1. UDL in the Classroom Immersion Experience Dr. Katie Novak Assistant Superintendent of Curriculum and Human Resources Author of UDL Now!

2. Who am I?

3. Imagine you own a catering company. Create a fabulous tasting menu that will make my party a huge success. What resources will you need? Be sure to highlight your strengths as a chef! Oops...forgot to tell you... Lucy is lactose intolerant. Nathaniel has a nut allergy. Greg is on a gluten free diet. Victoria is a vegetarian. Wanda is on Weight Watchers. The Dinner Party

4. What is the goal of education? Not simply the mastery of knowledge It is the mastery of learning Education should help turn novice learners into expert learners Develop individuals who know how to learn (provide coping strategies), who want to learn (engagement and choice), and who, in their own highly individual ways, are well prepared for a lifetime of learning.

5. Jean Anyon & Hidden Curriculum “Hidden work perpetuates the maintenance of the status quo.” (to download full article, click here)here -Jean Anyon Discussion/reflection: What does this mean for UDL?

6. How to Meet the Standards UDL is included in the section of the Common Core Standards called “application to students with disabilities”. However, UDL not only applies to students with disabilities, it applies to all other learners as well. All students can benefit from the types of instruction used to reach learners “in the margins,” as the learning needs of all individuals vary a great deal.

7. Two Types of Standards Content standards define the knowledge, and concepts that students should acquire. Explain the meaning of the stars and stripes in the American flag, and describe official procedures for the care and display of the flag (Grade 4, Geography 3.2 ). Performance standards outline specific skills students will have to complete. The KEY to their success is following steps to a process. Use map and globe skills to determine absolute locations (latitude and longitude) of places studied (Grade 3 North America Geography, 1).

8. Review Traditional Lesson: The Guilt Sets In

9. Reminder: Content Standards Students have: 1. Options for how they learn 2. Choices which will engage their interest and challenge them 3. Choices for how they demonstrate their learning Teachers provide: 1. Flexible ways of presenting lesson content 2. Flexible options for student engagement 3. Flexible methods of expression and assessment

10. Reminder: Methods Standards Students have: 1. to complete a task in a specific way Teachers provide: 1. Flexible ways of presenting lesson content 2. Scaffolding and work samples for each step of the process 3. Graphic organizers, rubrics, and opportunities to provide mastery oriented feedback.

11. How are standards different? – Identify one “content standard” for your spouse/parent/child/friend. Be sure methods are not embedded. Knowledge – not action. ex: My husband will know ways to have dinner on the table when I get home from a long day. – Then, identify one “methods standard”. ex: My husband will cook three times a week, preparing meals less than 550 calories that represent the new food plate guidelines. Now, let’s role play!

12. Review of UDL Speed Dating Protocol 1.Find a “date” 1.You will have four 2-minute dates to reflect on the first session and reflect on UDL 1.First 20 seconds, answer one of the following questions: What’s your favorite place in the entire world? Favorite movie of all time? Why so? What is your favorite way to spend a Saturday? Do you have any pet peeves? What are they?

13. Design a methods goal. What specifically does Lance have to do (be very specific) to get his dream match? (think a checklist!)

14. IMMERSION EXPERIENCE Content standard: Give examples of nominalization and how to avoid it. Method standard: Write an intro of a cover letter for your dream job. Avoid nominalization. Dog Food Tester Jelly Doughnut Filler Golf Ball Diver Citrus Fruit Colorer Educator

15. Writing a Cover Letter (the intro) Step 1: Draft your ideas – communicate what position you’re interested in, and briefly indicate why you’d be a perfect candidate Step 2: Revise to avoid nominalization Step 3: Edit – peer review and proofread. Exemplar (Step 1): Given my admiration for ponies and my lifelong love for the art of massage, I felt excitement when it came to my attention that you had availability to begin the hiring process for a Mare Masseuse at the Holistic Horse Hotel. I believe my qualifications, education, and experience make me a perfect candidate. Please allow the following communication to serve as a demonstration of my interest in the position.

16. Nominalization Content standard: Give examples of nominalization and how to avoid it. Method standard: Write an intro of a cover letter for your dream job. Avoid nominalization.

17. Avoid Nominalization Exemplar: Given my admiration for ponies and my lifelong love of the art of massage, I felt excitement when it came to my attention that you had availability to begin the hiring process for a Mare Masseuse at the Holistic Horse Hotel. I believe my qualifications, education, and experience make me a perfect candidate. Please allow the following communication to serve as a demonstration of my interest in the position. Step 2: REVISE to avoid nominalization

18. UDL and the Learning Brain One must recognize information, ideas, and concepts. One must be able to apply strategies to process the information. One must be engaged. Vygotsky

19. The Long & Short Present information and content in different ways Differentiate the ways that students can express what they know Stimulate interest and motivation for learning Be Flexible! and Reflect