1. Principles of UDL Multiple –means of representation –means of action and expression –means of engagement

2. 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

3. 3 Major UDL principles… Students have: 1. Choices which will engage student interest 2. Options for how they learn 3. Choices for how they demonstrate their learning Teachers provide: 1.Flexible options for student engagement 2. Flexible ways of presenting lesson content 3. Flexible methods of expression, and assessment

4. Why Neuroscience? Neuroscience is an alternate representation of what underlies what we do and how we learn If we consider neuroscience in our instructional planning, we will meet the needs of more student brains.

5. UDL and the Learning Brain Knowledge* networks Strategic networks Affective networks

6. Multiple Means of Representation Multiple Means of Action & Expression Multiple Means of Engagement 3 Principles of Universal Design for Learning Recognition (Representation) Strategic (Action & Expression) Affective **Engagement**

8. UDL and the Learning Brain One must recognize information, ideas, and concepts One must be able to apply strategies to process the information One must be engaged Vygotsky

9. UDL and the Learning Brain Task is too difficult for learner ZONE OF PROXIMAL DEVELOPMENT Task is too easy for learner

10. UDL and the Learning Brain Knowledge networks: “the what of learning” - identify and interpret patterns of sound, light, taste, smell, and touch Knowledge (formerly recognition) Networks

11. Principles of Universal Design for Learning Multiple Means of Representation –Recognition Network of the brain The “WHAT” of learning –Provide multiple examples –Highlight critical features –Provide multiple media and formats –Support background context

12. …Recognition network… Multiple Means of Representation

13. Examples –Read aloud –Highlight phrases –Listen to audiotape –Text-to-speech –Built-in talking glossary –Built-in language translation

14. Knowledge Networks UDL Principle I: Multiple Means of Representation –Examples: –Use digital text so size and color of text or images can easily be changed A A The United States was a young country in 1800

15. Knowledge Networks UDL Principle I: Multiple Means of Representation –Examples: –Use digital text that can be read aloud by using text-to-speech (TTS) software

16. Knowledge Networks UDL Principle I: Multiple Means of Representation –Examples: –Use physical objects and spatial models 1454 ft. 0 Photo by David Sim Photo by Hobvias Sudoneighm 90 houses

17. 17 Universal Design for Learning A Lesson Plan: To Kill a Mockingbird Video streaming Digital Photos Electronic text Talking Books Visual Map Spark Notes– text and audio Low Tech Tools Vocabulary Support

18. UDL and the Learning Brain Strategic networks: “the how of learning” - plan, execute, and monitor actions and skills Strategic Networks

19. Principles of Universal Design for Learning Multiple Means of Action & Expression - Strategic Network of the brain The “HOW” of learning –Executive functioning –Provide opportunities to practice with supports –Provide ongoing, relevant feedback –Offer flexible opportunities for demonstrating skill

20. …Strategic Network… Multiple Means of Action & Expression

21. Multiple Means of Action and Expression –Written response –Verbal response –Visual art project –Dramatic response –iMovie (Macintosh) –Multimedia: Power Point, Hyperstudio

22. Strategic Networks UDL Principle II: Multiple means of action & expression –Provide options that facilitate managing information and resources (e.g. graphic organizers and templates for data collection and organizing information) Template by Inspiration Software, Inc: Concept Map for Science from Inspiration 7.0.

23. Strategic Networks UDL Principle II: Multiple means of action & expression Allow students to compose in different media: Provide options for students to share their knowledge (e.g. oral report, essay. multimedia presentation) Photo by Dan Zen

24. Strategic Networks UDL Principle II: Multiple Means of Action & Expression Examples: Provide scaffolds that can be gradually released with increasing independence and skills (e.g. embedded prompts and hints in digital reading and writing software) This is a good time to stop and make a prediction about what you think will happen next in the story. Tale of Two Cities, Charles Dickens Book I Chapter I. The Period It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way--in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only.

25. Using a Document Camera, math problems can be projected on a large screen for the entire class to see. Textbook problems and diagrams can be shown in one location, rather than each student trying to follow from the books on their desk. Teachers can work through an algebra equation as the document camera captures and projects every movement of the pencil as the problem is solved providing a large visual interpretation of the correct method to solve the problem and how to check the work.  Using document camera technology paired with internet images and resources accessed on laptops enhances instruction. UDL Principles Strengthen Universal Instruction

26. Using the TI-Navigator System creates a connection between students and educator wirelessly networking each student’s graphing calculator to the classroom computer. A growing body of research indicates that effective use of the TI-Navigator system and graphing calculators improves student engagement, understanding and performance. Educators can: Track the progress of individual students or the class in real time View student coursework, check problem solving techniques and guide performance Use instant feedback to create a learning environment proven by research to increase student success UDL Principles Strengthen Universal Instruction

27. Teacher Websites UDL Principles Strengthen Universal Instruction

28. Using a video camera and document camera, teachers can capture student demonstrations of problems for website posting. UDL Principles Strengthen Universal Instruction

29. Creating Product Assignments What students must know, understand, be able to do as a result of the study. Identify the format of the project. Determine expectations for quality (content, process, product). Decide on scaffolding (brainstorming, rubrics, time lines, planning/goal setting, storyboarding, critiquing, revising/grading). Differentiate based on readiness, student interest, student learning profile.

30. “Become” one of the Characters. Comment on the events of the reading from his/her point of view. Show incidents the way this character sees it. Include the thoughts and feelings of the character that may not be mentioned in the story. Length 3- paragraph essay.

31. Quote a phrase or a section of the text that impressed you for some reason (beautiful language, interesting thoughts, meaningful to you for some reason). Explain why you chose that section. Also be sure to tell where the quote fits into the context of the story. Length 3-paragraph essay.

