Universal Design of Learning

1. Universal Design of Learning Katie Novak

2. UDL Activator: The Dinner Party • Imagine you’re having a dinner party. Using the bottom menu on pg. 3, create one dish that will satisfy all guests, but keep in mind that you have a few dietary restrictions in your guest list. If you finish early, add an appetizer and a dessert. • Lucy is lactose intolerant. • Greg is on a gluten free diet. • Victoria is a vegetarian. • Wanda is on Weight Watchers.

3. The Love Languages (pg. 4) A___ Your partner says, “You did a great job on that. I appreciate it.” B___ Your partner unexpectedly does something in or around the house or your room that you appreciate. C___ Your partner brings you a surprise treat from the store. D___ Your partner invites you on a leisurely walk just to chat. E___ Your partner makes a point to embrace you before leaving the house. So, what's your love language? Your highest score is your love language.

4. A Look at Standards • In Teaching Students in the Digital Age, the authors refer to the goal, “Drink your coffee,” to demonstrate that sometimes the end goal is more important than the means used to attain the goal. • Each group will be given a bowl of marshmallows. Write a goal which begins with “Eat 3 mini marshmallows by....” Complete the goal with methods that would be a challenge. Ex: Eat 3 mini marshmallows by tossing them against the wall and catching them in your mouth. • Switch goals and try to achieve them.

5. Types of Standards There are two types of standards • Content standards define the knowledge, and concepts that students should acquire. • Performance/methods standards): observable behaviors and actions which explain how the something is to be done (like the popcorn activity!)

6. Some practice... and then Lance! • Identify one “content standard” for your spouse/parent/child/friend. Be sure methods are not embedded. Knowledge – not action. ex: My husband will learn about different relaxation techniques to calm me down after a stressful day. • Then, identify one “methods standard”. ex: My husband will massage my shoulders every night for fifteen minutes using the kneading technique.

7. Salsa: The Traditional Lesson Directions: Glance at the text on pg. 6. Based on the first letter of your last name, assume the identity below. How do you feel? • A-F: You have just moved from another country and are just learning English. • G-K: You have been diagnosed with ADHD and have a difficult time concentrating in class. • L-Q: You are a struggling reader and attend reading class and receive help in learning center. • R-Z: You are an A student who consistently performs above average.

8. The Jobs Assign the following jobs to team members, pick names out of a hat, or call me over to have me choose for you. Reader/ “The Boss” Chopper Measurer Mixer Writer

9. Making Assignment Guidelines meaningful (pg. 9) First, the drawing challenge Now, fun with cups and balls! Create groups of 8-10. Your group must invent a challenging game that features your cup and ball. Name your game. Write down explicit rules so another group could play it and all players, regardless of ability, could feel challenged. Make sure you write the rules clearly, as you won’t be there to explain. • To begin, partners will sit back to back. • One person will draw a detailed picture and explain the picture with assignment guidelines that are clear enough that the two partners can draw exactly the same picture without looking.

10. Scaffolding & A Glog! Traditional scaffold Education scaffold

11. Engagement & Common Warts:A Relationship like Peanut Butter & Jelly What a simile! What are common warts? Warts are caused by the DNA-containing human papillomavirus (HPV). There are at least 63 genetically different types of HPVs. We are in contact with warts every day. 75% of us will contract the common wart during our teaching career.

12. “This is lame. I won’t get warts.” You’re Wrong! • Wart viruses are contagious. Warts can spread by contact with the wart or something that touched the wart. (like student papers) • The entry site is often an area of recent injury. Incubation: 1-8 months. • School children: 20% have common warts.

13. Virus + microabrasion + maceration = wart The Wart Likert Scale You are more likely to get warts if you bite your nails or pick at hangnails; or have cuts or scrapes on your hands. Examine your hands and assign yourself a score based on the Likert scale above. • 1 2 3 4 5 • 0 abrasions 1-2 3-4 > 4 macerated

14. Prevention Avoid touching warts on others or touching them on yourself. Cover abrasions every day. Attack the virus! Bleach kills HPV. Normal laundering in warm water with detergent will take care of the virus on towels and clothing. Wash your hands frequently and use hand sanitizer. Check out my Glog for other helpful tips.

15. What do I do if I get them? 2002 Study--Enrolled 61 people with common warts Half got liquid nitrogen--the others had the warts covered with duct tape for 2 months Measured complete resolution Response rate with nitrogen=60% Response rate with duct tape= 85%

16. Duct tape… The Miracle Cure How-To • Place several layers of waterproof adhesive tape over the wart region (duct tape). • Do not remove the tape for 6-1/2 days. Then take off the tape and open the area to the air for 12 hours. • Reapply tape for another 6-1/2 days. • The tape works best in the region around the fingernail. • Tape works because the air-tight, moist environment under the tape does not allow the virus to grow and reproduce

17. Provide Options Check out your assignment sheet! (pg. 10) Remember, if you get frustrated, follow this procedure: Read the assignment guidelines again. Write down the questions that you have about the assignment. Ask your partner or someone around you for help. Have them write their suggestions/answers on your paper. If this doesn’t help, raise your hand to get my attention. I will read your questions and your partner’s feedback and try to help you.

18. Review the Long & Short Present information and content in different ways: videos, audio, text, and live Stimulate interest and motivation for learning: engagement and scaffolding. Differentiate the ways that students can express what they know: choice assignments are fabulous! Be Flexible!