No Technology? No problem! - Ways of Incorporating UDL without Tech (July 2014)
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Transcript of No Technology? No problem! - Ways of Incorporating UDL without Tech (July 2014)
No Technology? No Problem!
Simple Methods of Implementing UDL in Your Classroom
A Little About Matt…
Paper Activity
Find someone with papers that look like
yours and share
“The way we learn is as different as our DNA
or fingerprints”
- CAST
Hmm….What do these numbers have in common?
8549176320
We can also see patterns through the variability that
exists in our classrooms
Circles of UDL
Circles Of Activity (pg 8)
Take a moment to provide 3 things you know about
UDL (1 per circle)
To define vocabulary…
What are the most effective ways of defining vocabulary terms in your classroom?
What are the least effective ways of defining vocabulary in your classroom?
Students need6 meaningful interactions
with text!
Excellent way of providing
Multiple Means of
Representation and Action / Expression
UDL Frayer Model (pg 4)
UDL
A set of principles that provides teachers with a structure to develop instruction to meet the diverse needs of all learners.
Flexible Materials
1 Size Fits All
Elementary Friendly Frayer Model (pg 5)
3 Hole PunchHere
Flashcards
BINGO
Battleship
Take a Moment to Find a Partner
Modified Inner Circle / Outer Circle
Activity
Decide Who Will Be…
Person A
Person Bhttp://timeme.com/timer-stopwatch.htm
PERSON A
PERSON B What does a UDL classroom look like?
PERSON A
PERSON B What does a UDL classroom look like?
PERSON A
PERSON B What does a UDL classroom feel and sound like?
PERSON A
PERSON B What does a UDL classroom feel and sound like?
Part 1: With your group,
answer the following questions: What might it look like in
practice?
Add key words and phrases that relate to the guideline
If you agree with what another group wrote, put a star next to it
A. Provide options for expression and communication
Multiple media for communication of knowledge
Write, act out, illustration
Multiple tools for construction and composition
Multiple scaffolds to assist them as they practice and develop independence
B. Provide options for language, mathematical
expressions, and symbols
Clarify vocabulary terms and symbols
Illustrate through multiple types of media
Promote understanding across languages
Support decoding of text, symbols, and mathematical notation
Reviewing Vocabulary Game
(Denver, CO)
C. Provide options for perception
Providing same information through different modalities
Offering ways to customize the display of information
Enlarging text
Visual alternatives
Audio alternatives
Bumper Sticker Activity
• Vocabulary Term• Slogan • 2 – 3 pictures to describe
D. Provide options for executive functions
Goal setting
Planning and strategy development
Manage information and resources
Self-monitoring
Are your students setting goals?
E. Provide options for physical action
Vary methods of response
Kinesthetic activities
Assistive technologies
4 Corners Trivia
A
B
C
D
F. Provide options for comprehension
Activate background knowledge
Identify patterns, relationships, and big ideas
Visualization
Manipulation of information
Word Pyramid(pg 9)
Word Walls
Word Wall
G. Provide options for self-regulation
Self-evaluationReflectionProvide prompts, reminders, guides,
rubrics, checklists that focus on: Self-regulatory goals like reducing the frequency
of aggressive outbursts in response to frustration
Increasing the length of on-task orientation in the face of distractions
Elevating the frequency of self-reflection and self-reinforcements
Self Reflection Questions:
What did I do well?
What did I NOT do well?
What will I improve for next time?
SWOT AnalysisStrengths Weaknesses
Opportunities Threats
H. Provide options for recruiting interest
Providing choice
Relevance
Providing value
Minimize threats and distractions
Assignment MenuAppetizer with Key
Vocab:
Word Cloud
Illustrations with terms
Main Menu:
Presentation
Writing Assignment
Model
Desert:
Quiz for classmates
Crossword puzzle
Other (with teacher permission)
I. Provide options for sustaining effort and persistence
Accountability
Vary levels of demand and resources
Collaboration and communication
Feedback
Checklists
Self Grading Rubric
PerceptionMultiple Means of
Expression Physical Action
Expression and communication Executive function Comprehension
Language, expression, and symbols
Multiple Means of Representation Recruiting interest
Multiple Means of Engagement Sustaining effort Self-regulation
Take the words (and phrases) above and categorize them in 3 different categories. You must determine the category and how to organize the words:
Categories (pg 12)
WORD WALL GAME
Where do they go?
4 Corners Quiz Activity
How much do you know about UDL?
4 Corner Interactive
Multiple Choice
Directions
A. You will be given several multiple choice questions
B. Each of the 4 corners of the room will be labeled as A, B, C, or D
C. You will answer the question by walking to the corner of your choice.
The concept of Universal Design originated in which field?
A. ManufacturingB. Medical C. ArchitectureD. Education
Who was the founder and genius behind the concept of Universal Design?
A. Ron MaceB. Dr. David RoseC. Eckhart TolleD. G. F. Fitzsimmons
Ron Mace was a professor at which university?
A. Oklahoma State UniversityB. Stanford University C. Harvard University D. North Carolina State University
Universal Design for Learning was developed by CAST in the ___.
A. 1970’s B. 1980’sC. 1990’sD. 2000’s
Which of the following was NOT an influence of the development of UDL?
A. The increased popularity of UD in architecture
B. Availability of and decreased cost of technology
C. Advancements in brain researchD. Increased accountability and high stakes
testing in schools
Sticky Notes – Pre-Writing Activity
Instructional Strategy: Writing
Barrier: Student cannot outline and organize ideas
What is UDL?
Idea 1
Idea 2
Idea 3
For this next activity…
OPTION 1: POWER PARAGRAPH ORGANIZER:• This paper helps a student
organize a paragraph with the • Main idea (red)•Supporting Details (green)•Conclusion (blue)
OR
OPTION 2: SCRAP PAPER
Writing Prompt: In 3 – 5 sentences answer
the following question:
What is UDL?
Take a Moment to Write a Response…
OPTION 1: POWER WRITING TEMPLATE:• This paper helps a student
organize a paragraph with the • Main idea (red)•Supporting Details (green)•Conclusion (blue)
OR
OPTION 2: SCRAP PAPER
What effective strategies do you use to have your students reflect?
The importance of reflection!
Learning Log(pg 17)
What I Already Know (K)
What I Learned (L)
What I Will Do (D)
What is your current knowledge (K) of this topic?
What new or extended learning (L) have you gained from this article?
What knowledge, strategies, and/or practices have you experienced or extended with this content?
How will what you have learned impact what you do (D) in your building?
Think about your current instructional practices and reflect on how they may be changed or revised based on content.
KLD Charts(pg 19)
3 - Important ideas•
•
•
2 - Things you want to know more about •
•
1 - Question that you have•
3 – 2 – 1 Charts(pg 20)
Take a Moment to Fill out about UDL
Tweet the Topic(pg 15)
Hmm….What do these numbers have in common?
8549176320
eight 8five 5four 4nine 9one 1seven 7six 6three 3two 2zero 0