Welcome back!

• Revisit your goals• Get snacks and chat!• Add quotes!

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Overall Workshop Goals

Day 1:• To learn how UDL addresses challenge of

learner variability

Day 2:• To discuss how UDL applies to lesson design • To build new resources & tools

UDL Connect for online resources

• Sign Up: http://community.udlcenter.org/

• Join our group: UDL May 2015http://community.udlcenter.org/group/udl-may-2015

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CAST 2015

Participate during the Institute

• #UDL• Concept map• Visual word wall• Build, sculpt• Discuss

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@CAST 2015 #UDL

1. Logistics & Review Day 12. David Rose, guest speaker3. UDL lesson design4. Lunch5. More tools and ideas: break outs!6. Next steps

Agenda: Day 2

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Systematic Variability: where are you with your learning?

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Systematic Variability: where are you with your learning?

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Systematic Variability: where are you with your learning?

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Your 3-2-1 feedback:

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What is UDL?

• Through a metaphor– Goals, context, variability, UDL guidelines

(expression, representation, engagement)

UDL is like a …UDL is… because…

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UDL Guidelines

Recognition: “what”– Multiple means representation

Strategy: “how”– Multiple means of action &

expression

Affect: “why”– Multiple means of engagement

UDL Guidelines

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Welcome, David Rose!

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Break

UDL Guidelines

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Affective Network: “why” of learning

“Evaluate & set priorities, respond and assess surroundings, what motivates or inhibits our behaviors”

-Rose, 2012

Emotions: ‘shelves that hold cognitive glassware’

EMOTIONS=

shelves

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Variability in engagement

Variability in affect

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Share Ideas! Options for Recruiting Interest

• Offer choice, autonomy• Authentic, relevant examples• Minimize threats/distractions

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Perceived Resources vs. Demands

Share Ideas! Options for sustaining effort

• Clear goals• Resources to meet demands• Collaboration• Mastery-oriented feedback

Offer feedback…

Jona has never enjoyed writing. In fact, he avoids it. When he does write, it is often unorganized and messy. One class he surprises you with a well written comparative essay on pancakes and waffles!

How do you praise him?

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Carol Dweck, Mindset

• 400 5th graders in 12 NYC schools

• Do a puzzle, given feedback:A. ‘you must be smart at this’

B. ‘you must have worked really hard’

~20% drop in score on similar tasks

90% worked hard, interested in their mistakes, improved skill

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Fixed –v- Growth Mindset

• Fixed: skills are innate– Smart– A natural– Avoid challenge (effort is bad)

• Growth mindset: build skills– Hard work, effort, persist– Process– Learn from critique

Mastery Oriented Feedback

Offer feedback…

Jona has never enjoyed writing. In fact, he avoids it. When he does write, it is often unorganized and messy. One class he surprises you with a well written comparative essay on pancakes and waffles!

How do you praise him?

Share Ideas! Options for Self-regulation

• Coping strategies• Self-assessment & reflection

Summary: UDL Guidelines

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Experience a Lesson

– To experience a lesson (aligned with a standard)• Goal, material, methods, assessment

– To reflect on the design: UDL framework• What works?• Other ideas do you have to improve?• What is practical and usable in your practice?• How does the practice align to theory?

A-E: You are from another country and are just learning English.

F-J: You have a hard time concentrating in class.

K-O: You are a struggling reader.

P-S: You are an A student who consistently performs above average.

T-Z: You generally do not like this class.

First letter of your last name, assume the identity: How do you feel during the lesson?

CCSS: Standard 19.17

Write a short explanation of a process that includes a topic statement,

supporting details, and a conclusion.

Lesson design: GOAL

CCSS: Standard 19.17

Write a short explanation of a process that includes a topic statement,

supporting details, and a conclusion.

Express

Lesson design: GOAL

CCSS: Standard 19.17

Write a short explanation of a process that includes a topic statement,

supporting details, and a conclusion.

Express how to make salsa

Lesson design: GOAL

CCSS: Standard 19.17

Write a short explanation of a process that includes a topic statement, supporting details, and a

conclusion.

Express how to make salsa:– a topic statement, – supporting details about the process, – a conclusion sentence.

Lesson design: GOAL

Discuss the goal

• Topic sentence: Key idea, interesting

• 3 supporting details: About process, “first, next, finally”…

• Conclusion sentence: “tell them what you told them”

Options to Express

• Write• Type• Cut/paste• Record• Video• …

Discuss the materials & methods: how to make salsa

Pico de gallo: “rooster’s beak”

Salsa:“sauce”

Step 1 : Build background: (~8-10 min)–Option: Read –Option: Watch a video–Option: Make your own salsa

Step 2: Express: (~5 min)**topic sentence, 3 details, conclusion

Step 3: Reflect (~5 min)– Rubric

Share!

• Try salsa• Visit others’ work• Share your expressions

Analyze using UDL Guidelines from your learner perspective

GOAL:Express topic sentence, 3

details, conclusion

Options for Engagement

Options to Build

Background

Options for Action

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Coming this afternoon!!

Building tools & resources

Lunch: 11:45-12:45Post It: What’s still burning?

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Arrange the pictures and terms!Any questions? Share

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Goals for afternoon

To build your UDL ‘toolkit’

1:00-1:45pm options: 1: Here with Mindy Johnson – CAST Tools2: across hall with Liz– low/no tech UDL

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National Center on UDL

Folder Pass (~10 min)

• Mix seats- get with a group of 3

• 1 minute discuss the myth. What are your thoughts?

• Share with larger group

UDL = Differentiate Instruction (DI)

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• Change curriculum, not student• Essential for some, usable by all• Tight goals, flexible means

UDL = Differentiate Instruction (DI)

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UDL requires technology (and I don’t have technology).

UDL is just good teaching (I already do this).

UDL takes longer to do.

UDL is another initiative.

There are UDL tools

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Your ideas!

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Reflect on your goals, your practiceand next steps in relation to UDL

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Where are you in your understanding about UDL?

• Just beginning!

• I know what the ‘U’ ‘D’ and ‘L’ stand for

• I am starting see how to implement UDL in my work

• Ask me anything about UDL: I am ready to lead a session!

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Summary of workshop:

• UDL Framework: goal, variability, context

• CAST background: theory, UD, neuroscience

• UDL Guidelines: – engagement, representation, action & expression

• UDL application & tools

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What was UDL at this Institute?

– Representation? – Action & expression? – Engagement?

What School Can Look Like

http://www.youtube.com/watch?v=P0zVPZBykSE

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Thank you!Final evaluations: http://tinyurl.com/q4jynen

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