1. Session Goals Highlight essential elements of PALS Examine Lesson samples Sample Curriculum

2. The UDL Curriculum Framework: Planning for All Learners (PAL)

3. Minimize Barriers to Maximize Learning for All

4. The UDL Curriculum Framework: Planning for All Learners (PAL) Goals Methods Materials Assessment

5. Set Goals Establish a context Align goals to standards

6. Analyze Current Status Identify curriculum—goals, methods, assessment, and materials Develop a class profile Identify existing barriers that prevent access, participation, and progress

7. Apply UDL Identify UDL goals, methods, assessment, and materials Plan the lesson

8. Teach the Lesson Teach lesson Evaluate lesson Lessons/Background Information: Probability Lesson Life Cycle of Plants

9. Lesson: Life cycle of plants Review goals, materials, methods, assessment

10. Probability Review goals, materials, methods, assessment

11. Lesson Goal Students will understand the relationship between experimental and theoretical probability

12. Lesson Question What is the relationship between experimental and theoretical probability?

13. Materials: Traditional Page from a Math Workbook Paper, pencil, paperclips

14. Methods:Traditional Workbook Directions Paper and pencil spinner activity Small Groups

15. Barriers Materials Methods

16. Materials: Another Way To Do It Project Interactivate: Spinner Lesson http://www.shodor.org/interactivate/

17. Method: another way to do it Background knowledge  Theoretical probability—what is it?  Experimental probability—what is it?  Orientation to the page Colors do not match words in the diagram Modeling  How to do it—demonstration Organizing data Calculating experimental probability Plotting data

18. Assessment What type of assessment would you design to measure student achievement? Think of potential barriers. LESSON QUESTION: What is the relationship between experimental and theoretical probability?

19. Activity: Curriculum--UDL Music & Dance Drive Academic Achievement (video) Discuss