Goals for afternoon To build your UDL ‘toolkit’ (C) CAST 20131.

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Presentation transcript:

Goals for afternoon To build your UDL ‘toolkit’ (C) CAST 20131

Teacher reflections: MITS video (C) CAST 20132

Some teacher favorite ‘technology’ tools : Sticky notes Colored pens Piping tube for listening to self Word Rulers with ‘space’ for reading Vimeo VoiceThread Animoto (C) CAST 20133

Share tool ideas Align with UDL Guidelines (C) CAST 20134

Questions, Reflections? (C) CAST 20135

Break out sessions 1:30-2:25 Affect and Engagement: Sami Daley Online & UDL: Yvonne Domings (also International) (C) CAST 20136

Share ideas from breakout sessions (C) CAST 20137

Quiet reflection Your goals, your professional learning Your next steps (‘Monday morning’) (C) CAST 20138

Where are you in your understanding about UDL? 1 = Just beginning! 2 = I know a little about UDL! 3 = Ask me anything about UDL: I could lead this session! (C) CAST 20139

How do you see UDL aligning? Differentiated instruction “Good” teaching Multiple intelligences… Other initiatives? (C) CAST

UDL and DI Proactive Evaluates environment, classroom, culture Designs instruction prior to arrival of students Focuses on Variability Values Variety Removes Barriers Reactive Evaluates the student Retrofits instruction Focuses on individual disability Conforms to “normal” Works around barriers CAST

Summary of workshop: Explore Introduction to UDL: theory, CAST Cornerstones of learning: variability, context UDL Guidelines UDL lesson design process: goals, flexibility & accessibility (C) CAST

What’s UDL today? Options for PerceptionOptions for Action & Expression Options for Engagement Perception: Customize digital, Oral & PowerPoints, chart, videos Physical Action: Write, type, discuss, do, activity, playdoh, stickies, tweet Recruit interest: Breakout choice, Authentic: your lessons, opening activities & examples Vocabulary: multiple media, many examples, highlight vocab Expression & Communication: Additional resources in Notes, handouts scaffold, models Effort and Persistence: Quadrants, keep goals clear, recognize process Background: Classroom, teacher examples, UD Executive function: Clear goals Agenda, timer Self Regulate: Reflection, next steps, strategize with colleagues, time for Q&A What was UDL at this Institute? (C) CAST

Dancing Leader (C) CAST

Possible next steps: UDL Connect & Social Media More UDL: online, institutes – UDL & Lesson Design (Math, ELL, Science, special sections) – UDL: Affect & Engagement Institute – UDL: Action & Expression Institute (C) CAST

Evaluations (C) CAST