1. Wednesday, March 25, 2014 Universal Design for Learning: A Framework for Teaching All Learners 1CAST 2014

2. Welcome Back! © CAST 2014

3. Goals for the workshop To explore how UDL addresses the challenge of learner variability To consider how UDL can apply to lesson design © CAST 2014

4. North, South, East, and West 4 Retrieved from http://www.nsrfharmony.org/protocol/doc/north_south.pdf, National School Reform Facultyhttp://www.nsrfharmony.org/protocol/doc/north_south.pdf © CAST 2014 Attending- “focus on the details” – Likes to know the who, what, when, where and why before acting. © CAST 2014

5. (C) CAST 2013 North: Acting South: Caring East: Speculating – big picture West: Paying attention to detail Scenario 1 Context: you are planning a party for friends and family. North: Acting – do it now South: Caring – consider feelings East: Speculating – go with your gut West: Attending- focus on the details

6. 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 – big picture West: Paying attention to detail North: Acting – do it now South: Caring – consider feelings East: Speculating – go with your gut West: Attending- focus on the details (C) CAST 2013

7. Scenario 2 Context: you are on a curriculum committee & deciding which curriculum to purchase (C) CAST 2013 North: Acting – do it now South: Caring – consider feelings East: Speculating – go with your gut West: Attending- focus on the details

8. Key concepts Variability is the rule. Context matters. Learning occurs at the dynamic interaction between the individual (variability) & the environment (context). UDL is a framework to address variability. (C) CAST 2013

9. UDL in Action Vital Grandin School, Greater St. Albert Catholic School Division in Alberta, Canada. (16 minutes) Count off 4’s at your table for post video discussion Listen/look for: 1.How they implement UDL 2.How they use of technology to support all learners 3.How students at different levels participate in lessons, and 4.How the finished products of students vary © CAST 2014

10. How do I use UDL? Goal setting Consider Variability-UDL Design Assessment Select Methods/ Materials/Media Implement/TeachReflect

11. Is that goal flexible? Goals What is their purpose? What limits them? What makes them flexible? Who are they for? What do you do with them? © CAST 2014

12. The King’s Story © CAST 2014

13. Is that goal flexible? What is their purpose? What limits them? What makes them flexible? Who are they for? What do you do with them? © CAST 2014

15. Is that goal flexible? Activity: – With your team, decide whether or not the goal provides flexibility. Rewrite any goals you believe are too narrow so they become flexible. © CAST 2014

16. Using the CCSS to write goals What makes up the Common Core State Standards? – Concepts (nouns) – Skills (list of verbs in right hand pocket of folder) (Modified from an activity developed by Rebecca Odessey, 2010-2011) © CAST 2014

17. CCSS and UDL Activity 1.Select a grade-level standard from the CCSS CCSS.ELA-Literacy.RL.6.2 CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments © CAST 2014

18. CCSS and UDL Activity 2. Underline key concepts (important nouns or noun phrases). 3. Circle the verbs describing skills [bolded in this example]. © CAST 2014

19. CCSS and UDL Activity CCSS.ELA-Literacy.RL.6.2 CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments © CAST 2014

20. CCSS and UDL Activity 4. Identify what level of Bloom’s most closely relates to the circled verb (see Bloom’s and SAMR handout in folder). 5. Identify action verbs that will lead to students successfully achieving the identified concept/skill and reaching the identified Bloom’s level. 6. Identify strategies or activities directly related to this row that would activate the affective network. © CAST 2014

21. THE WHATTHE HOWTHE WHY Content What do students need to KNOW? Skills What do students need to be able to DO? Level of Bloom’s Based on action words (Skills) VerbsAffect What do students need to CARE ABOUT? Theme of a text Determine Analyzing Deconstructing, outlining, finding, tagging, cracking Topic, use of tools, collaboration Central idea of a text Determine Analyzing Deconstructing, outlining, finding, tagging, cracking Topic, use of tools, collaboration Theme of text Determine how it is conveyed, particular details Analyzing Deconstructing, outlining, finding, tagging, cracking Topic, use of tools, collaboration Central idea of text Determine how it is conveyed, particular details Analyzing Deconstructing, outlining, finding, tagging, cracking Topic, use of tools, collaboration Text Summarize free from personal opinions or judgments EvaluatingHypothesizing, critiquing Use of tools, collaboration, sharing © CAST 2014

22. CCSS and UDL Activity Now it’s your turn! http://www.corestandards.org/ https://edorigami.wikispaces.com/Bloom's+Digital+Taxon omy

23. What’s in a lesson design? Goal(s) Activities/assignments that guide students toward the goal Activities/assignments designed with the guidelines in mind © CAST 2014

24. Multiple Means of Engagement 24(C) CAST 2014

25. What’s in a lesson design? Assessments which are directly linked to the goal Assessments designed using the principle of Action & Expression (e.g. tic-tac-toe)tic-tac-toe © CAST 2014

26. UDL Planning Supports The UDLinks app – In the Android Play Store and in iTunes The digital wheel – http://udlwheel.mdonlinegrants.org/ http://udlwheel.mdonlinegrants.org/ © CAST 2014

27. UDLinks & The UDL Wheel http://udlwheel.mdonlinegrants.org/

28. UDL Planning Supports An overview http://udlexchange.cast.org/home AND A scavenger hunt © CAST 2014

29. LUNCH © CAST 2014

30. Tips: How to Design with UDL Use this handout as a guide for the afternoon Begin with “goal” section – Think about generalized variability – Informal check-in’s across time – Formal check-in every 15 minutes Movement down the sheet Format for this process – CAST’s UDL Lesson Builder (handout) – UDL Exchange

31. Continue with lesson Begin filling in your lesson with activities, materials, and assessments that directly link to the stated goal Focus on the questions listed under 1-4 (Tips sheet) © CAST 2014

32. Today’s take away Be sure you have a level of comfort with the concepts of variability, context, goal development, and the use of the framework that allows you to move forward with your own lesson development

33. Share out Did your lesson development shift through the use of the your goal and use of UDL tools? How? What were some of the changes you made based on the conversations with your team? Anything else? © CAST 2014

34. Reflections Revisit goals from yesterday (Personal) Revisit commitments (Share)

35. Bringing it all together 3-2-1 Three things that you want to learn more about Two things you’re going to share with colleagues One thing you’re going to do on Monday (Team column and individual column) © CAST 2014

36. Check out these other resources http://www.udlcenter.org/resource_library/books