UDL Lesson Planning Critique April 24, 2014 Dr. Patti Ralabate Director of Implementation CAST pralabate@cast.org

CAST UDL-Lesson Planning 4/24/14 Learner Outcome Identify ways that the UDL Guidelines and Checkpoints can be integrated into Lesson Planning using UDL Exchange Guiding appropriate goal-setting Promoting expectations & beliefs to optimize motivation CAST UDL-Lesson Planning 4/24/14

Lesson Planning Process Based on CCSS Goal setting Consider Learner Variability-UDL Select Assessment Select Methods/ Materials/Media Teach Assess Reflect This is a UDL lesson planning process adapted from Dufour, Dufour & Eaker (2010). set instructional goals that are aligned with Common Core State Standards and that do not embed the means within the goal unnecessarily; plan lessons that consider learner variability and take into account the principles of UDL in the selection, creation and use of instruction and curriculum; define and use progress monitoring techniques and assessment tools to understand individual student progress during the instructional episode and modify instruction based on data for each student; select and master instructional techniques that are consistent with the principles of UDL and evidence based reading comprehension instruction; select or enhance curricular materials so that they provide UDL learning environments for students; select tools and technologies that support learning; use resulting instructional techniques, materials and tools in the classroom; assess student achievement of the lesson goal(s); reflect on practice with professional colleagues in a vibrant learning community to refine strategies. Highlighting patterns, critical features, big ideas & relationships @ 2013 CAST CAST UDL-Lesson Planning 4/24/14

CAST UDL-Lesson Planning 4/24/14 http://udlexchange.cast.org/home CAST UDL-Lesson Planning 4/24/14

Model Lesson – UDL Exchange Building Vocabulary: "The Monkey's Paw“ http://udlexchange.cast.org/lesson/9966 Highlighting patterns, critical features, big ideas & relationships CAST UDL-Lesson Planning 4/24/14

Critique using CAST Lesson Plan Format INSTRUCTIONAL GOALS Students will be able to determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. OBJECTIVE Learn new vocabulary necessary for understanding the story Do the Goals/Objectives have a clear focus & endpoint that learners can articulate?   Are they flexible enough to offer options? Are they S.M.A.R.T? (Specific, Measureable, Attainable, Relevant & Timely) CAST UDL-Lesson Planning 4/24/14

UDL Checkpoint: Clarify vocabulary & symbols Suggestions: Pre-teach vocabulary & symbols, in ways that promote connection to the learners’ experience & prior knowledge Provide graphic symbols with alternative text descriptions Highlight how complex terms, expressions, or equations are composed of simpler words or symbols Embed support for vocabulary and symbols within the text (e.g., hyperlinks or footnotes to definitions, explanations, illustrations, previous coverage, translations) Embed support for unfamiliar references within the text (e.g., domain specific notation, lesser known properties and theorems, idioms, academic language, figurative language, mathematical language, jargon, archaic language, colloquialism, and dialect) http://www.udlresource.ca/?p=3153 CAST UDL-Lesson Planning 4/24/14

UDL Checkpoint: Foster collaboration & community Suggestions: Create cooperative learning groups with clear goals, roles, and responsibilities Create school-wide programs of positive behavior support with differentiated objectives and supports Provide prompts that guide learners in when & how to ask peers and/or teachers for help Encourage and support opportunities for peer interactions and supports (e.g., peer-tutors) Construct communities of learners engaged in common interests or activities Create expectations for group work (e.g., rubrics, norms, etc.) CAST UDL-Lesson Planning 4/24/14

Can you find the UDL practices? engagement representation ACTION & EXPRESSION Self-monitor or self-regulating options? Personal goal-setting? Recruits interest via relevancy & choice? Options for activating background & scaffolding text-based info? Scaffolds for understanding language? Options for customizing info (perception)? Scaffolds for planning & problem-solving? Options for expression or use of multi-media? Options for access? What self-monitoring or self-regulating tools could you think about embedding into the lesson? (p. 44-45) Does your lesson have an opportunity for students to create some type of goal-setting? (p.45) Has your lesson allowed students to have choice or be autonomous in their learning process? (p.53) Are assessments set up to provide a feedback loop? (p. 80) How are your lesson’s activities connected to postsecondary environments? (p. 84-85) Does the lesson provide multiple strategies to solve problems? (p. 89)- How are text-based information represented? (p. 62) How are lessons adapted to promote understanding among English Language Learners? (p. 71) How do we provide options for perception? (p. 73-74) CAST UDL-Lesson Planning 4/24/14

