1. Universal Design for Learning: A Framework for Teaching All Learners August 14 – 16, 2013 Everett, MA

2. Overall Workshop Goals Day 1: To learn how UDL addresses challenge of learner variability Day 2: To consider how UDL applies to lesson design To consider new resources & tools Day 3: To continue to apply UDL to lesson design

3. For Online Resources and discussions: UDL Connect http://community.udlcenter.org/group/u dl-workshop-august-14-16-2013

4. #UDL social media CAST UDL Center AIM Center Use Twitter? Use #UDL3day in your tweets during the workshop! #UDLchat: 1 st & 3 rd Wednesdays of the month, 9-9:30pm ET TONIGHT 8-8:30pm ET

5. CAST 2012 Clearing the path for someone with special needs, clear the path for all.

6. Based in neuroscience: variability & context Framework for designing lessons, presentations, activities with a clear goal & flexible, accessible means (UDL Guidelines)

7. 3 Networks – 3 Principles 7

8. Key Concept: Expert Learner Expert Learner

9. Systematic Variability: where are you with your learning now? Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. Raichle

10. 30 second UDL ‘elevator’ speech OR tweet to colleague What did you learn at your workshop about learning & UDL? ‘I went to a workshop on UDL, …’ OR ‘#UDL is…’

11. http://classroomsimple.blogspot.com/2011/03/actual-twitter-board.html

12. Post to Twitter or UDL Connect or …

13. Image of Theory to Practice

14. Watch the video of a ‘snapshot’ of teacher practice What evidence do you see of the Guidelines? What additional lesson design ideas could you offer based on the Guidelines? CAST©2013 Work with your table mates.

15. Practice with the Guidelines Image of the guidelines

16. Cell Video CAST©2013 Image of children in classroom room

17. Key Ideas Evidence of Guidelines from Video. Additions to the Lesson to increase success for all.

18. North, South, East, and West 18 Retrieved from http://www.nsrfharmony.org/protocol/doc/north_south.pdf, National School Reform Facultyhttp://www.nsrfharmony.org/protocol/doc/north_south.pdf

19. Planning the Summer Party

20. In this situation… …what are the strengths of this “compass point”? …what are the limitations of “this compass point”? North: Acting South: Caring East: Speculating West: Paying attention to detail

21. Begin – 10 minutes!

22. Context: make recommendations to the district about the reading program that will be purchased. North: Acting: do it now, with confidence South: Caring: consider everyone’s feelings East: Speculating, go with your gut West: Paying attention to detail

23. Learning about learning We used to think People learn the same way – we can measure, IQ Discrete stages everyone passes through

24. Learning ‘Styles’ Multiple Intelligences Myers-Briggs Right/left brain

25. Problem with these ‘styles’: Assumes that brains are fixed Does not account for context

26. What do I do and how do I start?

27. A ‘UDL’ lesson: Crash Course… Image of Car

28. Instructional Goals 1.Students will understand noun-verb agreement, and its importance in developing clear description & narrative. 2.Students will write (create) narratives in which the nouns agree with the verbs in both tense and “person”.

29. Methods and Materials Methods Individual work in text and writing Materials Textbook with 3-5 pages of practice exercises Papers Assessment State test

30. Identified Barriers 1.Students do not recognize any “need” to learn to write “standard” English, including the agreement of nouns and verbs. 2.Many class members do not speak English at home. 3.Traditional approaches to teaching noun/verb agreement are seen by many students as boring and irrelevant.

31. UDL Guidelines 1.Checkpoint 7.2 Optimize relevance, value, and authenticity 2.Checkpoint 8.3 Foster collaboration and communication 3.Checkpoint 9.3 Develop self-assessment and reflection

32. Mass. Accident Report

34. Highlight Critical Features Diagram Narrative

35. A Story From Our Local Newspaper Salem man injured in head-on crash by Cindy O'Neill A 67-year-old Salem man was injured in an accident opposite the North Shore Mall in Peabody yesterday. A Danvers woman was charged after the head-on collision on Cross Street that injured Herman Daniels of Salem but left his dog unharmed, police said. State Police said Juanita Johnson, 29, was driving east at about 9:45 p.m. when her car jumped a traffic island and struck an oncoming car driven by Herman Daniels. Daniels, who was not wearing a seatbelt, was taken to Beverly Hospital; his Labrador retriever, in the passenger seat, was unhurt, Sergeant Michael McKay said. Johnson was also charged with operating to endanger. McKay said Johnson, who claims not to remember striking Daniels’ car, was taken to the hospital with minor injuries. Witnesses told investigators they saw Johnson’s car drive onto the center island without warning and head toward Daniels’ car. McKay said police were trying to determine whether Johnson, who suffers from epilepsy, was having a seizure at the time of the accident.

36. A Story From Our Local Newspaper Salem man injured in head-on crash by Cindy O'Neill A 67-year-old Salem man was injured in an accident opposite the North Shore Mall in Peabody yesterday. A Danvers woman was charged after the head-on collision on Cross Street that injured Herman Daniels of Salem but left his dog unharmed, police said. State Police said Juanita Johnson, 29, was driving east at about 9:45 p.m. when her car jumped a traffic island and struck an oncoming car driven by Herman Daniels. Daniels, who was not wearing a seatbelt, was taken to Beverly Hospital; his Labrador retriever, in the passenger seat, was unhurt, Sergeant Michael McKay said. Johnson was also charged with operating to endanger. McKay said Johnson, who claims not to remember striking Daniels’ car, was taken to the hospital with minor injuries. Witnesses told investigators they saw Johnson’s car drive onto the center island without warning and head toward Daniels’ car. McKay said police were trying to determine whether Johnson, who suffers from epilepsy, was having a seizure at the time of the accident.

