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UDL: Design for Variability

As you get coffee, take a look at the UDL responses you left!

November 14-15CAST

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#UDL2day social media

CASTUDL CenterAIM Center

Use Twitter? Use #UDL3day in your tweets during the workshop!#UDLchat: 1st & 3rd Wednesdays of the month, 9-9:30pm ET

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

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Overall Workshop Goals

Day 1:• To learn how UDL addresses challenge of

learner variability

Day 2:• To connect UDL theory to lesson design • To explore new resources & tools

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30 second UDL‘elevator’speech:

What is UDL?

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UDL highlights

• Based in neuroscience: variability & context

• Framework for designing lessons, presentations, activities with a clear goal & flexible, accessible means (UDL Guidelines)

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UDL Guidelines

Recognition: “what”– Multiple means representation

Strategy: “how”– Multiple means of action &

expression

Affect: “why”– Multiple means of engagement

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Systematic Variability: where are you with your learning now?

Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. Raichle

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Systematic Variability: where are you with your learning now?

Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. Raichle

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Systematic Variability: where are you with your learning?

Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. Raichle

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Variability design for all to reach goal

Multiple Means of Engagement

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Today we are going to do this…how do you feel?

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Today we are going to do this…how do you feel?

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Variability in appraisal

• Is this ‘good’ for me?

• Is this ‘bad’ for me?

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Start school…

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Engagement ‘problem’…

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Emotions: ‘shelves that hold up the cognitive glassware’

EMOTIONS=

shelves

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Variability in Affect

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Resources: Perceived skills

& resources

Demands

Perceived level of challenge

Context matters: Perception Resources vs. Demands

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Perceived Resources & Demands FLOW

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Reflect on a time you learned something well…Reflect on your work…

• What were the demands?• What were the resources?• How was your engagement?• What do you look for to measure

engagement?

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Evaluate & set priorities

Affective Networks: “why of learning”

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Options for variability in interests

• Options for choice, autonomy• Authentic, relevant• Minimize distractions

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Ideas: Options for variability recruiting

interests

• Choice• Partner collaboration

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Options for Effort & Persistence

• Salient goals• Vary demands, optimize challenge • Collaboration• Mastery oriented feedback

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• Salient goals• Vary demands, optimize challenge• Collaboration• Mastery oriented feedback

Options for Effort & Persistence

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Mastery-oriented feedback (Dweck, 2006)

Process > End product• “I like how you…”

Skills > innate trait• You’re so smart.• You’re a natural• You worked on your supporting details…• You kept at it, even though the cutting was

tricky…

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• Partner feedback• Individual conferencing• Model learning process• Frequent checks: formative evaluation

– Exit ticket

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Ideas: Options for variability in persistence

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Options for Self-regulation

• Optimize motivation, coping strategies

• Self assessment & reflection

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Ideas: Options for self regulation

• Mood meter• Individual goals, check-in

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Share ideas from Engagement Guideline:

What UDL did you observe?

Quadrant 1 Quadrant 2

Quadrant 3 Quadrant 4

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How do I ‘do’ UDL?

1. Goal2. Variability3. Assessment

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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

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Clarify Goal

• CCSS.Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.

Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

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Clarify goal

• CCSS.Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent show a data set with several categories.

• New Goal: draw a bar graph that (1) shows a scale and (2) shows data

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Are means embedded in the goal?

Students will demonstrate their knowledge of the stages of

metamorphosis.

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Are means embedded in the goal?

Students will demonstrate their knowledge of stages of

metamorphosis by writing in their journal.

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Beware of secondary goals!

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How do I ‘do’ UDL?

1. Goal2. Variability3. Assessment

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Support Variability: 3 UDL Principles

Representation: background, language,

perceptionAction & Expression:

executive function, tools, motorEngagement:

interest, persistence, self regulation

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How do I ‘do’ UDL?

1. Goal2. Variability3. Assessment

GOAL ASSESSMENT

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Assessments

• Align with goal?

• Where can there be flexiblity & accessibility?

• Both formative & summative assessments?

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UDL: ‘Desirable difficulties’

• Keep challenge where you want it: emphasize what is relevant

• Flexible means where you can: reduce barriers that are irrelevant

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Break out options:10:45-11:15

• UDL Lesson (this room, with Grace)

• UDL CAST Tools

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Your turn: Work time—LunchReturn at 1:00pm

Identify & clarify the goal and assessment. – How will you know if learners reached the

goal (assessment)?

• Collaborate or work independently• Lesson planning handout, optional• Explore: National Center on UDL

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National Center on UDL

• Implementation• Video series, books• Tools: CAST site

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Share highlights from your work:

How did UDL inform your work or conversation?

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Questions? Comments?

Coming this afternoon!

More Tool ideasAffect & online

breakout sessions

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http://www.funkylunch.com/

LUNCH11:45-1:00