Go to at-cast (address is on your agenda) at-cast Two Steps: 1.Sign up 2.Join the community

1.Understand that UDL is a framework for addressing the variability of all learners 2.Apply UDL to practice Institute Goals CAST©2012

5 Workshop Elements Day 1: Build Background Knowledge 1.Universal Design for Learning 2.UDL Guidelines 3.Introduction to the Lesson Planning process Day 2: Expanding BK & Applying to Practice 4.Expanding Knowledge in Affect 5.UDL in Practice 6.Optional Sessions Day 3: 6.Applying UDL to your practice 7.Next Steps CAST©2012

Beliefs/Assumptions  Students of today  Goals of instruction  Curriculum  Learning CAST©2012

Getting to know you, the UDL way CAST©2012

Goal: prepare for Indian meal for 4 friends CAST©2012

Think about the ways you would and would not like to do this I would like to …. Work with a chef I would not like to … Shop for ingredients I would not like to … Shop for ingredients CAST 7 CAST©2012

Debrief the activity CAST©2012

UDL Assumption: Variability is the Norm! As you watch the film, think about implications for your practice. CAST©2012

Variability matters! Discuss the implications for your practice. CAST©2012

Physical Space - Problems of Not Addressing Variability CAST©2012

Retrofitting Physical Space CAST©2012

Problems of Retrofitting Drawbacks of Retrofitting:  Each retrofit solves only one local problem  Retrofitting can be costly  Many retrofits are UGLY! CAST©2012

Universal Design - A Conceptual Shift “ Consider the needs of the broadest possible range of users from the beginning ” -- Architect, Ron Mace CAST©2012

UD Examples Ramps Curb Cuts Electric Doors Captions on Television Easy Grip Tools… CAST©2012

Universal Design Belief … “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 s/about_us.htm CAST©2012

UD Assumptions Not one size fits all – but alternatives for everyone. Not added on later – but designed from the beginning. Not access for some – but access for everyone. CAST©2012

Cartoon – clearing a path for people with special needs clears the path for everyone! CAST©2012

Shift in CAST’s Work Learning experiences/ curriculum/l essons CAST©2012

that “barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.” Teaching Every Student in the Digital Age, p. vi CAST believes… CAST©2012

UDL is … UDL is not … about watering down the curriculum the same as differentiated instruction a special education initiative overwhelming and too hard to do a framework for designing learning experiences that enables all individuals to gain knowledge, skills, and enthusiasm for learning. CAST©2012

UDL Assumptions 1.Learners represent a range of variability. 2.The goal of instruction is to develop "expert learners”  Resourceful, knowledgeable learners.  Strategic, goal-directed learners.  Purposeful, motivated learners. 3.Curriculum needs to reflect the variability of all learners. 4.Learning occurs in the dynamic interaction of the individual with the environment. CAST©2012

Overview Universal Design for Learning is a conceptual shift. It is a framework to design curriculum that minimizes barriers and maximizes learning for all students. CAST©2012

Recognition Networks: “the what of learning” identify and interpret patterns of sound, light, taste, smell, and touch UDL and the Learning Brain CAST©2012

UDL and the Learning Brain Activating the Recognition Network CAST©2012

UDL and the Learning Brain CAST©2012

Recognition: What is this? CAST©2012

Multiple Means of Representation – the what of learning Perception Display information in a flexible format so that the following perceptual features can be varied Language, expressions, and symbols Pre-teach vocabulary, clarify unfamiliar syntax Comprehension Activate background knowledge, highlight critical features CAST©2012

Plan, execute, and monitor actions and skills Strategic Networks: “the how of learning” CAST©2008 CAST©2012

What are you looking at when you view this picture? CAST©2012

UDL and the Learning Brain Look at the picture. What are the material circumstances of the people? What are the ages of the people? CAST©2012

Count how many times the players wearing white pass the basketball. om/watch?v=vJG698 U2Mvo CAST©2012

“We are designed to focus on whatever we are looking for.” Jill Bolte Taylor, Stroke of Insight CAST©2012

Multiple Means of Action and Expression - the how of learning Physical action Vary methods of response and optimize use of assistive technology Expression & communication Use multiple means of communication, build fluencies with gradual levels of support Executive function Guide goal setting, facilitate management of information, and enhance capacity for monitoring progress CAST©2012

Evaluate and set priorities Affective Networks: “the why of learning” CAST©2012

Make up a story. CAST©2012

“...the brain is specifically designed to make sense of the world outside of use, based on minimal information….we are quite adept at manufacturing alternative scenarios.” Jill Bolte Taylor, Stroke of Insight CAST©2012

Multiple Means of Engagement – the why of learning Recruiting interest optimize relevance, optimize choice, and minimize threats Sustaining effort & persistence vary demands, foster collaboration, and increase mastery-oriented feedback Self regulation promote expectations and beliefs, facilitate personal coping skills, and develop self-assessment and reflection CAST©2012

UDL At A Glance udlcenter/udl#video0 CAST©2012

Are you willing to be disturbed? Activity: Read and discuss CAST©2012

Pause and reflect List three connections you made between UDL and your work List two new ideas or thoughts that you will share with your colleagues Pose one question that you will add as a discussion to UDL Connect CAST©2012