1. To understand the UDL Guidelines To consider applications to practice Afternoon Goals:

2. Quadrant 1 Choose at least 1 person to put in each quadrant Quadrant 2 Quadrant 3Quadrant 4 Quadrant Partners What is take away from the morning session?

3. 3 Principles  9 guidelines to design for variability

4. 3 Principles, 9 Guidelines with checkpoints UDL Guidelines Image

5. Learning Brain & UDL Guidelines Recognition: the “what” of learning – Multiple means of representation Strategic Network: the “how” – Multiple means of action and expression Affective Network: the “why” – Multiple means of engagement

6. Goal of learning: Expert learners Resourceful, knowledgeable Strategic, goal directed Purposeful, motivated

7. Flexibility using UDL Guidelines Do not have to use them all Often using one guideline supports another Designing learning experiences using the Guidelines may take longer at first, but they support learner variability

8. David Rose presents the UDL Guidelines

9. CAST 2012 Multiple Means to Access Guidelines

10. CAST 2012 Multiple Means to Access Guidelines

11. Build lessons that are ‘more full’ Use UDL Guidelines to build upon the design of learning environments that support variability Half Full Glass Image

12. Identify & interpret patterns of sound, light, taste, smell, and touch Recognition Network: “what of learning”

13. Variability & Recognition network Count how many times the players wearing white pass the basketball. CAST 2012 Basketball Video Image

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

15. Context & Recognition Network: What is this?

17. CAST 2012 Options for presenting information Customize display Alternatives for auditory & visual information

18. CAST 2012 Options for language & symbols Vocabulary, symbols Cross-language supports Multi-media

19. CAST 2012 background knowledge Highlight patterns Maximize transfer Options for comprehension

20. Plan, execute, monitor actions & skills Strategic Networks: “how of learning” CAST©2008

21. Phineas Gage: frontal lobe Phineas Gage Image

22. CAST 2012 Options for physical actions Vary methods of response Provide access to tools & assistive technology

23. - GOAL - Draw a picture: ‘What is a pioneer’ Student Drawing Image

24. - GOAL - Tell me: ‘What is a pioneer?’ Student: ‘A pioneer is a person who has left their home to go West.’ 2 nd grade Student Picture

25. - GOAL - Write about: ‘What is a pioneer?’ “A pioneer is a person that has chosen or is forced to leave their home. A pioneer leaves their home or cabin in a covered wagon. They didn’t have construction builders, so they would make everything out of nature. They would travel up and down mountains and up and down lakes, rivers, and streams.” Student Writing Image

26. CAST 2012 Options for expressive skills & fluency Tools to communicate & compose Graduated levels of support for practice

27. CAST 2012 Options for executive functions Clear goals Support planning & monitoring process

28. Importance of goals:

30. What strategies are used to reach the goal? CAST 2012 Child Sitting at Table for Marshmallow Test Image

31. What can you apply to your work? How might you incorporate one new idea? Why is this relevant to your work? 31 Find your Q1 partner

32. Share a highlight! Sharing Image

33. Break

34. Evaluate & set priorities Affective Networks: “why of learning”

35. You are going to do this… How do you feel?

36. You are going to do this… How do you feel?

37. You are going to do this… How do you feel?

38. You are going to do this… How do you feel?

39. Appraisal Activation

40. Resources: one’s perceived skills & resources Demands Perceived level of challenge in environment Is this Good for Me, or Bad for me?

41. Perceived Resources & Demands:

42. Focus on the Interaction

43. CAST 2012 Options for recruiting interest Options for choice, autonomy Authentic, relevant Minimize distractions

44. CAST 2012 Options for sustaining effort & persistence Salient goals Vary demands, optimize challenge Collaboration Mastery oriented feedback

45. CAST 2012 Options for self-regulation Optimize motivation, coping strategies Self assessment & reflection

46. 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? Find your Q2 partner

47. Cell Video

48. This workshop: build awareness

49. Reflect What new ideas resonated in a way that may influence what you do in your practice?

50. Tomorrow: Application to practice: – Bring a lesson or item to work on Evaluation