universal design for learning. activity: identifying personal strengths & weaknesses 1. complete...

Universal Design for Learning

Activity: Identifying Personal Strengths & Weaknesses

1. Complete “A Snapshot of My Intelligences”

2. Create a visual representation of your results.

3. Think about how these personal strengths, weaknesses, and preferences impact your teaching practices.

Activity: Identifying Personal Strengths & Weaknesses

1. Pair up with someone at your table.

2. Take turns sharing your visual representations and your thoughts on how these preferences impact your teaching.

Brief History

Key Ideas

0 UDL represents an “intersection of initiatives”0 New insights into the learning brain shed light on

learner differences and effective uses of technology

“The concept of UDL is the intersection where all our initiatives – integrated units, multi-sensory teaching,

multiple intelligences, differentiated instruction, use of computers in schools, performance-based assessment, and

others – come together.”

Donna Palley, Special Education Coordinator/Technology Specialist

Vygotsky’s Theories of Learning

Universal Design in Architecture

New Discoveries in Neuroscience

Emergence of Digital Media

Theoretical Foundations of UDL

Lev Vygotsky — Three things are necessary for learning

1. One must recognize patterns in perceptual information

2. One must have strategies for acting upon the perceived patterns

3. One must be engaged by the task

UDL Theoretical Framework

Task is too difficult for learner

ZONE OF PROXIMAL

DEVELOPMENT

Task is too easy for learner

Universal Design

Ron Mace

“concept of designing allproducts and the builtenvironment to beaesthetic and usable to the greatest extentpossible by everyone,regardless of their age,ability, or status in life”(http://www.design.ncsu.edu/cud/about_s/usronmace.htm)

Brain/Learner Variability

Neuroscience and UDL

Activity: What Accounts for Learner Variability?

0 As a group at your table, discuss factors that may account for the variability across students in your classroom. Think about:0 How are your students different from each other?0 What might account for those differences?

0 Use the chart paper to document your discussion.

Activity: What Accounts for Learner Variability?

0 When given the signal, move as a group to another group’s table as directed. You will need 5 notes and one writing utensil for your group.

0 Discuss the group’s poster. How are your posters similar and how are they different?

0 Leave one comment for the group on a sticky note before moving on at the next signal. Switch recorders at the next table.

Activity: What Accounts for Learner Variability?

0 As a group, read the feedback that was left on your poster.

0 Add to your poster anything that you may have missed during your initial discussion.

Activity: Creating a Class Learning Profile

0 Create a class learning profile using the materials provided to you:0 Model Template: Shows an example of a Class Learning Profile for

a particular 3rd grade class and unit.0 Examples of Student Qualities: Lists examples of student

strengths, weaknesses, and interests – structured by brain networks – to get you started.

0 Blank Template: Offers structured support for creating your own class profile(s)

0 Work on your own or with a teacher who teaches the same group of students.

Growing Importance of Digital Media

0 Versatile

0 Transformable

0 Markable

0 Networkable

Civil Rights

NeuroscienceTechnology

Emergence of UDL

CAST believes that “barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.”- Dr. David Rose

Teaching Every Student in the Digital Age, p. viThe Center for Applied Special Technology, http://www.cast.org

Principles of Universal Design for Learning

Based on “From Bach to Lady Gaga: Music Lessons for Special Education” by David Rose

Key Ideas

0 Learners cannot be reduced to simple categories such as “disabled” or “bright”. They differ within and across all 3 brain networks, showing shades of strengths and weaknesses that make them unique.

0 The UDL framework proposes that educators strive for 3 kinds of flexibility0 To represent information in multiple formats0 To provide multiple pathways for students’ action and

expression0 To provide multiple ways to engage students’ interest

and motivation

Who has the disability?

Who has the disability?

Think-Pair-Share

Share an example of how a learningcontext creates the illusion of ormagnifies disability in learners.

Neuroscience and UDL

Recognition Networks

0 Pitch

0 Timbre

0 Duration

0 Loudness

0 Contour

0 Direction

0 Reading notes in music

Strategic Networks

0 Listen to music intentionally

0 Generating

0 Composing

0 Performing

Affective Networks

0 Make priorities

0 Feel the music

As you listen to Toccata and

Fugue in D-Minor think about what kind of meaning can you make of it. What is going on in the piece?

Clip of Toccata and Fugue in D Minor

Think-Pair-Share

What meaning were you able to make ofthe piece? Specifically, what was going onmusically?

