1. WSI Self Contained Classroom Track
Tonya Brackett, SPED Teacher, St. Richard School, Jackson, MS
Tom Harmon, MAC Teaching Artist, VSA Teaching Artist Fellow, Visual Artist

2. Who Are You ? Make a 2 sided name plate for yourself.
It must be freestanding
Your name must be on both sides
Your name must be printed
You may use first and last names, first name, or nickname.
Names must be large enough to be read from 20 feet.

3. Who are you?
Collaboratively decide on a table group team name and make a 2 sided name plate for your table.
Use the same standards as before.
Use any materials available to you

4. What we will be doing today
Talk about Universal Design for Learning (UDL)
Look at a model residency
Make some paper
Discuss process used to plan residency
Make a handmade book
Daily reflection and sharing

5. What we will be doing tomorrow
Sharing and assessing bookmaking
Storytelling project
How do we know the student learned
Group presentations
Gardening unit presentation
Wrap-up and reflections

6. Universal Design for Learning (UDL)
Our agenda for this afternoon is very straightforward. First you will tell a little about yourselves, then I will tell you about how our brains function when in a learning mode. Actually our brains are always in a learning mode, constantly collecting and cataloging information.
Then we will take a short break and after that I will demonstrate how I use UDL in my papermaking workshops. You all will get a chance to make paper.
The final hour you will have a chance to use your new skills and knowledge to start a UDL analysis of your teaching artform. We will finish with a show and tell, sharing your insights with all of us.

7. Goals Understand the concepts of Universal Design for Learning
Apply the concepts of Universal Design for Learning to classroom practice
Presenter states goals of the UDL overview session. Two keys are “UNDERSTANDING” and “APPLYING”.

8. Three Brain Networks The Recognition Networks The Strategic Networks
The Affective Networks
Dr. David Rose, a researcher with the Center for Applied and Special Technology (CAST) has identified three brain networks that support learning. The brain is one big, integrated network. But for convenience, we often think of three different groupings within that network. The first are recognition networks (THE WHAT), the second are strategic networks (THE WHY), and the third are affective networks (THE HOW).

9. Primary Principles of UDL
I. Provide Multiple Means of Representation
Perception
Language, expressions, and symbols
Comprehension
II. Provide Multiple Means of Action and Expression
Physical action
Expression and communication
Executive function
III. Provide Multiple Means of Engagement
Recruiting interest
Sustaining effort and persistence
Self-regulation

10. 1. Multiple means of Representation
Ensures that Recognition networks of students are supported
(The “WHAT” of Learning)
Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because it allows students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential.
How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.

11. Recognition

12. 2. Multiple Means of Action and Expression
Ensures that the Strategic networks of students are supported
(The “HOW” of learning)
Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another are in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.
Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.

13. Expression

14. 3. Multiple Means of Engagement
Ensures that the Affective networks of students are supported
The “WHY” of learning
Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors. Some learners are highly engaged by spontaneity and novelty while other are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.
How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions which stimulate interest and motivation for learning

15. Engagement

16. What it Means to me
UDL means that there are many ways to represent information, not only for the teacher but also for the student.
The key term for me is “MULTIPLE MEANS…”

17. Think about your classroom and how you can apply these UDL principles:
Theory into Practice
Think about your classroom and how you can apply these UDL principles:
Representation
Action/expression
Engagement
Identify worksheets, and provide UDL Guidelines, v.2

18. Better yet, how do you know?
Papermaking Example
How do I ensure that ALL the students UNDERSTAND what I am explaining or discussing?
Better yet, how do you know?

19. Provide options for perception
·  Have samples of clay tablets, papyrus, banana leaves, wasp nest, cotton rag, cotton boll, wood, paper pulp and handmade paper to show and pass around for tactile and close-up examination.
This is an example of my UDL chart for papermaking and bookmaking.
You can also see how I provided multiple means for the students to understand the information.
One you are aware of the process it becomes second nature to provide options.

20. Perception

21. Representation

22. UDL Strategies Worksheet
Use the worksheet provided to record your ideas.
Analyze each checkpoint based on your selected artform.
Do you find things you are already doing?

23. Presentations and Discussion
Identify and discuss one network strategy you developed.
Discuss one insight into UDL you felt was important.
Each student will have 2 minutes to share information (12 students)
Briefly recap three networks, student responses.

