Post on 31-Mar-2015
Welcome!
Universal Design for Learning:
Meeting the needs of ALL learners
Grace Meo, gmeo@cast.org
Patti Ralabate, pralabate@cast.org
CAST
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Get organized:
Sign in, name tent
Sign up for a UDL Connect account and join our Wisconsin group
http://community.udlcenter.org/group/udl-in-wi-dpi
Find your quadrant partners
We will officially begin at 9am!
Join our UDL Connect Group for Online Resources & Discussions
Quadrant Partners for DiscussionQuadrant 1
Choose at least 1 person to put in each quadrant
Quadrant 2
Quadrant 3 Quadrant 4
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Morning
• To learn how UDL addresses challenges of learner variability
Afternoon
• Understand UDL implementation as a process of change
• Identify elements key to an effective implementation process
As we work, think about:
What will you share with colleagues?
What will you do to take this workshop beyond today?
What motivates you to think about UDL in your work?
Where are you in your understanding about UDL?
1 = Just beginning!
2 = I know a little about UDL!
3 = Ask me anything about UDL: I could lead this session!
This morning: raise awareness
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North, South, East, and West
Retrieved from http://www.nsrfharmony.org/protocol/doc/north_south.pdf, National School Reform Faculty
In this situation…
…what are the strengths of this “compass point”?
…what are the limitations of “this compass point”?
North: ActingSouth: Caring
East: SpeculatingWest: Paying attention to detail
Context: making a decision about how the Common Core should be rolled out to districts
North: Acting: do it now, with confidence
South: Caring: consider everyone’s feelings
East: Speculating, go with your gut
West: Paying attention to detail
al: prepare a delicious Indian meal, for 4 people
Why start with this activity?Variability & Context – turn and talk
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Image of man with question mark
Learning ‘Styles’
Multiple IntelligencesMyers-BriggsRight/left brain
Unless you’ve had a hemimspherectomy… you use all of your brain!
Brain Image
Neuroscience: Learning
*Variability
*Learning occurs at the dynamic interaction between learner & environment (context matters!)
UDL: Variability & Context Matter
What resonates?What is new?
Image of opening screen of Variability Matters Video
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What resonated with you?
How do ideas of variability & context
relate to your work?
Find your Q1 partner
10 minutes
Building Background:UDL is based in learning sciences
Started in the margins
… “all new environments and products, to the greatest
extent possible, should be usable by everyone
regardless of their age, ability, or circumstance.”
Universal Design …an inspiration
Retrieved May 6, 2011 from
http://www.ncsu.edu/www/ncsu/design/sod5/cud/about_us/about_us.htm
Image of inaccessible entry to post office
You can retrofit, however …
Image of retrofit to public building – ramp at side of building
Design from beginning … improving access for all
Image of elegantly accessible bridling – Louvre annex
Choose one & discuss - “turn and talk”How does it reduce barriers? How does design for margins benefit many?
Ramps
Curb Cuts
Electric Doors
Captions on
Television
Easy Grip Tools…
UD Assumptions
1. Not one size fits all – but alternatives for everyone.
2. Not added on later – but designed from the beginning.
3. Not access for some – but access for everyone.
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Universal Design for Learning
A mindset for designing learning experiences
• all individuals can gain knowledge, skills, and enthusiasm for learning
• reduces barriers to the curriculum while maintaining high achievement standards for all
UDL at a Glance
3 Networks = 3 UDL Principles
30Goal: Develop expert learners who areResourceful & knowledgeable Strategic & goal directred Purposeful & motivated
http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf31
Flexibility: UDL Guidelines
Do not have to use them all
Often using one guideline supports another
Designing learning experiences may take longer at first, but they support learner variability
Build lessons that are ‘more full’
Use the UDL Guidelines to build upon the design of learning experiences that support variability
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What can you apply to your work?
How might you incorporate one new idea?
Why is this relevant to your work?
Find your Q2 partner
Identify & interpret patterns of sound, light, taste, smell, and touch
Recognition Network: “what of learning”
Context & Recognition Network:What is this?
Context Matters
CAST 2012
Options for presenting information• Customize display• Alternatives for auditory &
visual information
Options for language & symbols
CAST 2012
• Vocabulary, symbols• Cross-language supports• Multi-media
Options for comprehension
CAST 2012
• Background knowledge• Highlight patterns• Maximize transfer
CAST 2012
Variability & Recognition network
Count how many times the players wearing white pass the basketball.
Basketball Image
“We are designed to focus on whatever we are
looking for.”
