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Universal Design for Learning:

Universal Design for Learning:. A Framework for Teaching All Learners. November 14-15 Wakefield, MA. Logistics. Sign in Permissions Name tent: name, job, ‘ fun ’ fact about you. UDL Connect: http://community.udlcenter.org/ For Online Resources & discussions.

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Universal Design for Learning:

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  1. Universal Design for Learning: A Framework for Teaching All Learners November 14-15 Wakefield, MA (C) CAST 2013

  2. Logistics • Sign in • Permissions • Name tent: name, job, ‘fun’ fact about you (C) CAST 2013

  3. UDL Connect:http://community.udlcenter.org/For Online Resources & discussions Our group: UDL institute at CAST 2013 (C) CAST 2013

  4. 1. Sign up for the site2. Join our group: (C) CAST 2013

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

  6. Who are we? Kasia Derbiszewska (Kah-shah Der-buh-sheh-ska) kmd682@mail.harvard.edu Allison Posey aposey@cast.org (C) CAST 2013

  7. How many years in education? • Less than 2 years • Between 3 and 10 years • Over 10 years • Over 20 years! (C) CAST 2013

  8. Who traveled the farthest to get here today? (C) CAST 2013

  9. Rooted for the Red Sox? • Every minute of every game! • Every game was on in the background. • I checked in here and there. • Red Sox, I’m a XX fan! (C) CAST 2013

  10. Where are you in your understanding about UDL? 1 = Just beginning, what does ‘UDL’ even stand for? 2 = I know a little about UDL 3 = Ask me anything about UDL: I could lead this session! (C) CAST 2013

  11. Getting to Know You Find a ‘QUADRANT PARTNER’ for discussions during the institute 1 2 3 4 (C) CAST 2013

  12. Institute Goals Day 1: Build background • To learn how UDL addresses challenges of learner variability Day 2: Application • To strategize how to apply UDL to practice • To build tools & resources (C) CAST 2013

  13. Agenda • UDL Background • UDL Guidelines • UDL Lesson Design • UDL ‘Toolkit’ and Resources (C) CAST 2013

  14. Seen another way: Build Background Application Lesson Planning UDL Guidelines (C) CAST 2013

  15. This workshop: build awareness (C) CAST 2013

  16. What are your goals? • For this workshop? • For your professional learning? (C) CAST 2013

  17. Preconceptions about UDL? • UDL is just good teaching. • UDL is differentiated instruction. • Others? (C) CAST 2013

  18. The Marshmallow Challenge Goal: to build collaboration around design (C) CAST 2013

  19. (C) CAST 2013

  20. RULES: • 18 minutes, team of 4 • Build the tallest freestanding structure • Cannot be suspended • Entire marshmallow on top • Use as much/little of the contents in bag (not the bag); can break, cut… Have fun, collaborate & be creative (C) CAST 2013

  21. What worked?Variability! • Strategy • Engagement • Representation (C) CAST 2013

  22. Watch the TED talk (optional) (C) CAST 2013

  23. Why begin with this exercise? • Design: • collaborative • iterative process • Feedback about what works, prototypes • Uh-oh  ta-da! • Goal driven (C) CAST 2013

  24. Current neuroscience about learning: - Variability • Context Matters Learning occurs at the dynamic interaction between learner & environment (C) CAST 2013

  25. Variability: (C) CAST 2013

  26. Variability Sean: Musician Kasia: Non-musician (C) CAST 2013 • -fMRI from MIT

  27. Context matters (C) CAST 2013

  28. UDL: Variability & Context Matter (C) CAST 2013

  29. Elbow buddy discussion • Share a key take-away: what resonated? • How do concepts of variability & context relate to the Rubik’s cube and running shoes? • How would you design a universal Rubik’s cube? (C) CAST 2013

  30. Universal Cube (C) CAST 2013

  31. Break (C) CAST 2013

  32. Building Background Started ‘in the margins’ (C) CAST 2013

  33. Inspired by Universal Design … “all new environments and products, to the greatest extent possible, should be usable by everyone regardless of their age, ability, or circumstance.” (C) CAST 2013

  34. What is the goal?What are barriers in the design for individuals to reach the goal? (C) CAST 2013

  35. You can design to access, proactive planning helps (C) CAST 2013

  36. How can you design from beginning to reduce barriers so all can reach the goal? (C) CAST 2013

  37. Goal. Barriers. Design. For all. (C) CAST 2013

  38. Choose one & discuss:What is the goal? What barriers does it reduce? How do all benefit from the design? • Ramps • Curb Cuts • Electric Doors • Captions on Television • Easy Grip Tools (C) CAST 2013

  39. UD Assumptions Not one size fits all – but alternatives for everyone. 2. Not added on later – but designed from the beginning. 3. Not access for some – but access for everyone. (C) CAST 2013

  40. UDL… • A mindset for designing learning experiences • all individuals can gain knowledge, skills, and enthusiasm for learning • reduces barriers to the curriculum while maintaining high achievement standards for all (C) CAST 2013

  41. UDL… • Accounts for variability and context • Thinks of changing the curriculum, not • the student • Clear goal, flexible means (C) CAST 2013

  42. Curriculum:‘cognitive’ accessibilityGoal? Barriers? Design?Make available for all (C) CAST 2013

  43. Questions, Reflections? (C) CAST 2013

  44. UDL Guidelines: help design toaddress variability & context (C) CAST 2013

  45. 3 Principles (C) CAST 2013

  46. Team Challenge: Re-Design the Marshmallow Activity: • Clarify the goal • Support variability & context: • UDL Guideline template: Representation, Action & Expression, Engagement (C) CAST 2013

  47. Share ideas (C) CAST 2013

  48. Questions? Comments? Coming this afternoon! Dive deeper into UDL Guidelines! (C) CAST 2013

  49. LUNCH11:45-12:45 http://www.funkylunch.com/ (C) CAST 2013

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