37. A Story From Our Local Newspaper Salem man injured in head-on crash by Cindy O'Neill A 67-year-old Salem man was injured in an accident opposite the North Shore Mall in Peabody yesterday. A Danvers woman was charged after the head-on collision on Cross Street that injured Herman Daniels of Salem but left his dog unharmed, police said. State Police said Juanita Johnson, 29, was driving east at about 9:45 p.m. when her car jumped a traffic island and struck an oncoming car driven by Herman Daniels. Daniels, who was not wearing a seatbelt, was taken to Beverly Hospital; his Labrador retriever, in the passenger seat, was unhurt, Sergeant Michael McKay said. Johnson was also charged with operating to endanger. McKay said Johnson, who claims not to remember striking Daniels’ car, was taken to the hospital with minor injuries. Witnesses told investigators they saw Johnson’s car drive onto the center island without warning and head toward Daniels’ car. McKay said police were trying to determine whether Johnson, who suffers from epilepsy, was having a seizure at the time of the accident.

38. Practice with Images 1. The car is damaged. 2. The cars is damaged.

39. Provide Relevant Practice In order to practice noun/verb agreement, you will watch the following video in small groups. You will complete an accident report describing the accident you are about to see. Accidents happen once, there is no instant replay in life. Watch closely!

40. Watch and report Yellow Green PinkBlue Each group please assign these roles: – Leader - keep the group on task – Writer - record the group sentence – Presenter - share work with class – Participants - contribute to the work

41. Watch and report - group assignments Yellow Describe the road where the accident occurred. Green - Describe the traffic light you see at the time of the accident Pink- What happened to the red car in the accident? Blue - What happened to the other car in the accident?

42. Watch Closely

43. Watch and report - group assignments Yellow- Describe the road where the accident occurred. Green - Describe the traffic light you see at the time of the accident Pink- What happened to the red car in the accident? Blue - What happened to the other car in the accident?

44. BREAK

45. How do I ‘do’ UDL?

46. Start with your goal: know where you’re going CAST 2012

47. ‘Gorilla’ video Goals are important Impacts our perception Image of Gorilla Video

48. Goals are difficult Many goals: CCSS, district, lesson, department Write goals clearly, all understand Consider flexible means to reach goal (UDL) Consider whether means are embedded

49. Are means embedded in the goal? Students will demonstrate their knowledge of the stages of metamorphosis. © CAST 2012

50. Are means embedded in the goal? Students will demonstrate their knowledge of stages of metamorphosis by writing in their journal. © CAST 2012

51. Reflect upon this goal: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words

52. UDL Guidelines Use UDL Guidelines to provide flexible means for all learners to reach the goal.

53. Think about your lesson goal(s) How can it be flexible & accessible for all learners, recognizing that variability & context matter?

54. Beware of secondary goals! Image of Ginger Bread House

55. Consider Variability Guidelines

56. Think about a lesson: UDL Guidelines What is already present & works well? Anticipate ‘bumps’ or barriers Use Guidelines to inform curricular design

57. Consider assessment

58. Assessment – reflect your goal? flexible & accessible? formative or summative?

60. Methods & Materials Flexible and accessible to reach goal Multiple means of representation Multiple means of action and expression Multiple means of engagement CAST 2012

61. Some teacher favorite ‘technology’ tools : Sticky notes Colored pens Piping tube for listening to self Word Rulers with ‘space’ for reading Vimeo VoiceThread Animoto

62. Build your UDL Toolkit What resources do you want to share? (Twitter, UDL Connect) Think about resources to support representation Think about action about expression Think about engagement Find your Q3 partner

63. Do your lesson:

64. UDL Reflection: What worked well: did students achieve intended goal?

65. UDL Lesson Builder

66. Lunch 12:00-1:00

67. Teacher reflections: MITS video Image of Teacher MITS Project Video

68. – UDL Exchange - http://udlexchange.cast.org/homehttp://udlexchange.cast.org/home – CAST UDL Studio - http://udlstudio.cast.org/http://udlstudio.cast.org/ – CAST UDL Book Builder - http://bookbuilder.cast.org/http://bookbuilder.cast.org/ – Wordle - http://www.wordle.net/http://www.wordle.net/ – Shodor - http://www.shodor.org/interactivate/activities/http://www.shodor.org/interactivate/activities/ – ISolveIt App -http://isolveit.cast.org/homehttp://isolveit.cast.org/home – Picturing Modern America - http://cct2.edc.org/PMA/http://cct2.edc.org/PMA/ – CAST Science Writer - http://sciencewriter.cast.org/welcome;jsessionid=F1680AAD1 0E5A502B28F8F91336AB451 http://sciencewriter.cast.org/welcome;jsessionid=F1680AAD1 0E5A502B28F8F91336AB451 CHOICE – Flash Demonstration or Work Time

69. Work time! Collaborate or work independently – Lesson – Faculty Meeting – Upcoming event… Lesson planning handout, optional

70. Share ideas from your UDL Toolkit 3 new UDL ideas 2 new resources 1 thing you will use on ‘Monday’

71. Tomorrow: More application to practice Evaluation