Academy 2: Building UDL into Curriculum and Instruction.
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Transcript of Academy 2: Building UDL into Curriculum and Instruction.
Academy 2:Academy 2: Building UDL into Curriculum Building UDL into Curriculum
and Instructionand Instruction
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
Introductions
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
Leadership Academies
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
Roles
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
Outcomes
• Identify applications of UDL in different content areas
• Be able to design a classroom learning environment based on a UDL approach
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
Agenda
• Introductions, Greetings, & Warm-Up ………………………………...............15 min
• Activity 1: Jigsaw a Lesson Plan………………………………..……………… 30 min
• Lecturette 1: Applying UDL to Instruction ……………….…………………...20 min
• Activity 2: Completing and Improving Your Lesson Plan. ............................. 30 min
• Break ……….……………………………………………………...……………….10 min
• Lecturette 2: UDL and the Social Learning Environment……………….....….15 min
• Activity 3: Presentation, Expression, and Engagement ……………..……… 20 min
• Leave-taking and Feedback ……………………….………………………...…...30 min
Lecturette 1:Lecturette 1: Applying UDL to Applying UDL to
InstructionInstruction
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
Studen
t-
Cente
red
Media,
Media,
Methods
&
& M
aterials
Materials
Outcome
s
Asses
smen
t
UniversallyUniversallyDesignedDesigned CurriculumCurriculum
A Review: UDL A Review: UDL CurriculumCurriculum
Provides flexibility for access & participation
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
AssessmentsAssessments
MethodsMethods
Media and MaterialsMedia and Materials
Student-centered focusStudent-centered focus
OutcomesOutcomes
Grade/ Age LevelGrade/ Age Level
TopicTopic
Components of a UDL Components of a UDL Lesson PlanLesson Plan
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
Applying the Components Applying the Components of UDL Lesson Plans:of UDL Lesson Plans: For All, For For All, For
Most, For SomeMost, For Some
FOR FOR ALLALL
FOR FOR MOSTMOST
FOR FOR SOMESOME
All students in any given classroom have access to the components of the lesson plan. This is represented by the underground roots and the tree trunk. Some students will choose or require additional elements (tree branches) and finally, some students will require the components leaves
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
Applying Applying StandardsStandards to to OutcomesOutcomes of of UDL Curriculum: Transcending the UDL Curriculum: Transcending the
Constraints of Predetermined Constraints of Predetermined StandardsStandards
Relevant Relevant StandardStandardss
•National, state & localNational, state & local
•Relevant to students in Relevant to students in context (TESOL, context (TESOL, multicultural education, multicultural education, standards of cultural standards of cultural responsiveness).responsiveness).
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
UDL UDL OutcomesOutcomes
Desired OutcomesOutcomes should include:
•Engagement of all students
•Students applying understanding of content to a task observable by the teacher
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
UDL UDL MediaMedia, , MaterialsMaterials & & MethodsMethods
Methods: the instructional approaches teachers take to facilitate students’ learning. These include the social organization of the classroom around participation in learning and inquiry.
The “Backbone” of UDL Curriculum: Medium & MaterialsMedia: the means of
symbolic or physical representation through which knowledge is communicated.
The “Delivery” of UDL Curriculum: Methods
Materials: Students are able to see themselves and their viewpoint in physical objects utilized in the curriculum.
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
UDL UDL Student-Centered Student-Centered Learning EnvironmentsLearning Environments
Student Centered Learning Environments are supported through the use of the other three aspects of UDL curriculum, so that students are a part of creating, rather than simply recipients of curriculum. Consider:
The ways of participating
The representation of students in materialsThe input of students to shape future learning endeavors.
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
UDL UDL OutcomeOutcome in Language in Language ArtsArts
LessonLesson: Explore the text of a folktale in two languages.
Examples of supports:Text-to-speech software in English & SpanishAnimations
Outcome:Outcome: Students will demonstrateStudents will demonstrateknowledge of a culturally relevantknowledge of a culturally relevantfolktale by making inferencesfolktale by making inferences& predictions.& predictions. Alvarez, J. (2002). Las
Huellas Secretas (The Secret Footprints). New York: Dragonfly Books.
