Universal Design for Learning: A Framework for Teaching All Learners November 20 – 22, 2013 Grace Meo and George Van Horn (C) CAST 2013
UDL Connect: For Online Resources & Discussions Our Group: /udl-in-nyc /udl-in-nyc
#UDLBronx2013 social media CAST UDL Center AIM Center Use Twitter? Use #UDLBronx2013 in your tweets during the workshop!#UDLBronx2013 #UDLchat: 1 st & 3 rd Wednesdays of the month, 9-9:30pm ET
What are we? (C) CAST 2013 Grace Meo George Van Horn
How many years in education? Less than 2 years Between 3 and 10 Over 10 years Over 20 years (C) CAST 2013
What is your role? Principal Assistant Principal Teacher Cluster Network Team Instructional Coach Other (C) CAST 2013
What is your grade level? Early Elementary Upper Elementary Middle School High School (C) CAST 2013
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 led this session! (C) CAST 2013
Day 1: Build your background To learn how UDL addresses challenges of learner variability Day 2: Application To strategize how to apply UDL to practice Day 3: Application To development a realistic plan of action Workshop Goals (C) CAST 2013
Agenda Day 1 – whole group UDL Background, part 1 – whole group Planning for UDL, part 2 – administrators Day 2 – classroom educators Diving deep into the guidelines Applying the guidelines to lessons Day 3 – whole group Sharing – Planning – Taking Action (C) CAST 2013
Build Background in UDL (C) CAST 2013
For this workshop? For your professional learning? (C) CAST 2013 What are your goals?
Activity: Preconceptions about UDL Goal: get to know someone new to you and understand preconceptions. Step 1: jot down your preconceptions about UDL, e.g. UDL is just good teaching or UDL is differentiated instruction. Step 2: find someone new to you, share your preconceptions and talk about what this is based on. (C) CAST 2013
Key concepts Variability is the rule. Context matters. Learning occurs at the dynamic interaction between the individual (variability) & the environment (context). UDL is a framework to address variability. (C) CAST 2013
Individual Variability
(C) CAST 2013 Individual Variability
Developmental Variability Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. Raichle
Context matters
UDL: Variability & Context Matter As you watch, think about: what you learned, what can you do, why is this important? (C) CAST 2013
Elbow buddy discussion Share a key take-away: What resonated? How do concepts o variability and context relate to the Rubik’s cube and the running shoes? How would you design a Rubik’s cube? (C) CAST 2013
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.” Retrieved May 6, 2011 from (C) CAST 2013
What is the goal? What are barriers in the design for individuals to reach the goal? (C) CAST 2013
You can retrofit, however … (C) CAST 2013
How can you design from the beginning to reduce barriers so all can reach the goal? (C) CAST 2013
Goal. Barriers. Design. For all.
Choose one & discuss: Who was it designed for? What barriers were reduced? Who else benefits? Ramps Curb Cuts Electric Doors Captions on Television Easy Grip Tools… (C) CAST 2013
UD Assumptions 1.Not one size fits all – but alternatives for everyone. 1.Not added on later – but designed from the beginning. 1. Not access for some – but access for everyone. (C) CAST 2013
Clearing the path for someone with special needs, clear the path for all.
Building Background: Started ‘in the margins’ (C) CAST 2013
Building Background: Started ‘in the margins’ (C) CAST 2013 Think about a time when you designed something for one student and many benefitted.
What is UDL? (C) CAST 2013
Universal Design for Learning (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
UDL Accounts for variability and context Focuses on removing barriers from the curriculum, and not changing the student Provides guiding principles that informs the design of learning experiences Promotes tight goals and flexible means (C) CAST 2013
UDL, a translational framework (C) CAST 2013 Research and Innovation Practice
(C) CAST 2013 UDL, informed by neuroscience -Over one trillion neurons. -Massively interconnected set of networks. -The neurons don't change but their interconnections do -Practice makes permanent. Chapter 3© 2008 Xavier Gigandet, et al., PLoS ONE
(C) CAST 2013 Recognition: the “what” of learning – Multiple means of representation Strategic Network: the “how” – Multiple means of action and expression Affective Network: the “why” – Multiple means of engagement UDL, focuses on 3 classes of networks
(C) CAST 2013 Recognition: the “what” of learning – Multiple means of representation Strategic Network: the “how” – Multiple means of action and expression Affective Network: the “why” – Multiple means of engagement UDL Principles
(C) CAST Networks – 3 Principles
(C) CAST 2013 Key Concept: Expert Learner
UDL…Misperceptions: UDL… Provides high standards for all and promotes student responsibility. Is about watering down the curriculum. Recognizes that learner variability is the rule. Is just for students with special needs. Is a proactive way to plan for the variability of all learners. Is the same as differentiated instruction. Provides choice and options that are flexible, varied, and scaffolded, as appropriate. Requires technology. (C) CAST 2013
Activity: Preconceptions about UDL Goal: thinking about preconceptions Step 1: find another new colleague and discuss your preconceptions and what you have heard so far. (C) CAST 2013
Introduction to the UDL Guidelines After Stretch Break Goals: (C) CAST 2013
45 UDL Principles: strategies to address variability & context
3 Principles (C) CAST 2013
Design for variability to reach goal Context matters (C) CAST 2013
Goal of learning: Expert learners Resourceful, knowledgeable Strategic, goal directed Purposeful, motivated (C) CAST 2013
Flexibility: UDL Guidelines Do not have to use all depends on goal Often using one supports another Design may take longer at first, but learner variability is supported (C) CAST 2013
Identify & interpret patterns of sound, light, taste, smell, and touch Recognition Network: “what of learning” (C) CAST 2013
Plan, execute, monitor actions & skills Strategic Networks: “how of learning” CAST©2008
Evaluate and set priorities Affective Networks: “why of learning” (C) CAST 2013
Teach lessons that are ‘more full’ Use UDL Guidelines to build upon the design of learning environments Don’t have to use them all! – consider the goal & be strategic (C) CAST 2013
Variability & Recognition network Count how many times the players wearing white pass the basketball. (C) CAST 2013
Summary UDL is a framework based in brain sciences that has shown: – variability matters – context matters Support variability by using the UDL Guidelines strategically to design learning experiences for all students to reach your goal: – Options in Representation – Options in Action & Expression – Options in Engagement (C) CAST 2013
Build Background Knowledge (C) CAST 2013
Reflect What new ideas resonated in a way that may influence what you do in your practice? (C) CAST 2013
UDL Connect: For Online Resources & Discussions Our Group: /udl-in-nyc /udl-in-nyc
1. Sign up for the site 2. Join our group Join
Homework Join our workshop website Think of a lesson/unit that you will be teaching in the next few weeks – One that you already can predict will be difficult for some students – One that you would like to work on (C) CAST 2013
Planning for UDL: Challenges and Actions Reflection on key learnings from the large group session. Identify barriers in your school that need to be considered as you think about the application of UDL. (C) CAST 2013
Homework Join our workshop website Think about the action steps that will engage your team to move forward. (C) CAST 2013