1. UDL: Addressing the Variability of All Learners Grace Meo and Allison Posey CAST

2. Goals  Understand UDL concepts, guidelines, and alignment to MTSS  Discuss assumptions  Apply UDL to instructional practice

3. 4 Workshop Elements MTSS &UDL Framewor k UDL Guideline s PAL – UDL Lesson Planning Application

4. UDL Connect: Access workshop resources http://community.udlcenter.org/group/springfield2012

5. Assumptions  Students of today  Goals of instruction  Curriculum  Learning

6. Getting to know you, the UDL way

7. Goal: prepare for Indian meal for 4 friends

8. 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 8

9. How does this activity relate to your practice?

10. Variability matters! GO TO: http://www.youtube.c om/watch?v=8WClnVj CEVM for Todd Rose’s video http://www.youtube.c om/watch?v=8WClnVj CEVM

11. Variability matters! Think about your classes and learner variability

12. What is Universal Design for Learning? UDL… is framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all. recognizes variability as the norm.

13. UDL Assumptions 1.Learners in any classroom represent a range of variability 2.The goal of instruction is to develop "expert learners” 3.Curriculum needs to reflect the variability of all learners 4.Learning occurs in the dynamic interaction of the individual with the environment

14. UDL Assumptions “Expert Learners”Expert Learners Strategic, goal-directed learners. Resourceful, knowledgeable learners. Purposeful, motivated learners.

15. UDL Assumptions 1.Learners in any classroom represent a range of variability 2.The goal of instruction is to develop “expert learners”expert learners 3.Curriculum needs to reflect the variability of all learners 4.Learning occurs in the dynamic interaction of the individual with the environment

16. CAST believes 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 UDL Assumptions

17. 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.

18. Universal Design … an example of change

20. What is Universal Design? Drawbacks of Retrofitting:  Each retrofit solves only one local problem  Retrofitting can be costly  Many retrofits are UGLY!

21. UD- A Conceptual Shift “ Consider the needs of the broadest possible range of users from the beginning ” -- Architect, Ron Mace

22. UD Examples Ramps Curb Cuts Electric Doors Captions on Television Easy Grip Tools…

23. UD 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 http://www.ncsu.edu/www/ncsu/design/sod5/cud/about_u s/about_us.htm

24. 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.

25. UD Assumptions

26. Are you willing to be disturbed? Activity: Read and discuss http://community. udlcenter.org/grou p/springfield2012

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

29. Activating the Recognition Network

30. UDL and the Learning Brain

31. Recognition: What is this?

33. Multiple Means of Representation Provide Multiple Means of Representation (the “what” of learning)  Perception Perception Tell me more: Display information in a flexible format so that the following perceptual features can be varied  Language, expressions, and symbols Language, expressions, and symbols Tell me more: Pre-teach vocabulary, clarify unfamiliar syntax  Comprehension Comprehension Tell me more: Activate background knowledge, highlight critical features

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

35. What are you looking at when you view this picture?

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

38. Multiple Means of Action and Expression Physical action Vary methods of response and optimize use of assistive technology Expression and 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

39. Evaluate and set priorities Affective Networks: “the why of learning”

40. Multiple Means of Engagement Recruiting interest optimize relevance, optimize choice, and minimize threats Sustaining effort and 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

41. Naïve (novice) learners IMAGE Verb generation task CAST©2008

42. Novel learners: IMAGE Verb generation task CAST©2008

43. Practiced learners: IMAGE Verb generation task CAST©2008

44. UDL At A Glance Video http://www.yout ube.com/watch?v =bDvKnY0g6e4"

45. 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

46. In Summary, UDL is framweork for diseginng cruirucla taht ebnale all ididnvuilas to gain knlowdege, slkils, and enthsuasim for laerinng. UDL prodives rcih sropptus for leraning and reuedcs briarers to the cruiruclum while minatanniig hgih aihecvemnet stndarads for all.