24. On the Web Curriculum self-check: http://udlselfcheck.cast.org/
This can be used to analyze how well teachers are incorporating UDL ideas and principles into their classrooms
Lesson Builder:
This tool can be used to build lessons that align with UDL principles. You can also view examples of UDL lessons available for use.

25. National Center for UDL
UDL Tech Toolkit:
This site gives several resources that teachers can use in their classrooms such as graphic organizers, math tools, literacy tools, and writing tools
National Center for UDL

26. Mississippi Public Broadcasting: E-Learning
Teaching every student in the digital age: Universal Design for Learning.
Mississippi Public Broadcasting: E-Learning
technology/e_learning

27. St. Richard Kids Model Residency

28. Model Residency
Overview of residency
Pre-residency planning meeting

29. Planning Meeting

30. Pre-Residency PLANNING MEETING
What can the teaching artist do to support the teachers IEP Goals?
What is the best art project?
What resources will be needed?
When will it take place?
Responsibilities of each

31. Model Residency Internal resources Overview of residency
Pre-planning meeting
Internal resources

32. Internal Resources Arts Specialists, (Music, Visual Art) Story Books
Drawing Books
Art Prints
Internet

33. Model Residency Discussion Overview of residency Pre-planning meeting
Internal resources
Discussion

34. Discussion Share your ideas with others. Create SPED Resource Group?
Use social media

35. Papermaking Workshop
A demonstration of the use of UDL to develop an arts integrated learning experience
An opportunity for you to reflect on the strategies demonstrated

36. Papermaking Experience
Activating Recognition Networks
Activating Strategic Networks
Activating Affective Networks
Use “Introduction to Paper” curriculum map and lesson plan to conduct class.
Have students identify UDL strategies demonstrated.
Have students make several sheets of paper, observe dynamics of learning.

37. The Power of Collaboration
Team Teaching
Art Experience (Brainstorming)
IEP Goals Hands-On Experience
Group Presentations
Assessments

38. Team Teaching Teacher focus on IEP/State Standards
Teaching Artist focus on art experience integrated with IEP/State Standards
Teacher has primary classroom management responsibility*
Teaching Artist has classroom management responsibility also

39. The best teachers teach from the heart, not from the book.
Anon

40. Using New Skills Group Flip Chart Activity
Group select one IEP Goal and write on chart
Brainstorm art activities that could assist in achieving IEP Goal
Rotate to next chart when you hear the music
Brainstorm art activities for new IEP Goal

41. Using New Skills
Groups review their chart and select one art integrated idea from list
Each group creates art from selection
Use another chart and select another idea and create art
Present your groups ideas to class for discussion

42. An Arts Integrated Lesson
Bookmaking
An Arts Integrated Lesson

43. Standards Binding through each hole at least once
Binding starts and finishes on front
No more than five beads used for decoration
Book spine on left side
Pages are secure
Design on front cover using only paper

44. Student Examples

45. Review and Discussion What happened today? Any shareable insights?
More fun tomorrow starting at 8:30

46. What we will be doing today
Sharing and assessing bookmaking
Storytelling project
How do we know the student learned
Group presentations
Gardening unit presentation
Wrap-up and reflections

47. Assessment of Learning
Observation of student performance
Analysis of student work
Does work product meet standards?
Do work products exceed standards?
Discussion of unexpected results

48. Bookmaking Assessments
Group Reports
Disability Experiences
IEP Goals Assessments
Student Successes

49. Storytelling & Arts Integration
Storytelling Demonstration
Student Storytelling Project
IEP Goals/State Standards
Art/Music Standards
Develop the Lesson
Present the Lesson

50. Storytelling Project Group select storybook to read
Identify “characters” that represent story elements
Create “character” puppets
Find appropriate music for story (www)
Identify 3 different ways for students to use the music

51. Storytelling Project Group select storybook to read
Identify “characters” that represent story elements
Create “character” puppets
Find appropriate music for story (www)
Identify 3 different ways for students to use the music

52. Storytelling Project
Groups perform their story and identify IEP Goals they were able to incorporate

53. Gardening Unit

54. SPED Track Discussions, suggestions? Where do we go from here?
How will you be able to use this information to help you become a more “Multiple Means” teacher?
Have you started thinking about using UDL as you plan your lessons?

55. Thank You
Tonya Brackett
Tom Harmon