how this teacher incorporates UDL in her classroom. – Educator Worksheet

14. Which UDL Guidelines did you observe? How did lesson design support many learners?

15. Discuss as ‘same Principle’ groups Make a list of observations from her classroom: re-watch, think about the ‘little’ classroom management decisions made that were UDL Handout: What evidence of UDL did you observe? What barriers were minimized? How were CCSS goals introduced to students? What changes do you suggest, using Guidelines How did design support ALL learners? Give one example.

16. Share ideas

17. Break

18. Weymouth & UDL: the ‘lone nut’?

19. Small group of ‘first followers’

20. Hear from 6 colleagues (short talks) What they are doing As you listen: – What have they done? – What resonates? – What could you do as next step to help move the UDL initiative Small group discussion

21. Small group discussion: (handout) What has been done? What resonates? What will you do as a next step to help move the UDL momentum?

22. Lunch, 1 hour

23. Exercise: Read & discuss example of teacher practice. Decide if it incorporates UDL. – Explain why or why not.

24. Example #1: The goal is for students to write a comparative essay. Teacher gives students 3 choices of topic. A student asks if she could, instead, choose her own topic for the assignment. The teacher says ‘yes, as long as you meet the writing goal.’ Think about Principles 1, 2, 3: Multiple Means of Representation, Action & Expression, & Engagement. How do these relate to this example?

25. Example #2 The goal is to construct & interpret scatter plots. In designing for this middle school math lesson, a teacher provides vocabulary supports for her ELL students. Think about Principles 1, 2, 3: Multiple Means of Representation, Action & Expression, & Engagement. How do these relate to this example?

26. Example #3 The goal is to describe how characters in a story respond to major events and challenges. A general & special ed teacher collaborate on designing an ELA unit for 3 rd graders around Charlotte’s Web. They assign students to specific materials (including text, audio, video) based on students’ IEP or 504 plans. Think about Principles 1, 2, 3: Multiple Means of Representation, Action & Expression, & Engagement. How do these relate to this example?

27. Reflect on these examples: What is new? What resonates? What challenges?

28. Questions or thoughts?

29. Options for afternoon session Option #1: Learn about a UDL Tool, Book Builder Option #2: Read an article and discuss UDL Engagement Principle Option #3: lesson work time

30. UDL Book Builder

31. UDL: Multiple Means of Engagement

32. Your lesson design What is the goal – is it clear? measureable? have you thought about means? What UDL Principle will you focus? How did UDL impact your design? What evidence will you look for as success?

33. Stretch break (return at 2:30)

34. Highlight ideas from sessions

35. This workshop: build awareness How can you go beyond awareness?

36. Exit ticket! Will be posted to UDL Connect What I do during the summer? What will I do to kick off the new year? Who can I collaborate with?

37. Keep in touch (UDL Connect) To learn more about UDL – Additional materials: National Center on UDL – Contact CAST Have a great summer!