2. Welcome Back! UDL: A Framework for Teaching All Learners Thursday, July 18, 2013 Everett

3. For Online Resources and discussions: UDL Connect

4. CAST 2012 Clearing the path for someone with special needs, clear the path for all.

5. Overall Workshop Goals Day 1: To learn how UDL addresses challenge of learner variability Day 2: To consider how UDL applies to lesson design To consider new resources & tools

6. 30 second UDL ‘elevator’ speech to colleague What did you learn at your workshop about learning & UDL? What might you do in your practice? What are your next steps? ‘I went to a conference on UDL … and it makes me want to do …’

7. Systematic Variability: where are you with your learning now? Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. Raichle

8. UDL highlights Based in neuroscience: variability & context Framework for designing lessons, presentations, activities with a clear goal & flexible, accessible means (UDL Guidelines) Goal of instruction: knowledgeable, strategic, engaged learners

9. UDL Guidelines Recognition: “what” – Multiple means representation Strategy: “how” – Multiple means of action & expression Affect: “why” – Multiple means of engagement

10. UDL – Application to Practice What do I do and how do I start?

11. A ‘UDL’ lesson: Crash Course…

12. Instructional Goals 1.Students will understand noun-verb agreement, and its importance in developing clear description & narrative. 2.Students will write (create) narratives in which the nouns agree with the verbs in both tense and “person”.

13. Methods and Materials Methods Individual work in text and writing Materials Textbook with 3-5 pages of practice exercises Papers Assessment State test

14. Identified Barriers 1.Students do not recognize any “need” to learn to write “standard” English, including the agreement of nouns and verbs. 2.Many class members do not speak English at home. 3.Traditional approaches to teaching noun/verb agreement are seen by many students as boring and irrelevant.

15. UDL Guidelines Engagement UDL Guidelines 1.Checkpoint 7.2 Optimize relevance, value, and authenticity 2.Checkpoint 8.3 Foster collaboration and communication 3.Checkpoint 9.3 Develop self-assessment and reflection

16. Mass. Accident Report

18. Highlight Critical Features Diagram Narrative

19. A Story From Our Local Newspaper Salem man injured in head-on crash by Cindy O'Neill A 67-year-old Salem man was injured in an accident opposite the North Shore Mall in Peabody yesterday. A Danvers woman was charged after the head-on collision on Cross Street that injured Herman Daniels of Salem but left his dog unharmed, police said. State Police said Juanita Johnson, 29, was driving east at about 9:45 p.m. when her car jumped a traffic island and struck an oncoming car driven by Herman Daniels. Daniels, who was not wearing a seatbelt, was taken to Beverly Hospital; his Labrador retriever, in the passenger seat, was unhurt, Sergeant Michael McKay said. Johnson was also charged with operating to endanger. McKay said Johnson, who claims not to remember striking Daniels’ car, was taken to the hospital with minor injuries. Witnesses told investigators they saw Johnson’s car drive onto the center island without warning and head toward Daniels’ car. McKay said police were trying to determine whether Johnson, who suffers from epilepsy, was having a seizure at the time of the accident.

20. A Story From Our Local Newspaper Salem man injured in head-on crash by Cindy O'Neill A 67-year-old Salem man was injured in an accident opposite the North Shore Mall in Peabody yesterday. A Danvers woman was charged after the head-on collision on Cross Street that injured Herman Daniels of Salem but left his dog unharmed, police said. State Police said Juanita Johnson, 29, was driving east at about 9:45 p.m. when her car jumped a traffic island and struck an oncoming car driven by Herman Daniels. Daniels, who was not wearing a seatbelt, was taken to Beverly Hospital; his Labrador retriever, in the passenger seat, was unhurt, Sergeant Michael McKay said. Johnson was also charged with operating to endanger. McKay said Johnson, who claims not to remember striking Daniels’ car, was taken to the hospital with minor injuries. Witnesses told investigators they saw Johnson’s car drive onto the center island without warning and head toward Daniels’ car. McKay said police were trying to determine whether Johnson, who suffers from epilepsy, was having a seizure at the time of the accident.

