1. Access no password Go to http://community.udlcenter.org/group/udl- for-ma-educators-wakefield (address is on your agenda) http://community.udlcenter.org/group/udl- for-ma-educators-wakefield Two Steps: 1.Sign up 2.Join the community

2. 1.Understand that UDL is a framework for addressing the variability of all learners 2.Apply UDL to practice in relation to MTSS Goals

3. 5 Workshop Elements Day 1: Build Background Knowledge 1.The Massachusetts Tiered System of Supports 2.Universal Design for Learning 3.UDL Guidelines Day 2: Apply BK to Practice 4.Introduction to the Lesson Planning process 5.Applying UDL to your practice

4. Beliefs/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. Debrief the activity

10. UDL Assumption: Variability is the Norm! As you watch the film, think about implications for your practice. Dr. Todd Rose presenting on variability: http://www.youtube.com/watch?v=8WClnVjCEVM http://www.youtube.com/watch?v=8WClnVjCEVM

11. Variability matters! Discuss the implications for your practice.

12. Physical Space - Problems of Not Addressing Variability

13. Retrofitting Physical Space

14. Problems of Retrofitting Drawbacks of Retrofitting:  Each retrofit solves only one local problem  Retrofitting can be costly  Many retrofits are UGLY!

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

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

17. Universal Design 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

18. 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.

19. UD Assumptions

20. Shift in CAST’s Work Learning experiences/ curriculum/l essons

21. 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 CAST believes…

22. UDL is … UDL is not … about watering down the curriculum the same as differentiated instruction a special education initiative overwhelming and too hard to do a framework for designing learning experiences that enables all individuals to gain knowledge, skills, and enthusiasm for learning.

23. UDL Assumptions 1.Learners represent a range of variability. 2.The goal of instruction is to develop "expert learners”  Resourceful, knowledgeable learners.  Strategic, goal-directed learners.  Purposeful, motivated learners. 3.Curriculum needs to reflect the variability of all learners. 4.Learning occurs in the dynamic interaction of the individual with the environment.

24. 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.

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

26. Activating the Recognition Network

27. UDL and the Learning Brain

28. Recognition: What is this?

30. Multiple Means of Representation – the what of learning Perception Display information in a flexible format so that the following perceptual features can be varied Language, expressions, and symbols Pre-teach vocabulary, clarify unfamiliar syntax Comprehension Activate background knowledge, highlight critical features

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

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

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

35. Count how many times the players wearing white pass the basketball. Selective Attention Test (the gorilla video): http://www.youtube.com/watch?v=vJG698U2 Mvo http://www.youtube.com/watch?v=vJG698U2 Mvo

36. “We are designed to focus on whatever we are looking for.” Jill Bolte Taylor, Stroke of Insight

37. Multiple Means of Action and Expression - the how of learning Physical action Vary methods of response and optimize use of assistive technology Expression & 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

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

39. Make up a story.

40. “...the brain is specifically designed to make sense of the world outside of use, based on minimal information….we are quite adept at manufacturing alternative scenarios.” Jill Bolte Taylor, Stroke of Insight

41. Multiple Means of Engagement – the why of learning Recruiting interest optimize relevance, optimize choice, and minimize threats Sustaining effort & 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

42. Pop Quiz

43. Naïve (novice) learners IMAGE Verb generation task

44. Practiced learners: IMAGE Verb generation task

45.  Recognition: the “what” of learning” − Multiple means of representation  Strategy: the “how” of learning −Multiple means of action and expression  Affect: the “why” of learning −Multiple means of engagement UDL and the Learning Brain

46. UDL At A Glance http://www.udlcenter.org/resource_library/video s/udlcenter/udl#video0