1. Diving Deeper: understanding the UDL Guidelines your application of UDL theory

2. The Learning Brain Recognition: the “what” of learning Multiple means of representation Strategic Network: the “how” Multiple means of action and expression Affective Network: the “why” Multiple means of engagement

3. 4 UDL Assumptions 1. Learners: variability 2. Goal of instruction: "expert learners” strategic, background, motivated 3. Curriculum: designed from the beginning 4. Learning: individual in the environment

4. 3 Principles, 9 Guidelines with checkpoints

5. The Brain and UDL Guidelines: #1 “Use it or lose it” It may take longer at first… but it’s worth it!

6. The Brain and UDL Guidelines: #2 Plasticity flexible to meet needs in your environment Focus on what is most relevant in your context

7. What is your ‘classroom’ homunculus? In your brain: More use = larger area in the brain

8. The Brain and UDL Guidelines: #3 In Parallel Our Senses Guidelines: not ‘sequential’ one often supports another Don’t have to do them all!

9. UDL Guidelines 3 Brain Networks/Principles, 9 Guidelines with checkpoints ‘Tell me more’

10. Explore Guidelines!  SHARE: Activity 1 Handout: Highlight your guideline/checkpoints 1. What is your guideline? 2. What are the checkpoints? 3. What are some ‘Tell Me More’ Resources for your checkpoints? 4. Do you have any suggestions or tools you already use or that you found that relate to your guideline/checkpoint?

11. UDL Guidelines: Remember: Use it or lose it: Takes time to build patterns Plasticity: Flexible to meet your needs in your environment Parallel: Don’t have to do them all

12. SHARE: Multiple Means of Action and Expression: the ‘how’ of learning 4. Physical action Vary methods of response and optimize use of assistive technology 5. Expression and communication Use multiple means of communication, build fluencies with gradual levels of support 6. Executive function Guide goal setting, facilitate management of information, and enhance capacity for monitoring progress

13. SHARE: Multiple Means of Representation the ‘what’ of learning 1. Perception Display information in a flexible format 2. Language, Expression, Symbols Pre-teach vocabulary, clarify unfamiliar syntax 3. Comprehension Activate background knowledge, highlight critical features

14. SHARE: Multiple Means of Engagement the ‘why’ of learning 7. Recruiting interest optimize relevance, optimize choice, and minimize threats 8. Sustaining effort and persistence vary demands, foster collaboration, and increase mastery-oriented feedback 9. Self regulation Process based feedback, facilitate personal coping skills, and develop self- assessment and reflection

15. Multiple Guideline Options: #1 http://www.udlcenter.org/resource_library/videos/udlcenter/udl

16. #2: UDL learning wheel (cut out or online)

17. #3: Guidelines worksheet (not a checklist!)

18. #4: Apps

19. Choose 1-2 guideline/checkpoints. Watch a classroom teacher with guideline in mind… http://www.edutopia.org/stw-assessment-authentic-student-engagement-video

20. Discuss with group then share: What did you observed? What may be improved? How can this relate specifically to your classroom, lesson planning strategies?

21. National Center on UDL CAST website

22. Use it or Lose it, Context, Plasticity

23. Quick review of the Principles + Variability: 1. MM Perception 2. MM Action Expression 3. MM Engagement