1. Welcome back! Revisit your goals Get snacks and chat! Add quotes! @CAST_UDL | #UDL (C) CAST 20141

2. Overall Workshop Goals Day 1: To learn how UDL addresses challenge of learner variability Day 2: To discuss how UDL applies to lesson design To build new resources & tools @CAST_UDL | #UDL (C) CAST 20142

3. UDL Connect for online resources Sign Up: http://community.udlcenter.org/ http://community.udlcenter.org/ Join our group: UDL May 2015 http://community.udlcenter.org/group/udl-may-2015 3 @CAST_UDL l #UDL (c) CAST 2015

4. Participate during the Institute #UDL Concept map Visual word wall Build, sculpt Discuss (c) CAST 2014 #UDL4

5. 1.Logistics & Review Day 1 2.David Rose, guest speaker 3.UDL lesson design 4.Lunch 5.More tools and ideas: break outs! 6.Next steps Agenda: Day 2 @CAST 2015 #UDL

6. Systematic Variability: where are you with your learning? @CAST_UDL | #UDL (C) CAST 20146

7. Systematic Variability: where are you with your learning? @CAST_UDL | #UDL (C) CAST 20147

8. Systematic Variability: where are you with your learning? @CAST_UDL | #UDL (C) CAST 20148

9. Your 3-2-1 feedback : @CAST_UDL | #UDL (C) CAST 20149

10. What is UDL? Through a metaphor – Goals, context, variability, UDL guidelines (expression, representation, engagement) UDL is like a … UDL is… because… @CAST_UDL | #UDL (C) CAST 201410

11. UDL Guidelines Recognition: “what” – Multiple means representation Strategy: “how” – Multiple means of action & expression Affect: “why” – Multiple means of engagement @CAST_UDL | #UDL (C) CAST 201411

12. UDL Guidelines @CAST_UDL | #UDL (C) CAST 201412

13. Welcome, David Rose! @CAST_UDL | #UDL (C) CAST 201413

14. Break @CAST_UDL | #UDL (C) CAST 201414

15. UDL Guidelines @CAST_UDL | #UDL (C) CAST 201415

16. Affective Network: “why” of learning “Evaluate & set priorities, respond and assess surroundings, what motivates or inhibits our behaviors” -Rose, 2012

17. Emotions: ‘shelves that hold cognitive glassware’ EMOTIONS= shelves #UDL CAST 201417

18. Variability in engagement @CAST_UDL | #UDL (C) CAST 201418

19. Variability in affect #UDL CAST 201419

20. Share Ideas! Options for Recruiting Interest Offer choice, autonomy Authentic, relevant examples Minimize threats/distractions

21. @CAST_UDL | #UDL (C) CAST 201421 Perceived Resources vs. Demands

22. Share Ideas! Options for sustaining effort Clear goals Resources to meet demands Collaboration Mastery-oriented feedback

23. Offer feedback… Jona has never enjoyed writing. In fact, he avoids it. When he does write, it is often unorganized and messy. One class he surprises you with a well written comparative essay on pancakes and waffles! How do you praise him?

24. Carol Dweck, Mindset 400 5 th graders in 12 NYC schools Do a puzzle, given feedback: A. ‘you must be smart at this’ B. ‘you must have worked really hard’  ~20% drop in score on similar tasks  90% worked hard, interested in their mistakes, improved skill (C) CAST 2014 l #UDL24

25. Fixed –v- Growth Mindset Fixed: skills are innate – Smart – A natural – Avoid challenge (effort is bad) Growth mindset: build skills – Hard work, effort, persist – Process – Learn from critique (C) CAST 2014 l #UDL25

26. Mastery Oriented Feedback

27. Offer feedback… Jona has never enjoyed writing. In fact, he avoids it. When he does write, it is often unorganized and messy. One class he surprises you with a well written comparative essay on pancakes and waffles! How do you praise him?

28. Share Ideas! Options for Self-regulation Coping strategies Self-assessment & reflection

29. Summary: UDL Guidelines @CAST_UDL | #UDL (C) CAST 201429

30. Experience a Lesson – To experience a lesson (aligned with a standard) Goal, material, methods, assessment – To reflect on the design: UDL framework What works? Other ideas do you have to improve? What is practical and usable in your practice? How does the practice align to theory?

