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Welcome Back! UDL Academy

Welcome Back! UDL Academy. Day 3 December 18, 2012 Cohort 1. Continuing Your UDL Trip. UDL Connect: Join and sign in for all workshop Resources. Evaluation debrief. Team Building. In this situation…. …what do these preferences bring to the team?

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Welcome Back! UDL Academy

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  1. Welcome Back!UDL Academy Day 3 December 18, 2012 Cohort 1

  2. Continuing Your UDL Trip

  3. UDL Connect: Join and sign in for all workshopResources

  4. Evaluation debrief

  5. Team Building

  6. In this situation… • …what do these preferences bring to the team? • …what are the limitations of these preferences? • … what assets do the others bring to the team? • …in what circumstances would you put yourself in a different category?

  7. Learning: interaction of individual and environment • Central vision • Peripheral vision • Dyslexia • Astrophysics • Disorder? • Context!

  8. The context • ‘the context and self awareness as a learner both play a huge role in whether any given condition is disabling or not’ • Infant in water/air • Student in class –v- on stage • David Rose shooting free throws in backyard –v- stadium • Gene in env (epigenetics) • Poor reader,given content in audio, high level of analytical ability • Dyslexic astrophysics

  9. Morning activity: Modeling Today we are considering a student ‘in the margins’ to help us plan for a district goal that will impact everyone: • Think about the ‘curb cut’ for UDL • Help think about why/what we are doing • By the end of today, you will develop your goal and actionable steps for the next session

  10. Goal of video: In the video, the identified district goal: to create an inclusive environment that is engaging and responsive to the variability of all students • This goal has been agreed upon by the district team (there is ‘buy in’ that is accepted)

  11. In the video: • In order to achieve the goal, consideration was given to demands and resources • also consider the UDL Guidelines note: Some specific demands were dictated by a specific student that allowed the district to expand their thinking

  12. As you watch, Think about the following as a as a teacher, principal, and as a district leader • What demands are apparent to you? • What resources are needed to be able to balance the demands (both seen in film and others you think of) • How does understanding the impact of one student’s variability influence the inclusive environment? • How can UDL be used as a tool support the goals?

  13. by Dan Habib

  14. Role-alike Discussion Discussion goal: To practice applying UDL Guidelines to supporting a goal (in this case, the goal is to create an inclusive environment that is engaging and responsive to the variability of all students) • You are developing ideas about the process • When you get into groups, think about steps for the next ‘30-60-90’ days… how does a goal tie to the UDL guideline? • What will you do? • How will you do it? • Why will you do it?

  15. Break (~11)

  16. Plan as a team Bring the expertise from the role alike back to the team for discussion: • the goal is to think about modeling the process of building a goal, thinking about action steps– as it related to the Samuel case • This is a model for practicing the process  you will do in teams this afternoon

  17. Sharing: • What works for Samuel works for others. • Share highlights from the morning.

  18. Lunch

  19. Article: Are you Willing to be Disturbed GUIDING QUESTIONS: • What did you learn (‘take-aways’)? • What can you do to support what you learned? • What can you do to support your team?

  20. Today, the Goal: By the end of today, we you will develop your goal and actionable steps for the next session

  21. Key questions: • What will I do before our next meeting? • What will I change and how will I change? • Why will I change? • What will I look for- how will I know if I’m successful?

  22. RESOURCE : Action Plan • Actionable items for the team between now and January 11 (’30’ day plan) • You have the option to continue to plan for 60 days… and even 90 days

  23. Resource UDL Guidelines: ‘Tell Me More’

  24. Resource: National Center on UDL: other videos

  25. Stuck? Perhaps it will help to… • Choose one homework, one part of an activity… • Choose one ‘focus group’ to think about • maybe think about a learner who has struggled with this in the past • Use ONE Guideline to focus redesign • What guideline do you already do that works well for this student? • What is one guideline that does not?

  26. Team sharing • After you do the action plan, use the chart paper to diagram, chart, label, draw your plan • What is your goal? • What is your immediate step? • How will you look for your goal? • Share with us!

  27. UDL: A Way of Thinking • Variability • Flexibility • Clear goals/objectives

  28. UDL everywhere!Gym: flexible options  goal

  29. Supports Engagement

  30. UDL + Coffee?

  31. directions: need more supports!

  32. Sports Center

  33. Menus: who does it help?

  34. UDL ‘way of thinking’ umbrella • RTI • PBIS • DI • MI… With UDL… you are thinking about the interaction of the learner in the environment, even if your actions are the same!

  35. Wrap up • Evaluations • Thank you • See you next year!

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