21. A Story From Our Local Newspaper Salem man injured in head-on crash by Cindy O'Neill A 67-year-old Salem man was injured in an accident opposite the North Shore Mall in Peabody yesterday. A Danvers woman was charged after the head-on collision on Cross Street that injured Herman Daniels of Salem but left his dog unharmed, police said. State Police said Juanita Johnson, 29, was driving east at about 9:45 p.m. when her car jumped a traffic island and struck an oncoming car driven by Herman Daniels. Daniels, who was not wearing a seatbelt, was taken to Beverly Hospital; his Labrador retriever, in the passenger seat, was unhurt, Sergeant Michael McKay said. Johnson was also charged with operating to endanger. McKay said Johnson, who claims not to remember striking Daniels’ car, was taken to the hospital with minor injuries. Witnesses told investigators they saw Johnson’s car drive onto the center island without warning and head toward Daniels’ car. McKay said police were trying to determine whether Johnson, who suffers from epilepsy, was having a seizure at the time of the accident.

22. Practice with Images 1. The car is damaged. 2. The cars is damaged.

23. Provide Relevant Practice In order to practice noun/verb agreement, you will watch the following video in small groups. You will complete an accident report describing the accident you are about to see. Accidents happen once, there is no instant replay in life. Watch closely!

24. Watch and report Yellow Green PinkBlue Each group please assign these roles: – Leader - keep the group on task – Writer - record the group sentence – Presenter - share work with class – Participants - contribute to the work

25. Watch and report - group assignments Yellow Describe the road where the accident occurred. Green - Describe the traffic light you see at the time of the accident Pink- What happened to the red car in the accident? Blue - What happened to the other car in the accident?

26. Watch Closely

27. Watch and report - group assignments Yellow- Describe the road where the accident occurred. Green - Describe the traffic light you see at the time of the accident Pink- What happened to the red car in the accident? Blue - What happened to the other car in the accident?

28. What educators say: UDL takes longer, but my students like my UDL lessons more UDL makes it so more students are successful and I don’t have to reteach skills Share ideas with students: let them become active in instructional decisions to invest in what they need to do to be better learners! Can’t tell who the special ed students are in her class

29. How do I ‘do’ UDL?

30. Start with your goal: know where you’re going CAST 2012

31. ‘Gorilla’ video Goals are important Impacts our perception

32. Goals are difficult Many goals: CCSS, district, lesson, department Write goals clearly, all understand Consider flexible means to reach goal (UDL) Consider whether means are embedded

33. Are means embedded in the goal? Students will demonstrate their knowledge of the stages of metamorphosis. © CAST 2012

34. Are means embedded in the goal? Students will demonstrate their knowledge of stages of metamorphosis by writing in their journal. © CAST 2012

35. Reflect upon this CCSS goal: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words

36. UDL Guidelines Use UDL Guidelines to provide flexible means for all learners to reach the goal.

37. Think about your lesson goal(s) How can it be flexible & accessible for all learners, recognizing that variability & context matter?

38. Beware of secondary goals!

39. Consider Variability Guidelines

40. Think about a lesson: UDL Guidelines What is already present & works well? Anticipate ‘bumps’ or barriers Use Guidelines to inform curricular design

41. Consider assessment

42. Goal -- Assessment

43. Assessment – reflect your goal? flexible & accessible? formative or summative?

45. Methods & Materials Flexible and accessible to reach goal Multiple means of representation Multiple means of action and expression Multiple means of engagement CAST 2012

46. Technology can help, not required Joe’s Non-netbook

47. Some teacher favorite ‘technology’ tools : Sticky notes Colored pens Piping tube for listening to self Word Rulers with ‘space’ for reading Vimeo

48. Share your favorite tool ideas & align to the UDL Guidelines

49. Do your lesson:

50. UDL Reflection: What worked well: did students achieve intended goal? Challenges of lesson  design?

51. Summary: UDL a ‘decision making tool’ Questions? Comments?

52. Work time! Collaborate or work independently – Lesson – Faculty Meeting – Upcoming event… Lesson planning template, optional UDL Connect: explore, visit resources Bring UDL-related ideas to share with group!

53. Share highlights from your work: How did UDL enter the work or conversation?

54. Lunch: 12:00-12:30