31. A-E: You are from another country and are just learning English. F-J: You have a hard time concentrating in class. K-O: You are a struggling reader. P-S: You are an A student who consistently performs above average. T-Z: You generally do not like this class. First letter of your last name, assume the identity: How do you feel during the lesson?

32. CCSS: Standard 19.17 Write a short explanation of a process that includes a topic statement, supporting details, and a conclusion. Lesson design: GOAL

33. CCSS: Standard 19.17 Write a short explanation of a process that includes a topic statement, supporting details, and a conclusion. Express Lesson design: GOAL

34. CCSS: Standard 19.17 Write a short explanation of a process that includes a topic statement, supporting details, and a conclusion. Express how to make salsa Lesson design: GOAL

35. CCSS: Standard 19.17 Write a short explanation of a process that includes a topic statement, supporting details, and a conclusion. Express how to make salsa: – a topic statement, – supporting details about the process, – a conclusion sentence. Lesson design: GOAL

36. Discuss the goal Topic sentence: Key idea, interesting 3 supporting details: About process, “first, next, finally”… Conclusion sentence: “tell them what you told them”

37. Options to Express Write Type Cut/paste Record Video …

38. Discuss the materials & methods: how to make salsa Pico de gallo: “rooster’s beak” Salsa: “sauce”

39. Step 1 : Build background: (~8-10 min) – Option: Read – Option: Watch a video – Option: Make your own salsa Step 2: Express: (~5 min) **topic sentence, 3 details, conclusion Step 3: Reflect (~5 min) – Rubric

40. Share! Try salsa Visit others’ work Share your expressions

41. Analyze using UDL Guidelines from your learner perspective GOAL: Express topic sentence, 3 details, conclusion GOAL: Express topic sentence, 3 details, conclusion Options for Engagement Options to Build Background Options for Action

42. Coming this afternoon!! Building tools & resources Coming this afternoon!! Building tools & resources @CAST_UDL | #UDL (C) CAST 201442

43. Lunch: 11:45-12:45 Post It: What’s still burning? @CAST 2015 #UDL

44. Arrange the pictures and terms! Any questions? Share @CAST_UDL | #UDL (C) CAST 201444

45. Goals for afternoon To build your UDL ‘toolkit’ 1:00-1:45pm options: 1: Here with Mindy Johnson – CAST Tools 2: across hall with Liz– low/no tech UDL @CAST_UDL | #UDL (C) CAST 201445

46. National Center on UDL @CAST_UDL | #UDL (C) CAST 201446

47. Folder Pass (~10 min) Mix seats- get with a group of 3 1 minute discuss the myth. What are your thoughts? Share with larger group

48. UDL = Differentiate Instruction (DI) @CAST_UDL | #UDL (C) CAST 2014 Change curriculum, not student Essential for some, usable by all Tight goals, flexible means

49. UDL = Differentiate Instruction (DI) @CAST_UDL | #UDL (C) CAST 2014

50. UDL requires technology (and I don’t have technology).

51. UDL is just good teaching (I already do this).

52. UDL takes longer to do.

53. UDL is another initiative.

54. There are UDL tools

55. Your ideas! @CAST_UDL | #UDL (C) CAST 201455

56. Reflect on your goals, your practice and next steps in relation to UDL @CAST_UDL | #UDL (C) CAST 201456

57. Where are you in your understanding about UDL? Just beginning! I know what the ‘U’ ‘D’ and ‘L’ stand for I am starting see how to implement UDL in my work Ask me anything about UDL: I am ready to lead a session! @CAST_UDL | #UDL (C) CAST 201457

58. Summary of workshop: UDL Framework: goal, variability, context CAST background: theory, UD, neuroscience UDL Guidelines: – engagement, representation, action & expression UDL application & tools @CAST_UDL | #UDL (C) CAST 201458

59. What was UDL at this Institute? – Representation? – Action & expression? – Engagement? @CAST_UDL | #UDL (C) CAST 201459

60. What School Can Look Like http://www.youtube.com/watch?v=P0zVPZBykSE

61. Thank you! Final evaluations: http://tinyurl.com/q4jynen Keep in touch – Social Media, – CAST free webinars – Online courses – Institutes – Research with CAST… @CAST_UDL | #UDL (C) CAST 201461