Video available from the Music Animation Machine

http://www.musanim.com/

Think-Pair-Share

How did your ability to make meaning from the music change with thislistening? What factors account for this change?

Fugue: a composition built on a theme that is introduced at the beginning, repeated in different voices and contexts, and recurs frequently in the course of the composition

Video available from the Music Animation Machine

http://www.musanim.com/

Think-Pair-Share

How did your ability to make meaning from the music change with thislistening? What factors account for this change?

Options for Physical Action

Options for Expression and Communication

Options for Executive Function

Clip available at https://www.youtube.com/watch?v=wd6DsI9Wklo

Clip available athttp://www.ted.com/talks/tod_machover_and_dan_ellsey_play_new_music.html

Options for Recruiting Interest

Options for Sustaining Effort and

Persistence

Options for Self-Regulation

Emotional Teacher

Teacher of Technique

The Tyrant

“The concept of UDL is the intersection where all our initiatives – integrated

units, multi-sensory teaching, multiple intelligences, differentiated instruction,

use of computers in schools, performance-based assessment, and

others – come together.”

Donna Palley, Special Education Coordinator/Technology Specialist

Activity: Team Statements

0 Individually, without talking, THINK about your answer to the following: “How does UDL bring together initiatives at Kingsbury?”. Write down some notes if you need to. (2 minutes)

0 PAIR up with someone in your group (or, “triple up” if you’re a group of 5). Discuss your thoughts. (2 minutes)

0 Individually, WRITE your response to the question. (2 minutes)

0 Take turns to SHARE your ideas with the rest of your group. Look for the essence of everyone’s ideas to write a group statement. Everyone should write down the statement. (10 minutes)

0 Write your team statement on the small poster board. Post it as you leave for break.

Curriculum

Key Ideas

0 Curriculum is made up of four components:0 Goals0 Methods0 Materials0 Assessments

Meet GeMMA…

0Goals

0Methods

0Materials

0Assessments

Goals

Clearly communicated goals support the 3 brain networks as they help students know what

they are supposed to do, how to do it, and why it’s important.

Goals

Methods Materials Assessments

Methods Policies and

procedures of teaching

MaterialsTools used to

assist instruction

AssessmentEvaluation of

the knowledge and skills

relevant to students’ goals

What is your curriculum?

Activity: Curriculum “Mapping”

1. Create a visual map of your curriculum. Make sure that your curriculum map includes your goals, methods, materials, and assessments.

2. Share your curriculum with your team.

UDL Curriculum

Clear Goals

Multiple Methods

Flexible Materials

Multiple Assessments with Feedback

UDL Curriculum

Clear Goals

Multiple Methods

Flexible Materials

Multiple Assessments with Feedback

Setting Clear Goals

Key Ideas

0 Brain research supports the idea that clear goals are essential for learning, but teachers often lack clear goals for students.

0 We can apply what we know about the 3 brain networks to separate goals from the means for achieving them, interpret standards for particular classrooms, and derive goals that all students can strive for.

Goals that are too highly specific limit the possible strategies for

reaching them, repressing creative solutions and limiting the number of people who can even attempt to

attain the goals.

Goal

Means for

achieving the goal

Students will collect information from a variety of books as a part of their research.

1. What is the goal?2. How have the means for

reaching the goal been included in the wording?

3. What kind of problems this might create?

Students will collect information from a variety of books as a part of their research.

Goal

Means for achieving the goal

1. Rewrite this goal more generally, separating the goal from the methods for attaining it.

2. What might be some benefits of this rewording?

Students will collect information from a variety of books as a part of their research.

UDL helps us to…

Structure our analysis of the

nature of a standard, goal, or unit so that

we can determine its true purpose

Guide the selection and assembly of

flexible media and materials that can

support diverse pathways to the goal

for different students

Help us communicate goals

and means to students so that they know what they are

doing, how they might do it, and why

it is important

Select a Standard or

Goal

Determine the Goal’s

Main Focus

Determine Core &

Variable Instructional Components

Identify Possible Scaffolds

Restate the Standard or

Goal (if necessary)

