1. Session 5 Revere February 6, 2013

2. Brain jokes What does a brain do when it sees a friend across the street? What did the R hemisphere say to the L hemisphere when they could not agree on anything? What do you get when you cross a thought with a light bulb?

3. Evaluations Going well: format share ideas work time Different colored pens: not inherently motivating! Goal flexibility/accessibility

4. All materials available digitally: UDL Connect Free: private Revere group, always there All materials… Add discussion posts

5. UDL: A Way of Thinking Anywhere! Clear goals/objectives Address Learner Variability Flexible, accessible: 3 Guidelines

6. UDL everywhere! goal, variability, flexible: 3 Guidelines

7. Coffee? goal, variability, flexible: 3 Guidelines

8. Directions: goal, variability, flexible: 3 Guidelines

9. UDL and Love languages… RATE from 1-5 according to what would make you feel most appreciated and loved: 5 = most appreciated 1 = least appreciated It can be done with a friend, child, parent, or partner in mind.

10. 5 = most appreciated 1 = least appreciated Your partner … ____ says “you did a great job on that. I appreciate it.” ____ unexpectedly does something around the house that you like ____ brings you a surprise treat from the store ____ invites you on a leisurely walk just to chat ____ makes a point to embrace you before leaving the house

11. Identify your ‘love language’ Words of affirmation “you did great!” Actions don’t always speak louder than words! If this is your love language, unsolicited compliments mean the world to you!

12. Acts of Service Anything you do to ease burden of responsibilities will speak volumes. The words he/she most wants to hear: “let me do that for you”

13. Receiving Gifts The perfect gift or gesture shows you are known and prized above whatever was sacrificed to bring the gift to you!

14. Quality time Being there – with TV off & all chores on standby makes your significant other feel truly special and loved.

15. Physical touch Hugs, pats on back, holding hands, thoughtful touches on the arm, shoulder, face show concern, care, love.

16. How UDL? Clear goal Variability Flexible, accessible options Perception “tell me!” Action and Expression “show me!” Options for Engagement “let me choose!”

17. UDL can inform… give school tours organize a meeting design a Power Point make worksheets do parent/teacher night implement other initiatives

18. UDL ‘lens’: Clear goal ‘Success’ what can you measure Barriers to goal UDL Guidelines: options for… Perception, Action & expression, Engagement Accessible for all

19. Example of applying UDL  Car Crash unit

20. Goal: improve MCAS score (goal is for the student  how will I support) 1.Support students to understand noun-verb agreement 1.Support students to write narratives with noun- verb agreement.

21. What does success look like (measurement) MCAS data Classroom observations of engagement for noun-verb unit Students not leave room Contributions to discussions

22. Barriers: engagement, perception Students don’t recognize need for noun-verb agreement Many do not speak English at home. Traditional approaches to teaching noun/verb agreement are seen as boring and irrelevant.

23. Strategies that already support goal: Good rapport with students Some technology Use the UDL Guidelines You don’t have to start from scratch!

24. ‘UDL lens’ to modify lesson: UDL Guidelines Checkpoint 3.2 Highlight critical features Checkpoint 7.2 Optimize relevance, value, & authenticity Checkpoint 8.3 Foster collaboration & communication

25. Methods, Materials, Assessment Individual work in text & writing Textbook with 3-5 pages practice exercises Papers State test

26. Mass. Accident Report Highlight critical features, Optimize relevance Highlight critical features, Optimize relevance

27. Diagram Narrative 3.2: Highlight critical features

28. Modified story from 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. Checkpoint 7.2 Optimize relevance, value, and authenticity

29. Highlight noun-verb agreement 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. 3.2: Highlight critical features

30. Practice with Images 1. The car is damaged. 2. The cars is damaged. 5.3: Build fluencies with levels of support

31. Provide Relevant Practice Watch the following video in small groups. Complete an accident report. Watch closely! Accidents happen once, there is no instant replay in life. 7.2 Optimize relevance, value, authenticity

32. Watch & report: 4 Groups Yellow Green PinkBlue Each group assign roles: Leader – keep group on task Writer – record group sentence Presenter – share with class Participants – contribute

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

34. Watch Closely!

35. Watch & report - group assignments Yellow Describe the road GreenDescribe the traffic light PinkWhat happened to the red car Blue What happened to the other

36. How ‘UDL’? Way of thinking & planning Considers goal, barriers, resources, UDL Guidelines (perception, action/expression, engagement) to support goal Variability  Flexible & accessible options for all!

37. Questions/comments? Self Reflection

38. Work time: Identify one lesson Bring ‘UDL lens’ to it one you will do before April 10 Choose 1 Guideline to analyze (start small!) Bring 1 idea/strategy to share with group at 2:20

39. UDL Tools: UDL Exchange: Lesson Builder (we’ll focus in more detail next session)

40. National Center on UDL More on UDL: videos, modules

41. Work time! Article to read if you have extra time: UDL Unplugged

42. Share your ideas– What other educators have said It takes longer, but my students like my UDL lessons more UDL makes it so I don’t have to reteach skills Start small: one UDL lesson this month… Share UDL with students: let them become active in instructional decisions for what they need to learn best !

43. For next time Share about your ‘UDL’ lesson Focus on 1 Guideline Process you used What you observed/measured UDL ‘looks’ different in every classroom

44. Wrap Up Find ‘UDL thinking’ anywhere Bring your lesson ideas to share Evaluations Thank you!