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UDL: Design for Variability As you get coffee, take a look at the UDL responses you left!

UDL: Design for Variability As you get coffee, take a look at the UDL responses you left!. November 14-15 CAST. #UDL 2 day social media. CAST UDL Center AIM Center. Use Twitter? Use #UDL 3 day in your tweets during the workshop!

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UDL: Design for Variability As you get coffee, take a look at the UDL responses you left!

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  1. UDL: Design for VariabilityAs you get coffee, take a look at the UDL responses you left! November 14-15 CAST (C) CAST 2013

  2. #UDL2day social media CAST UDL Center AIM Center Use Twitter? Use #UDL3day in your tweets during the workshop! #UDLchat: 1st & 3rd Wednesdays of the month, 9-9:30pm ET (C) CAST 2013

  3. Clearing the path for someone with special needs, clear the path for all. (C) CAST 2013

  4. Overall Workshop Goals Day 1: • To learn how UDL addresses challenge of learner variability Day 2: • To connect UDL theory to lesson design • To explore new resources & tools (C) CAST 2013

  5. 30 second UDL‘elevator’speech: What is UDL? (C) CAST 2013

  6. UDL highlights • Based in neuroscience: variability & context • Framework for designing lessons, presentations, activities with a clear goal & flexible, accessible means (UDL Guidelines) (C) CAST 2013

  7. UDL Guidelines Recognition: “what” • Multiple means representation Strategy: “how” • Multiple means of action & expression Affect: “why” • Multiple means of engagement (C) CAST 2013

  8. Systematic Variability: where are you with your learning now? Steven E. Peterson, HannekeVanMier, Julie A. Fiez & Marcus E. Raichle (C) CAST 2013

  9. Systematic Variability: where are you with your learning now? Steven E. Peterson, HannekeVanMier, Julie A. Fiez & Marcus E. Raichle (C) CAST 2013

  10. Systematic Variability: where are you with your learning? Steven E. Peterson, HannekeVanMier, Julie A. Fiez & Marcus E. Raichle (C) CAST 2013

  11. Variability  design for all to reach goal (C) CAST 2013

  12. Multiple Means of Engagement (C) CAST 2013

  13. Today we are going to do this…how do you feel? (C) CAST 2013

  14. Today we are going to do this…how do you feel? (C) CAST 2013

  15. Variability in appraisal • Is this ‘good’ for me? • Is this ‘bad’ for me? (C) CAST 2013

  16. Start school… (C) CAST 2013

  17. Engagement ‘problem’… (C) CAST 2013

  18. Emotions: ‘shelves that hold up the cognitive glassware’ EMOTIONS= shelves (C) CAST 2013

  19. Variability in Affect (C) CAST 2013

  20. Context matters:PerceptionResources vs. Demands Resources: Perceived skills & resources Demands Perceived level of challenge (C) CAST 2013

  21. Perceived Resources & Demands  FLOW (C) CAST 2013

  22. Reflect on a time you learned something well…Reflect on your work… • What were the demands? • What were the resources? • How was your engagement? • What do you look for to measure engagement? (C) CAST 2013

  23. Affective Networks: “why of learning” • Evaluate & set priorities (C) CAST 2013

  24. Options for variability in interests • Options for choice, autonomy • Authentic, relevant • Minimize distractions (C) CAST 2013

  25. Ideas: Options for variability recruiting interests • Choice • Partner collaboration (C) CAST 2013

  26. Options for Effort & Persistence • Salient goals • Vary demands, optimize challenge • Collaboration • Mastery oriented feedback (C) CAST 2013

  27. Options for Effort & Persistence • Salient goals • Vary demands, optimize challenge • Collaboration • Mastery oriented feedback (C) CAST 2013

  28. 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… (C) CAST 2013

  29. Ideas: Options for variability in persistence • Partner feedback • Individual conferencing • Model learning process • Frequent checks: formative evaluation • Exit ticket (C) CAST 2013

  30. Options for Self-regulation • Optimize motivation, coping strategies • Self assessment & reflection (C) CAST 2013

  31. Ideas: Options for self regulation • Mood meter • Individual goals, check-in (C) CAST 2013

  32. Share ideas from Engagement Guideline:What UDL did you observe? (C) CAST 2013

  33. How do I ‘do’ UDL? • Goal • Variability • Assessment (C) CAST 2013

  34. Goals are difficult Many goals: CCSS, district, lesson, department • Write goals clearly, all understand • Consider flexible means to reach goal (UDL) • Consider whether means are embedded (C) CAST 2013

  35. Clarify Goal • CCSS.Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. (C) CAST 2013

  36. Clarify goal • CCSS.Math.Content.3.MD.B.3Draw a scaled picture graph and a scaledbar graph to represent show a data set with several categories. • New Goal: draw a bar graph that (1) shows a scale and (2) shows data (C) CAST 2013

  37. Are means embedded in the goal? Students will demonstrate their knowledge of the stages of metamorphosis. (C) CAST 2013

  38. Students will demonstrate their knowledge of stages of metamorphosis by writing in their journal. Are means embedded in the goal? (C) CAST 2013

  39. Beware of secondary goals! (C) CAST 2013

  40. How do I ‘do’ UDL? • Goal • Variability • Assessment (C) CAST 2013

  41. Support Variability: 3 UDL Principles Representation: background, language, perception Action & Expression: executive function, tools, motor Engagement: interest, persistence, self regulation (C) CAST 2013

  42. How do I ‘do’ UDL? • Goal • Variability • Assessment GOAL ASSESSMENT (C) CAST 2013

  43. Assessments • Align with goal? • Where can there be flexiblity & accessibility? • Both formative & summative assessments? (C) CAST 2013

  44. UDL: ‘Desirable difficulties’ • Keep challenge where you want it: emphasize what is relevant • Flexible means where you can: reduce barriers that are irrelevant (C) CAST 2013

  45. Break out options:10:45-11:15 • UDL Lesson (this room, with Grace) • UDL CAST Tools (C) CAST 2013

  46. Your turn: Work time—LunchReturn at 1:00pm Identify & clarify the goal and assessment. • How will you know if learners reached the goal (assessment)? • Collaborate or work independently • Lesson planning handout, optional • Explore: National Center on UDL (C) CAST 2013

  47. National Center on UDL • Implementation • Video series, books • Tools: CAST site (C) CAST 2013

  48. Share highlights from your work: How did UDL inform your work or conversation? (C) CAST 2013

  49. Questions? Comments? Coming this afternoon! More Tool ideas Affect & online breakout sessions (C) CAST 2013

  50. LUNCH11:45-1:00 http://www.funkylunch.com/ (C) CAST 2013

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