Welcome Back!

Session 7 Revere Wed, Sept 25Allison Posey

How are you?!

3 Workshop Session Goals:

To more deeply explore…

• how UDL addresses learner variability,

• the UDL Guidelines,

• lessons strategies & observations

This series: explore, prepare, integrate

Agenda today

• Review Activity: goals

• UDL Refresher

• Share ideas from your work so far

• Lesson plan, a UDL lesson

Variability in UDL background:

Rate yourself, 0-5:• Actively using & applying UDL

• Taking small steps thinking about UDL

• Not using UDL

• Have never heard of UDL!

UDL Review: GoalsThe Marshmallow Challenge

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…

• Cannot hold onto the structure

Begin!

Watch the TED talk (optional)

Reflection UDL• Design: – Collaborative– Iterative process – Goal driven

• Feedback: what works/not (prototypes)

How do I ‘do’ UDL?

1. Goal2. Variability3. Assessment

Goal: to design a tall free-standing structure with the full marshmallow on top

• Clear, easy to understand– CCSS, MCAS

• Posted• Is the means included? – If so, how is it supported

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.

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.

Clarify goal

• CCSS.Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent show a data set with several categories.

• New Goal: draw a bar graph that shows (1) a scale and (2) data

How do I ‘do’ UDL?

1. Goal2. Variability3. Assessment

Old view…

New understanding… (DTI images)

Support Variability: 3 UDL Principles

Representation: background, language,

perceptionAction & Expression:

executive function, tools, motorEngagement:

interest, persistence, self regulation

Variability design for all to reach goal

• Barriers to learning in the curriculum, not student

New Goal: draw a bar graph that (1) shows a scale and (2) shows data

Support variability:

• New Goal: draw a bar graph that (1) shows a scale and (2) shows data

Support variability:

• New Goal: draw a bar graph that (1) shows a scale and (2) shows data

How do I ‘do’ UDL?

1. Goal2. Variability3. Assessment

GOAL ASSESSMENT

• Does assessment align with goal?

• Where can there be flexiblity & accessibility (UDL Guidelines)?

• Are there both formative & summative assessments?

UDL: ‘Desirable difficulties’

• Keep challenge where you want it: emphasize what is relevant

• Flexible means where you can: reduce barriers that are irrelevant

UDL• A mindset, a framework

• Barriers in curriculum, not student

• Design learning experiences• tight goals, flexible means • for ALL to reach goal

Questions, thoughts?

Share: what has UDL meant for your work?

Your UDL Lesson

Goal: to design & deliver a ‘UDL’ lesson

Assessment: share your work and reflection, Nov 5

Your Variability!

Representation:Handout, UDL connect, model examples

Action & Expression: work with peer, video, Prezi/PowerPoint, song, sock puppet, paper/poster, etc

Engagement:Collaborate, process-based, choice, reflect, clear goal, resources-demands

Planning schedule:

Today (~30 min) • Work time to choose a lesson, clarify goal

Oct (~90 min):• If you haven’t delivered your lesson yet, continue to work on UDL

design & collaboration• If you’ve delivered your lesson already, reflect & plan how you will

share

Nov 5:• Share & Celebrate (~30 min prep time):

– Individual lessons 3-4 min– Groups visit & chat with others– Celebrate: Final sharing/reflection, Certificates, PDPs…

Questions?

• Return at 2:25 to share first steps & ideas:

– Choose a lesson, part of lesson…• handout, activity, lab, 1 hour unit, …

– Clarify and write the goal for that lesson– Begin to design for variability: UDL Guidelines– How will you assess?

UDL Connect:

For Online Resources & discussions

Share Progress

Note card formative evaluation:

• What are your goals related to UDL?

• What is most helpful for these sessions?

• What is least helpful for these sessions?

• Share any comments, suggestions, requests?

• Evaluation• See you October 16• Next time: 1 short activity & work time

UDL and …

• Good teaching

• Differentiated instruction

UDL and DI

• Proactive• Evaluates environment,

classroom, culture• Intentional• Design prior to student

arrival• Variability• Plan for margins• Values variety

• Reactive• Evaluates student• Cause/effect• Retrofit instruction• Focus on individual

disability• Modifies to individual

margins• Conforms to ‘normal’