Can you find the UDL practices? engagement representation ACTION & EXPRESSION Self-monitor or self-regulating options? Personal goal-setting? Recruits interest via relevancy & choice? Options for activating background & scaffolding text-based info? Scaffolds for understanding language? Options for customizing info? Scaffolds for planning & problem-solving? Options for expression or use of multi-media? Options for access? What self-monitoring or self-regulating tools could you think about embedding into the lesson? (p. 44-45) Does your lesson have an opportunity for students to create some type of goal-setting? (p.45) Has your lesson allowed students to have choice or be autonomous in their learning process? (p.53) Are assessments set up to provide a feedback loop? (p. 80) How are your lesson’s activities connected to postsecondary environments? (p. 84-85) Does the lesson provide multiple strategies to solve problems? (p. 89)- How are text-based information represented? (p. 62) How are lessons adapted to promote understanding among English Language Learners? (p. 71) How do we provide options for perception? (p. 73-74) CAST UDL-Lesson Planning 4/24/14

12 Questions for Goal Development Do goals allow for self-advocacy/ choice/socially appropriate responses? How can collaboration enhance motivation/ generalization? How am I involving learners in goal setting? How am I ensuring that learners know what the goal is? How am I activating background knowledge? How much scaffolding am I providing? How am I ensuring that both content & its representations are meaningful? How am I offering both linguistic and non-linguistic representation? Are multiple and alternative means of expression allowed? (draw, point, compose, describe) ? How am I building in graduated levels of scaffolds/support? How can students monitor their own progress? How am I addressing the use of media/ tools? CAST UDL-Lesson Planning 4/24/14

14 Questions for Assessments How am I offering incentives to enhance performance? How are learners able to self-monitor progress? Correct errors? How will learners reflect on their performance? How am I offering choice/options? How am I minimizing anxiety? Are there external factors affecting performance? Am I providing too much/too little scaffolds/support? How am I providing enough time for practice? How am I making the representations meaningful? Is there flexibility in how assessment items are presented? How is strategic planning apparent in the assessment? Are there scaffolds/ supports for learner decision making? Are learners allowed to use multiple expression (media/ tools) options? How do learners monitor their own progress? CAST UDL-Lesson Planning 4/24/14

CAST UDL-Lesson Planning 4/24/14 RUBRIC: 1st Grade Reading: Applies word analysis and vocabulary skills to recognize new words (e.g., phonics, word patterns, and context clues) Student Name ___________________________________________ CATEGORY 4 3 2 1 Uses self-correcting word solving strategies Student independently uses self-correcting word solving strategies to recognize new words. Student uses self-correcting word solving strategies to recognize new words; prompting cues may be used. Student uses self-correcting word solving strategies to recognize new words with prompting cues. Student does not use self-correcting word solving strategies to recognize new words with prompting cues. Source: Rubistar4teachers.org CAST UDL-Lesson Planning 4/24/14

RUBRIC: Group Collaboration and Community CATEGORY 4 3 2 1 Positive interactions Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Usually listens to, shares, with, and supports the efforts of others. Does not cause \\\"waves\\\" in the group. Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. Contributions Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. Monitors Group Effectiveness Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective. Routinely monitors the effectiveness of the group and works to make the group more effective. Occasionally monitors the effectiveness of the group and works to make the group more effective. Rarely monitors the effectiveness of the group and does not work to make it more effective. Positive interdependence Never is publicly critical of the project or the work of others. Always shows concern for group members and the task(s). Rarely is publicly critical of the project or the work of others. Often shows concern for group members and/or the task(s). Occasionally is publicly critical of the project or the work of other members of the group. Usually shows concern for group members and/or the task(s). Often is publicly critical of the project or the work of other members of the group. Often shows a negative attitude toward group members and/or the task(s). Preparedness Brings needed materials to class and is always ready to work. Almost always brings needed materials to class and is ready to work. Almost always brings needed materials but sometimes needs to settle down and get to work Often forgets needed materials or is rarely ready to get to work. CAST UDL-Lesson Planning 4/24/14

YOUR CoP TASK Develop ONE collaborative lesson to demonstrate the intersection of your shift & checkpoints We recommend the UDL Exchange or CAST Lesson Plan Format BUT you may choose any lesson plan format you wish You may choose to create a COLLECTION of lessons Post your collaborative lesson in UDL Exchange: Name it: DC-OSSE (your school name) (your lesson topic) Remember to share it publicly

CAST UDL-Lesson Planning 4/24/14 Thank you! CAST UDL-Lesson Planning 4/24/14