Step 1: Select a Standard or Goal

Common Core

Standards

DCPS Standards of

Learning

Unit Goals Eagle PRIDE

Step 2: Determine the Goal’s Main Focus

Recognition Goals

• Prioritize the learning of specific content

• Ask students to identify who, what, when, and where

• Content is the key

Strategic Goals

• Emphasize skills and strategies

• Ask students to learn how to do something

• Process or medium is the key

Affective Goals

• Focus on a particular value or emotional outcome

• Ask students to appreciate and enjoy

• Emotional outcome is the key

Recognition: Information / Content

Strategic:Skill / Strategies

Affective:Enjoyment / Engagement

EnglishRecognize independent and subordinate clauses

Revise drafts to improve coherence and progression by adding, deleting, and rearranging text

Respond to a work of literature by making connections to personal life

MathIdentify factors and multiples including common factors and common multiples

Use transformations such as slides, flips, and rotations

Express mathematical ideas in journals or portfolios

ScienceDescribe interactions among solar, weather, and ocean systems

Investigate the processes by which sunlight is converted to food

Conduct inquiry in area of personal interest in science curriculum

Social StudiesExplain the significance of selected ethnic and/or cultural celebrations in the United States

Create maps, graphs, charts, models, and databases depicting various aspects of world regions and countries

Express and defend a point of view on a contemporary issue of interest in the United States

Step 3: Identify Core & Variable Instructional Components

Instructional Components

Content or subject matter (subject matter material, specific literature)

Skills/strategies (writing a cohesive essay, estimating quantities)

Steps in a particular process (the steps in dissecting a frog, the steps in long division)

Presentation media (slides, speech, text, hyper-media, video)

Learning context/format (small group, whole class, pairs, individual, hands-on)

Instructional format (e.g. lecture, text book, demonstration)

Tools for student response/expression (computer, pen, art tools, video or still camera)

Media for student response/expression (text, image, video, speech)

Information sources (textbook, CD ROM, Internet, primary sources)

Tools relating to content area (science equipment, measurement devices)

Example 1: Recognition GoalStandard Describe interactions among solar,

weather, and ocean system

Main Focus Information / content

Core Components Content or subject matterTools relating to content area

Variable Components Skills/strategiesPresentation mediaLearning context/formatInstructional formatTools for student response/expressionMedia for student response/expressionInformation sourcesSteps in a particular process

Example 2: Strategic GoalStandard Revise drafts to improve coherence

and progression by adding, deleting, consolidating, and rearranging text

Main Focus Skills / Strategies

Core Components Skills/strategiesSteps in a particular process

Variable Components Presentation mediaLearning Context/formatInstructional formatTools for student response/expressionMedia for student response/expressionInformation sourcesTools relating to content areaContent or subject matter

Example 3: Affective GoalStandard Express mathematical ideas in

journals or portfolios

Main Focus Enjoyment / Engagement

Core Components Tools for student response/expression

Variable Components Skills/strategiesSteps in a particular processPresentation mediaLearning Context/formatInstructional formatMedia for student response/expressionInformation sourcesTools relating to content areaContent/subject matter

Step 4: Identify Possible ScaffoldsStandard

Main Focus

Describe interactions among solar, weather, and ocean systems

Information / Content

Core Components

Content or subject matter

Tools relating to content area

Background information

Examples of tools

Variable Components

Skills/strategies

Presentation media

Learning Context/format

Instructional format

Tools for student expression

Steps in a particular process

Models of various approaches to the taskChoices: text, speech, video

Choice of small group or partner workCombination of simulation & discussionTools & media readily available

Templates for three different combinations of steps

Step 5: Restate the Goal (if necessary)

Original Wording Problem Reworded Standard

Correct capitalization errors in peer's handwritten drafts

Requires that all students be able to see & decipher handwritten materials

Correct capitalization errors in peer's work

Read story problems and underline irrelevant information

Requires that all students be able to read story problems and be able to underline

Identify irrelevant information in math story problems

Through an outline, show ways in which fragments of DNA can be analyzed to diagnose human genetic abnormalities

Requires that all students use a text-based outline to demonstrate their understanding

Illustrate ways in which fragments of DNA can be analyzed to diagnose human genetic abnormalities

Conduct research on famous generals of the Civil War

Requires that all students research a specific topic which may not be of interest

Conduct research on famous people throughout history

Activity: Setting UDL GoalsGuided Practice

Step 1: Select a Standard

Students will be able to describe and discuss the shared human experiences depicted in literature and other texts from around the world. Examples include birth, death, heroism, and love.

Step 2: Determine the Goal’s Main Focus

Students will be able to describe and discuss the shared human experiences depicted in literature and other texts from around the world. Examples include birth, death, heroism, and love.

