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Consider GOAL :

Consider GOAL :. D rawing: ‘What is a pioneer’. Recording: ‘ What is a pioneer ?’. Student: ‘A pioneer is a person who has left their home to go West.’. Writing: ‘ What is a pioneer ?’.

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Consider GOAL :

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  1. Consider GOAL: Drawing: ‘What is a pioneer’

  2. Recording: ‘What is a pioneer?’ Student: ‘A pioneer is a person who has left their home to go West.’

  3. Writing: ‘What is 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.”

  4. Options for executive functions • Clear goals • Support planning & monitoring process CAST 2012

  5. What strategies are used? CAST 2012

  6. Importance of goals:

  7. Reflect (elbow buddy) • How do Multiple Means of Action & Expression provide a context that supports learner variability? • What strategies do you already use that support this Principle?

  8. Break

  9. Affective Networks: “why of learning” • Evaluate & set priorities

  10. Variability in appraisal/activation

  11. Consider your appraisal & activation:

  12. Perception:Resources vs. Demands Demands Perceived level of challenge in environment Resources: one’s perceived skills & resources

  13. Pause & reflect : • What was a situation in which you provided enough resources? • What are demands on you in your environment? What are your resources?

  14. Perceived Resources & Demands:

  15. Options for recruiting interest • Options for choice, autonomy • Authentic, relevant • Minimize distractions CAST 2012

  16. Options for sustaining effort & persistence • Salient goals • Vary demands, optimize challenge • Collaboration • Mastery oriented feedback CAST 2012

  17. 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…

  18. Options for self-regulation • Optimize motivation, coping strategies • Self assessment & reflection CAST 2012

  19. UDL Engagement Guidelines

  20. 1 2 Discuss What evidence did you observe of checkpoints? What were some resources/demands? How can UDL Guidelines be used to reflect on ways to modify lesson for next time? How does this apply to your practice? 3 4

  21. Reflect on your learning about UDL • How do you ‘do’ UDL? • Plan & design lessons to consider • Variability • Learning context • Use UDL Guidelines to reflect & proactively plan lessons to reach the goal

  22. UDL & your practice? Recognition: “what” • Multiple means representation Strategy: “how” • Multiple means of action & expression Affect: “why” • Multiple means of engagement

  23. Reflect • What new ideas resonated in a way that may influence what you do in your practice?

  24. This workshop: build awareness

  25. Making Connections UDL is framweork for diseginngcruiruclatahtebnale all ididnvuilas to gain knlowdege, slkils, and enthsuasim for laerinng. UDL prodivesrcihsropptus for leraning and reuedcsbriarers to the cruiruclum while minatanniighgihaihecvemnetstndarads for all.

  26. Tomorrow: • Bring an idea to work on • Lesson • Design of your space • Faculty meeting • Course syllabus • Application to practice: ‘How’ • Evaluation • PPE letter • Thank you!

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