32. Draw a picture of a scene from the reading. Then in a minimum 3-paragraph essay, explain the scene, why you chose it and its significance to the novel as a whole.

33. Create a dictionary of terms that would help someone reading this book. Make a list of at least 25 particular words (jargon, slang, technical language, specialized terminology, etc) that the author uses in this story. These words must be slightly out of the ordinary; they should have particular significance in the book. Define each word as it is used in the story. Make it look official-include part of speech, pronunciation if possible, and images/pictures! Be Creative!

34. Write a letter to the author of the book. Tell him/her what you liked and disliked about the story and his/her writing style. Give them specific reasons and examples from the story to support what you say. Be sure that your letter is in the correct format. Your letter should be at least two pages (typed) long.

35. Create a book jacket description for the story. Pretend you are trying to “hook” readers’ interest in the story by explaining it contents on the back of the book. How would you tell people what the book is about and persuade them to pick it up and read it? Include an image/picture on the front cover.

36. Create a board game based on the characters, events, or theme of your book. Be sure the game is playable, and that participants must rely on their knowledge of the book in order to succeed!

37. Become a casting agent. If your book were to be made into a movie, which famous stars who would you choose to play the roles of each character? Support your choices with explanations (appearance, experience, similarities, personality, etc.) Explanations should be at least one paragraph in length.

38. Build a timeline for the major events in the story, focusing on at least ten incidents. Highlight the initial conflicts, climax, resolution of the story in some way. Be sure that the action is accurately placed and that the times between events is indicated neatly.

39. Draw a map of where your story took place. It should contain areas where significant events happened. Use a key to describe these happenings. Be certain to include a title and label the appropriate areas. Detail, color, and accuracy are points to remember.

40. Write an obituary for one of the characters in the book. Include an image/picture of the character. It must be at least three paragraphs. Use information gathered from the story as well as your own imagination. Read obituaries in the newspaper or online for examples.

41. Write a “Dear Abby” column with questions from three of the characters in the novel asking for advice. Their problems/questions should be in keeping with how they were presented in the book. You must include your solutions/answers as Dear Abby. Each Q and A should be about one typed page.

42. Make a collage of a major theme from the book. Use clippings from magazines, newspaper, etc. The collage should include at least 10 different clips. On the back of the collage, explain in Three Paragraphs what theme(s) you are representing and what it has to do with you novel.

43. UDL and the Learning Brain Affective networks: “the why of learning” - evaluate and set priorities Affective Networks

44. Principles of Universal Design for Learning Multiple Means of Engagement **This is where SEL lives - Affective Network of the brain The “WHY” of learning –Offer choices of content and tools –Offer adjustable levels of challenge –Offer choices of rewards –Offer choices of learning context

45. TRUST RESPECT ATTITUDE BEHAVIORS/MANNERISM KNOWLEDGE/SKILLS SMART MODEL

46. Physician’s Creed: First, Do No Harm

47. Educator’s Creed: Above all, do nothing to diminish hope

48. “ Every child needs one person who is crazy about him.”

49. Will you choose to be the missing puzzle piece in your students’ lives?

50. Runner Bingo

51. …Affective Network… Multiple Means of Engagement

52. Affective Networks UDL Principle III: Multiple Means of Engagement –Examples: Provide students with choices in such things as: –the type of rewards or recognition available –the tools used for information gathering or production Photo by Joel Bombardier Photo by Steve Jurvetson

53. Multiple Means of Engagement –Flexibility in use of tools to access information –Keep ongoing personal journal –Use archived resources –Choice in means of expression –Flexible grouping strategies

54. Ebb and Flow of Experiences [Tomlinson] Individual Small Group Whole Group Back and forth over time or course of unit

55. Affective Networks UDL Principle III: Multiple Means of Engagement –Examples: Design activities so that outcomes are authentic, communicate to real audiences, and are purposeful Photo by Steve Jurvetson Photo by Glenda Owens

56. Vocabulary The goal of teaching vocabulary is for the student to make that word an active part of his thinking process.

57. Vocabulary Vocabulary instruction that works best actively involves the student in getting to the word from every possible perspective.

58. Example Fear Emotions/reactions – terror horror fainting quaking

59. Example Fear People/Animals/Things MonsterHumanoid Ghost Poltergeist BogeymanDracula Alien

60. Example Fear Places Funeral ParlorGraveyard Haunted HouseDark Alley Unlit StreetCemetery

61. Exercise Exhilarant Emotions/reactions –

62. Exercise Exhilarant People/Animals/Things

63. Exercise Exhilarant Places

65. Emotion and Learning: Implications for Mathematics Instruction

66. Emotion and Education Emotion drives attention, which drives learning, memory and problem solving and almost everything else we do…by not exploring the role that emotion plays in learning and memory, our profession has fallen decades behind in devising useful instructional procedures that incorporate and enhance emotion. (Sylwester, 1998)

67. Mathematics Education Slope Standard 1: The student must be able to calculate the slope of a line that passes through any two points on the coordinate plane. Standard 2: The student must differentiate between positive/negative slope. Standard 3: The student must understand the meaning of slope in application problems.

68. Mathematics Education Slope: Standard Approach Algebraically define slope Calculate slope for several pairs of points Describe positive and negative slope

69. Mathematics Education Slope: Standard Approach

70. Mathematics Education Slope: Emotional Approach

74. Interpretation: Depreciation of -1,923.57 $ per year Follow Up: –Which cars might have higher/lower rates of depreciation? Why? –Do any cars have a positive appreciation? Why? –Will depreciation always be linear? Why?