Focus?

Information / Content

Skill / Strategy

Enjoyment / Engagement

Step 3: Identify Core & Variable Instructional Components

Core Varied Instructional Components

Content or subject matter (subject matter material, specific literature)

Skills/strategies (writing a cohesive essay, estimating quantities)

Steps in a particular process (the steps in dissecting a frog, the steps in long division)

Presentation media (slides, speech, text, hyper-media, video)

Learning context/format (small group, whole class, pairs, individual, hands-on)

Instructional format (e.g. lecture, text book, demonstration)

Tools for student response/expression (computer, pen, art tools, video or still camera)

Media for student response/expression(text, image, video, speech)

Information sources (textbook, CD ROM, Internet, primary sources)

Tools relating to content area (science equipment, measurement devices)

Step 4: Identify Potential Scaffolds

0 Possible Scaffolds:0 digital text with text to speech0 templates with headings relating to themes of

benchmark0 models of themes pulled from specific works of

literature0 image banks0 think alouds and prompts embedded in literature tying

to students' personal experience

Step 5: Restate the Standard(if necessary)

Activity: Setting UDL GoalsIndependent Practice

“When developing my curriculum, I

promise, I will separate goals

from the means of achieving the

goals.”

Multiple Methods & Flexible Materials

Key Ideas

0 Knowing how the 3 brain networks function suggests different approaches for teaching information, for teaching skills and strategies, and for teaching students to love learning

0 Individualizing the ways that students work toward goals is feasible if a variety of tools and media are available

Identifying Barriers

Thinking about Methods

•Locations•Groupings

Learning Contexts

•How information is presented

Presentation Formats

•How information is delivered

Instructional Formats

Identifying Barriers

0 What skills are needed to make meaning from a lecture?

0 Who are some students who might struggle learning from a lecture and why?

Activity: Identifying Barriers1. Take a stack of notes.

2. For 2 minutes, individually brainstorm common teaching methods and instructional materials. For each method or material you think of:

0 Say it0 Write it0 Place it in the middle of the table

3. At the end of 2 minutes, collect all of the notes and remove any duplicates.

Activity: Identifying Barriers

4. Distribute the notes among everyone at the table.

5. Take turns reading a method or material and brainstorming potential barriers:

0 Read the method or material and have everyone write it down on their “Deriving UDL Solutions” worksheet

0 Give one way that this method or material may create a learning barrier for your students

0 If the table agrees with the barrier, everyone should write it down0 As a team, brainstorm other potential barriers and add them to the

worksheet0 Have the next person read a method or material and repeat

Network-Appropriate Teaching Methods

Supporting Recognition

Networks

•Provide Multiple Examples•Highlight Critical Features•Provide Multiple Media & Formats•Support Background Context

Supporting Strategic Networks

•Provide Flexible Models of Skilled Performance•Provide Opportunities to Practice with Supports•Provide Ongoing, Relevant Feedback•Offer Flexible Opportunities for Demonstrating Skill

Supporting Affective Networks

•Offer Choices of Content and Tools•Offer Adjustable Levels of Challenge•Offer Choices of Rewards•Offer Choices of Learning Context

Activity: Network-Appropriate Teaching Methods

0 Decide on each person’s role. You will need a:0 Time Keeper0 Materials Manager0 Presentation Facilitator0 Discussion Facilitator

0 Read about your table’s assigned network-appropriate teaching method

0 Develop a way to teach the large group about your method. Your presentation should include:1. The method and what brain network it supports2. An explanation of why the method is important3. An example of how the method might be used in the classroom

Recognition Network: Provide Multiple Examples

By seeing, hearing, smelling, or touching many instances of a pattern, recognition networks

can extract the critical features that define the pattern and identifying new instances that

share those features.

~

-

Wugs

~ - _

What is a Wug?

Wugs Not Wugs

~-_

{/]

Activity: Network-Appropriate Teaching Methods

0 Develop a way to teach the large group about your method. Your presentation should include:1. The method and what brain network it supports2. An explanation of why the method is important3. An example of how the method might be used in the

classroom

(Keep presentations to under 3 minutes.)

Highlight Critical Features

Provide Multiple Media and Formats

Support Background Knowledge

Putting it all together…Students will identify universal themes from world literature, providing evidence of the theme from the story.