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
UDL UDL Media, Materials &Media, Materials & MethodsMethods in History in History
Outcome: Compare and contrast the industrial North with the agricultural South in the 1800s. (Hitchcock, Meyer, Rose & Jackson, 2002)
Different methods Different methods to approach the to approach the tasktask
Thinking tools: Outlines, diagrams, recordingthink-alouds
Process: Templates, peer work and review, presentationof completed work in avariety of ways.
How do the How do the perspectives perspectives represented in represented in the curriculum the curriculum reflect the reflect the historical historical experiences of experiences of diverse groups?diverse groups?
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
UDL UDL MaterialsMaterials in Social in Social StudiesStudies
Outcome: Examine ecotourism; connecting conservation, communities, and sustainable travel.
Student with cognitive disability
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
UDL UDL MaterialsMaterials in Social in Social StudiesStudies
Outcome: Describe the impact of American involvement in World War II and describe the changing roles of women and minorities.
Student with difficulty with hand coordination
(AZ Academic Standard / Strand One / Concept Eight / PO 2c)
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
UDL UDL MaterialsMaterials in Social in Social StudiesStudies
Outcome: Examine what events increase tourism and why?
Student learning English
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
UDL UDL MaterialsMaterials in Social in Social StudiesStudies
Outcome: Discuss connections between African American youth culture and advertising, fashion, and pop culture.
Student with Attention Deficit Hyperactivity Disorder
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
A UDL A UDL CurriculumCurriculum Tool Tool
THINKING READER
Center for Applied Special TechnologyFounded in 1984, CAST has earned international recognition for its development of innovative, technology-based educational resources and strategies based on the principles of Universal Design for Learning (UDL).
©
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
Applying the Components Applying the Components of UDL of UDL Lesson PlansLesson Plans:: For All, For All,
For Most, For SomeFor Most, For Some
FOR FOR MOSTMOST
FOR FOR ALLALL
FOR FOR SOMESOME
Lecturette 2:Lecturette 2: UDL and the Social Learning UDL and the Social Learning
EnvironmentEnvironment
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
UDL is Culturally UDL is Culturally ResponsiveResponsive
Culturally Culturally responsive, responsive, appropriatappropriate, qualitye, qualityinstruction instruction ensures ensures that that students students have have adequate adequate opportunitiopportunities to learn.es to learn.
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
Applying the UDL Framework to an Applying the UDL Framework to an Inclusive Social Learning Inclusive Social Learning
EnvironmentEnvironment
Presentation
Expression
Engagement
(Rose and Meyer, 2002)
Inclusive Social Learning Environment
RecognitiRecognition on LearningLearning
AffectivAffective e LearninLearningg
StrategiStrategic c LearninLearningg
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
Applying the UDL Framework Applying the UDL Framework to the Social Learning to the Social Learning
EnvironmentEnvironmentSpaceSpace
CommunicationCommunication
ParticipationParticipation
FeedbackFeedback
EngagementEngagement
MotivationMotivation
RegardRegard
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
Applying the UDL Framework Applying the UDL Framework to the Social Learning to the Social Learning
EnvironmentEnvironment
(Rose and Meyer, 2002)
RecognitiRecognition on LearningLearning
Presentation
Digital Text Features:
SizeColor
Read Aloud
Conversion to
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
Applying the UDL Framework Applying the UDL Framework to the Social Learning to the Social Learning
EnvironmentEnvironmentExpression
StrategiStrategic c LearninLearningg
Digital Text Student Responses
VoiceRecording
Drawingsoftware
Note-taking Alternatives
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
Applying the UDL Framework Applying the UDL Framework to the Social Learning to the Social Learning
EnvironmentEnvironment
EngagementAffectiveAffectiveLearningLearning
^More Challenging
v Less Challenging
LOOK up a word
Find out more
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
UDL: Focus on Multiple Means UDL: Focus on Multiple Means for Action and Expressionfor Action and Expression
How does the social environment in How does the social environment in your classroom or school support your classroom or school support multiple means of student multiple means of student participation?participation?
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
UDL: Focus on Multiple Means UDL: Focus on Multiple Means of Engaging Your Studentsof Engaging Your Students