applying udl to the the common core state standards...

Applying UDL to the �� the Common Core State

Standards (CCSS)��Section 3 of 3

Presented by Grace Meo and Kavita Rao February 7, 2014

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Using UDL to Access the Common Core

Part II: Going deeper

into the lesson planning process

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Going deeper into the Checkpoints

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UDL Checkpoint – Individual Activity

Take 10 minutes and do the following: 1.  Go to this website: bit.ly/udlguidelines 2.  Your index card has a color on it (purple, blue or green)

representing a specific UDL principle

3.  Go to the UDL principle (I, II or III) related to your color.

4.  Select a Checkpoint (e.g., 5.2, 8.1) and explore it 5.  On your index card, write down something you learned

about the checkpoint you selected

–  How does it connect with something you already do? –  How could you use that idea in your classroom?

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Small Group Activity (15 minutes)

With two people who have different colors (principles) than you:

1. Define and describe the checkpoint you explored

2. As a group, discuss what you learned about the UDL framework from this exploration of the checkpoints, such as:

•  Are there things from the UDL framework that you already use?

•  What is something new you learned? Any “aha” moments?

•  How can the UDL framework be used for designing instruction that addresses standards?

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Debrief on Checkpoints

•  Insights from your groups?

•  What was familiar?

•  What was new?

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What does UDL look like in the classroom?

•  UDL can be used for “instructional design” –  Proactive design of lessons

–  Provides a “menu” of options

•  Because variability is systematic, we can build in options that address a range of learners

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Is using technology a requirement fo UDL?

•  Technology and media support UDL

•  However, applying UDL does not require technology

•  Process is important!

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Examples of UDL-based projects

CCSS ELA: Digital graphic organizers CCSS Math-ELA: Future Careers

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UDL connections

•  As we go through each example, note how each process and project address learner variability

•  Note which checkpoints are addressed

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Project #1: Digital graphic organizer

Scenario: Mr. K’s 5th grade class has taken a field trip to the Volcanoes National Park

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CCSS ELA 5th grade writing

CCSS.ELA-Literacy.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Assignment: Create a report about the field trip, specifically addressing what you learned about indigenous birds and plants.

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CCSS ELA 5th grade writing: Unwrap the standard


Skills Concepts Write about a topic Convey ideas

Informative/explanatory text

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CCSS ELA 5th grade writing


•  5.2a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

•  5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

•  5.2c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

•  5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

•  5.2e Provide a concluding statement or section related to the information or explanation presented.

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The instructional process

•  Mr. K has one computer and projector

•  Two older computers are available in back of classroom (shared)

•  Whole class activity provides a scaffold for report writing and addresses learner variability

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1.  Mr. K has collected photos taken during the field trip 2.  Projects photos on screen for whole class 3.  Models how to categorize

4.  Students brainstorm and call out categories together 5.  Students volunteer to record sentences (audio) 6.  Mr. K writes out whole sentences

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Digital Graphic Organizer Example

7.  Graphic organizer stays on screen as students begin writing

8.  Mr. K copies the file to the other two computers 9.  Free-writing time:

Students who would like to record audio go to computer at the back of the room

10. Students can make several choices –  Using outline mode

–  Recording their sentences first –  Add photos/categorize

–  Using first language

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Graphic Organizer example

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What UDL Checkpoints does this meet?

In your group, discuss which UDL checkpoints this project meets.

•  How is UDL applied to goals, materials, methods,

assessments?

•  How does this process address learner variability in a classroom?

•  How does UDL support CCSS in this example?

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Exploring Careers

Scenario: •  Math class (pre-algebra, high school)

•  Ms. G has 20 students with varied backgrounds. Most speak English as a second language and their language abilities and math proficiency levels vary widely; some students do not have much formal schooling.

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CCSS ELA 6-12

CCSS.ELA-Literacy.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

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CCSS High School: Unpack the standard

•  CCSS.ELA-Literacy.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

Skills Concepts Translate text into visual form Translate visual info into words

Quantitative or technical info Charts/tables

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Exploring Careers Goals

Ms. G wants students to translate information on salaries and expenses by: •  Researching a career

•  Engaging with authentic sources •  Collaborating to practice and express mathematical

concepts

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Exploring Careers Assignment

Research a career you may choose in the future. •  Create a chart to describe how much you will make

and what percentage you will spend on various expenses.

•  Describe the career, how to prepare for it, and why you may or may not be interested in it.

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1.  Ms. G has introduced percentages in several lessons.

2.  She gives students clear directions to: –  Work in groups of 3

–  Research a career (using newspapers and internet)

–  Find out costs of living –  Create a pie chart

3.  Students create visuals and narrative and make videos

4.  Teacher encourages use of first language (due to large number of ELLs in this class.)

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What UDL Checkpoints does this meet?

In your table group, discuss which checkpoints this meets:

•  How is UDL applied to goals, materials, methods,

assessments?

•  How does this process address learner variability in a classroom?

•  How does UDL support CCSS in this example?

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UDL: Theory and Practice

•  New online book by CAST

•  Various examples of how to integrate UDL into lesson planning.

•  Teacher videos

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Contact Info

Grace Meo [email protected]

Center for Applied Special Technology (CAST)

Kavita Rao

[email protected]

University of Hawaii, College of Education

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Related References •  Bryant, B. R., Rao, K., & Ok. M.W. (2014). Universal design for learning and assistive technology: Promising developments. In B. DaCosta

and S. Seok (Eds.), Assistive technology research, practice, and theory (pp. 11-20). Hershey, PA: IGI Global. doi: 10.4018/978-1-4666-5015-2

•  Meyer, A., Rose, D.H., & Gordon, D. (2013). Universal Design for Learning: Theory and practice. Wakefield, MA: Center for Applied Special Technology. Retrieved from http://udltheorypractice.cast.org/login

•  Hitchcock, C., & Rao, K. (2013). Power Assisted Writing for Science: Developing expository writing in a multimedia environment. Teaching Exceptional Children. 46(1), http://tecplus.org/articles/article/12.

•  Gordon, D., Proctor, C.P., & Dalton, B. (2012). Reading strategy instruction, Universal Design for Learning and digital texts: Examples of an integrated approach. In T.E. Hall, A. Meyer & D.H. Rose (Eds.), Universal Design for Learning in the classroom: Practical applications (pp. 25-35). New York: Guilford.

•  Rao, K., Hitchcock, C,. Boisvert, P. & Kilpatrick, E., Corbeill, C. (2012). Do it yourself: Video self modeling made easy. Teaching Exceptional

Children, 45(1), 8. http://tecplus.org/articles/article/7.

•  Rao, K. & Tanners, A. (2011). Curb cuts in cyberspace: Universal instructional design for online courses. Journal of Postsecondary Education and Disability. 24(3), 211-229.

•  Gradel, K. J. (2009). Putting Universal Design for Learning on the higher ed agenda. Journal Of Educational Technology Systems, 38(2), 111-121.

•  Rao, K. (In review). Accessing the CCSS with Universal Design for Learning.

•  ARTICLES FROM CAST: http://www.cast.org/library/bycast/index.html

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