Provide Flexible Models of Skilled Performance

Provide Opportunities to Practice with Supports

Provide Ongoing, Relevant Feedback

Offer Flexible Opportunities for Demonstrating Skill

Putting it all together…Students will demonstrate the general skills and strategies of the writing process.

Offering Choices of Content and Tools

Provide Adjustable Levels of Challenge

Offer a Choice of Rewards

Offer a Choice of Learning Context

Putting it all together…20 points

Go out and get an application from a place that you would be

interested in working at. Make a copy of the application (I can

help you with this). Then, fill the application out. Check your work before turning it in and turn it in before the final due date as it will need to be perfect for you to get credit. You will need to

turn in the blank copy of the application and the filled in

application.Everyone must complete this

project!

15 pointsAsk 15 people how they found

their current job. Create a graph representing your results. Write a short report (at least 3/4 page double spaced) or give an oral

presentation (3-5 minutes) to the class discussing your results and what it means for your future job searches. You must turn in your research, graph, and report or

speech.

5 pointsFind 4 want ads in a newspaper and complete the worksheet. You will need to turn the want

ads with the worksheet.See me to get the worksheet.

10 pointsCreate a poster or brochure in

which you give advice to people completing job applications.

Include a list of at least 5 rules for filling out a job application.

Choose Your GradeA ≥ 35 pointsB ≥ 30 pointsC ≥ 25 points

Grades lower than a “C” are unacceptable.

10 pointsChoose 5 skills from your

transferable skills survey. For each skill describe a time that

you showed this skill.

5 pointsCreate a 2 column chart

comparing and contrasting jobs and careers. You must include a

definition of each.

10 pointsSelect 5 questions that you got

“wrong” on the CVS application. Write an explanation as to why

the given answer is the best choice for each of the questions.

15 pointsWrite a simulated diary with 3

entries from the point of view of a person who is looking for a job

to apply for, finds one, and completes an application. Your journal should show me that you

understand the process of looking and applying for jobs.

Activity: Tools for Offering Multiple Methods and Flexible

Materials0 Select a resource from the “Tools for Offering Multiple

Methods and Flexible Materials” handout.

0 Browse the tools available from the resource.

0 Select one tool from your resource that you could see yourself using and:

0 Write a short description of the tool and how you might use it

0 Send your description and the link to: landerson@kingsbury.org

0 Prepare to share what you’ve found with your tablemates

Activity: Deriving UDL Solutions

0 Take out your Deriving UDL Solutions worksheet.

0 On your own or with a partner, use the information you’ve gained about teaching methods and materials to identify UDL solutions for the barriers that you identified.0 You may also use the Examples of UDL Solutions sheet to

help you.

Assessments

Key Ideas

0 When a single, inflexible medium is used for testing, students’ skills with that medium become confused with the skills we intend to measure.

0 Testing separately from teaching and without the supports that students normally use provides an invalid perspective on what students know and can do.

Barriers to Accurate Assessment

Individual Learning

Differences

Media Constraints

Lack of Appropriate

Supports

Lack of Integration with the Curriculum

Assessments should always

reflect the learning goal.

Applying UDL to Assessment Practices

Representation

•Provide digital formats of assessments•Allow students to utilize resources

Action & Expression

•Allow alternatives for students to demonstrate and express their learning•Provide untimed testing

Engagement

•Offer choices of assessments•Provide flexible levels of challenge in assessments

For your consideration…

0 If you have allowed a student to use any kind of supports or scaffolding when learning the content, you should also allow students to use those supports and scaffolds during assessment.

0 If a student has been allowed to learn content via a particular learning preference, then the student should be allowed to demonstrate his/her learning via the same learning preference.

A Word on Rubrics

Instructional rubrics specify the qualities associated with

different levels of proficiency for evaluating

student assignments. These can be particularly helpful in evaluating alternative

assignments and assignments with built in

choice.

Wrap Up: Placemat Consensus

1. Draw the following figure on a piece of chart paper:

Consensus

Wrap Up: Placemat Consensus

2. Think: What are the most important points that we’ve covered?

3. Take 3 minutes to respond simultaneously in writing in your space on the “placemat”.

4. Share your ideas:0 Person 1 shares, one item he/she has written0 Teammates discuss the item0 If there is consensus that the item is important, Teammate 1 places the

best synthesis of the team’s ideas in the center of the placemat, getting help with wording as needed

0 Move on to the next person and repeat the process0 Select the single most important item to share with the group