No Technology? No Problem!

1. Simple Methods of Implementing UDL in Your Classroom No Technology? No Problem!

2. A Little About Matt…

3. Paper Activity Find someone with papers that look like yours and share

5. “The way we learn is as different as our DNA or fingerprints”- CAST

6. We each bring our own… Strengths (access) & Weaknesses (barriers) …to learning

8. Think of a specific student in your class and their strengths (access) and weaknesses (barriers) Turn & Talk

9. Barrier Activity ON 1 Bag, write a strength on one side and a barrier on the other side of the bag! Strength Barrier

10. It’s important to remember… • What is a barrier for one student, can be a strength for another student.

11. Hmm…. • What do these numbers have in common? 8549076320

12. It was a cold January Alberta evening, when Roger and his family had just settled into their seats to watch their beloved Lethbridge Broncos play. Most of the young men on the ice had been playing Canada’s national sport since the day they could walk. It was no surprise that many of these young men were considered to be professional hockey’s future stars.

13. Take a Moment to Find a Partner Modified Inner Circle / Outer Circle Activity

14. Decide Who Will Be… Person A Person B http://timeme.com/timer-stopwatch.htm

15. Person A Person B SHARE WHAT YOU KNOW ABOUT HOCKEY!

16. Person A Person B SHARE WHAT YOU KNOW ABOUT HOCKEY!

18. Person A Person B SHARE WHAT YOU KNOW ABOUT HOCKEY!

19. Person A Person B SHARE WHAT YOU KNOW ABOUT HOCKEY!

21. The puck had hit the ice and both teams collided into a fury of speed, sweat, and controlled aggression. Roger’s wife, Paula, eyed her way through the program and was astonished to notice that the young men ages 16 to 20 all had something in common… • Talk with each other about your prediction

23. The puck had hit the ice and both teams collided into a fury of speed, sweat, and controlled aggression. Roger’s wife, Paula, eyed her way through the program and was astonished to notice that the young men ages 16 to 20 all had something in common… • SHARE YOUR PREDICTIONS

25. Roger’s wife, Paula, eyed her way through the program and was astonished to notice that the young men ages 16 – 20 all had something in common, they were born in either January, February, or March. Roger went home that night and looked up the birth dates of as many professional hockey players as he could find. He saw the same pattern. There were 5 times as many January birthdays as there were November Birthdays. Why is this?

26. In Canada, the eligibility cut-off is January 1. Therefore a player who turns 10 on January 2nd can be playing alongside another player who doesn’t turn 10 until the end of the year, a huge advantage for an adolescent. This is also the age when coaches start dividing the “best of the best,” into travel squads. These players often get more coaching, more games, and more experiences than their peers. Age makes a huge difference.

27. In Canada, the date you are born is a barrier for some and an access point for others

28. The Matthew Effect Keith Stanovich

29. Success With Reading F A+

30. Today’s Session: • UDL looks at overcoming barriers that exist in our classrooms and creating a flexible curriculum to create access for ALL students! • How can we implement UDL without technology?

31. Barriers vs. Access • What can we control vs. what we cannot control

32. Vocabulary can be a barrier for ALL! How can it become an access point?

33. It comes down to helping ALL of our students understand vocabulary! Without vocabulary – the rich get richer and the poor get poorer! - The Matthew Effect

34. Questions we should ask when planning vocabulary instruction:

35. How do you choose words to teach? COMMONCORE Beck, I.L., McKoeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: The Guilford Press.

36. TURN AND TALK What are some of the most effective ways of teaching vocabulary to your students?

37. TURN AND TALK What are some of the least effective ways of teaching vocabulary to your students?

38. Vocabulary Instruction: What doesn’t work • Looking up words in dictionary. • Simply telling students “use the context” to figure out word meanings. • Unplanned vocabulary teaching. Dr. Timothy Shanahan

39. Robert Marzano’s Six Steps for Learning Vocabulary

40. 1. Teacher gives a description, explanation, example, and visual for the new term.

41. Research-based Principle • Students must encounter new words in contextmore than once to learn them. • At least 6 encounters to “ensure” deep learning. • “In context”: having students encounter/read word in a text OR having students or teachers apply word in speaking or writing.

42. Do you remember the 3 principles of UDL?

43. UDL is a framework for designing curriculum that addresses the diverse needs, strengths, backgrounds, and interests of students in today's classrooms.

45. 2. Ask the learner to give a description, explanation, or example of the new term in his/her words.

46. Prefix Word Square (pg 6)

47. Suffix Word Square (pg 7)

48. Take 1 – 2 minutes to fill in 3 – 4 circles with a word that describes what UDL is to you Circles of UDL Circles Of Activity (pg 8)

49. 3. Ask the learner to draw a picture, symbol, or locate graphic to represent the new term.

50. Excellent way of providing Multiple Means of Representation and Action / Expression UDL Frayer Model (pg 4)