Jill Bolte Taylor, Stroke of Insight
Plan, execute, monitor actions & skills
Strategic Networks: “how of learning”
CAST©2008
Phineas Gage: frontal lobe
Brain Images
Options for physical actions
CAST 2012
• Vary methods of response• Provide access to tools &
assistive technology
Options for expressive skills & fluency
CAST 2012
• Tools to communicate & compose
• Graduated levels of support for practice
Options for executive functions
CAST 2012
• Clear goals• Support planning &
monitoring process
Consider GOAL: Show what you know about a pioneer
Tell what you know about a pioneer
Student: ‘A pioneer is a person who has left their home to go West.’
Picture of second grade student
Write about what you know about a pioneer
“A pioneer is a person that has chosen or is forced to leave their home. A pioneer leaves their home or cabin in a covered wagon.
They didn’t have construction builders, so they would make everything out of nature. They would travel up and down mountains and up and down lakes, rivers, and streams.”
Importance of goals:
Unexpected visitor Image
Yarbus, 1967
Eye scan images
CAST 2012
What strategies are used to reach the goal?
Evaluate & set priorities
Affective Networks: “why of learning”
Options for recruiting interest
CAST 2012
• Options for choice, autonomy• Authentic, relevant• Minimize distractions
Options for sustaining effort & persistence
CAST 2012
• Salient goals• Vary demands, optimize
challenge • Collaboration• Mastery oriented feedback
Options for self-regulation
CAST 2012
• Optimize motivation, coping strategies
• Self assessment & reflection
Beowulf…
Reflect
What new ideas resonated in a way that may influence what you do in your practice?
A Word About Goals:
UDL Planning Process
Goal setting
Consider Variability-UDL
Select Assessment
Select Methods/ Materials/Media
Implement
Reflect
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As we lunch, talk about:
What will you share with colleagues?
What will you do to take this workshop beyond today?
What motivates you to think about UDL in your work?
What does ‘implementation’ mean to you?
Guldbrandsson, K. (2008)“a specified set of activities designed to put into
practice an activity or program of known dimensions”
“active and planned efforts to mainstream an innovation”
“Introduce and put new ideas into use”“establish and use a method in practice”“realize, apply or put plans, ideas, models,
norms or policies into operation”
Guldbrandsson, K. (2008). From news to everyday use: The difficult art of implementation. Ostersund, Sweden: Swedish National Institute of Public Health. www.fhi.se/PageFiles/3396/R200809_implemtering_eng0805.pdf referenced in Shapiro, E.S. Zigmond, N., Wallace, T. & Marston, D. (2011). Models for Implementing Response to Intervention: Tools, Outcomes and Implications. New York, NY: Guildford Press
UDL Implementation Process
• investigate UDL as a framework for curriculum design & decision making
• raise awareness • determine interest &
willingness
EXPLORE
• create climate that accepts variability as the norm
• conduct a self-reflection to examine district policies, processes & practices, strategic personnel & organizational structures
• define a vision, measurable outcomes and action plan.
PREPARE
• develop educator expertise
• create processes & resources to support integrating UDL with existing practices
• create procedures & protocols for review & evaluation
INTEGRATE
• enhance effective processes & organizational supports
• expand practices throughout the system
• promote a community of practice
SCALE
• predict & plan for change
• embed processes - allow for innovation - maximize continuous improvement
• cultivate a UDL culture
OPTIMIZE
What is the need?
VisionAction Plan
Incentives
Skills
ResourcesAssessmentChange
A Tale of 4 districtshttp://www.udlcenter.org/implementation/fourdistricts
Work with YOUR Quadrant Partner -
Select ONE district:
How did the district identify the needs and define
their goal(s)?
How did the district support teachers through the implementation process?
How similar is this district to Wisconsin districts?
District self-reflection tool
CAST tools
Images of CAST tools
Image of man dreaming
Summary
UDL is based on what we’ve learned in neuroscience and the learning sciences about HOW we learn.
There are 3 brain networks associated with learning: Affective, Recognition, Strategic and 3 UDL Principles offering multiple means of: Engagement, Representation and Action & Expression. There are 3 UDL Guidelines for addressing each UDL Principle.
We can plan a for Group Learner Variability (Goals, Assessment, Methods, Materials/Media) by asking questions based on the UDL Guidelines.
UDL implementation is a process of change that can take 3-7 years. There are 5 phases of UDL implementation: Explore, Prepare, Integrate,
Scale, and Optimize.
Imagine
Image from opening screen of Imagine by Glee
Questions