1. Universal Design for Learning: A Framework for Teaching All Learners May 9, 2014 CAST @CAST_UDL | #UDL (C) CAST 20141

2. For Online Resources and discussions: UDL Connect @CAST_UDL | #UDL (C) CAST 20142

3. #UDL social media CAST UDL Center AIM Center Use Twitter? Use #UDL in your tweets during the workshop! #UDLchat: 1 st & 3 rd Wednesdays of the month, 9-9:30pm ET @CAST_UDL | #UDL (C) CAST 20143

4. Overall Workshop Goals Day 1: To learn how UDL addresses challenge of learner variability Day 2: To consider how UDL applies to lesson design To consider new resources & tools @CAST_UDL | #UDL (C) CAST 20144

5. 30 second UDL‘elevator’speech/140 character ‘tweet’: What is UDL? @CAST_UDL | #UDL (C) CAST 20145

6. UDL highlights Based in neuroscience: variability & context Framework for designing lessons, presentations, activities with a clear goal & flexible, accessible means (UDL Guidelines) @CAST_UDL | #UDL (C) CAST 20146

7. 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 20147

8. Systematic Variability: where are you with your learning now? Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. Raichle @CAST_UDL | #UDL (C) CAST 20148

9. Systematic Variability: where are you with your learning now? Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. Raichle @CAST_UDL | #UDL (C) CAST 20149

10. Systematic Variability: where are you with your learning now? Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. Raichle @CAST_UDL | #UDL (C) CAST 201410

11. Goal: bring supplies for the ice cream social @CAST_UDL | #UDL (C) CAST 2014

12. Variability! taste, root canal, lactose, braces… @CAST_UDL | #UDL (C) CAST 2014

13. UDL and DI @CAST_UDL | #UDL (C) CAST 201413

14. UDL and DI Sundae bar Fix the sundae for each person

15. UDL and DI Before meet students Evaluates environment, classroom, culture Designs instruction prior to arrival of students Focuses on Variability Removes Barriers After meeting students Evaluates the student Re-design lesson after meeting student Focuses on individual disability Works around barriers @CAST_UDL | #UDL (C) CAST 201415

16. Multiple Means of Engagement @CAST_UDL | #UDL (C) CAST 201416

17. Today we are going to do this… how do you feel? @CAST_UDL | #UDL (C) CAST 201417

18. Today we are going to do this… how do you feel? @CAST_UDL | #UDL (C) CAST 201418

19. Start school… @CAST_UDL | #UDL (C) CAST 201419

20. Engagement: problem @CAST_UDL | #UDL (C) CAST 201420

21. Emotions: ‘shelves that hold up the cognitive glassware’ EMOTIONS= shelves @CAST_UDL | #UDL (C) CAST 201421

22. Variability in affect @CAST_UDL | #UDL (C) CAST 201422

23. Variability in affect @CAST_UDL | #UDL (C) CAST 201423

24. Evaluate & set priorities Affective Networks: “why of learning” @CAST_UDL | #UDL (C) CAST 201424

25. @CAST_UDL | #UDL (C) CAST 2014 Options for variability in interests Options for choice, autonomy Authentic, relevant Minimize distractions 25

26. @CAST_UDL | #UDL (C) CAST 2014 Options for variability in effort & persistence Salient goals Vary demands, optimize challenge Collaboration Mastery oriented feedback 26

27. Resources: Perceived skills & resources Demands Perceived level of challenge Context matters: Perception Resources vs. Demands @CAST_UDL | #UDL (C) CAST 201427

28. Perceived Resources & Demands  FLOW @CAST_UDL | #UDL (C) CAST 201428

29. @CAST_UDL | #UDL (C) CAST 2014 Options for variability in effort & persistence Salient goals Vary demands, optimize challenge Collaboration Mastery oriented feedback 29

30. Mastery-oriented feedback (Dweck, 2006) Process > End product Skills > innate trait You’re so smart. You’re a natural You worked on your supporting details… You kept at it, even though the cutting was tricky… @CAST_UDL | #UDL (C) CAST 201430

31. @CAST_UDL | #UDL (C) CAST 2014 Options for variability in self-regulation Optimize motivation, coping strategies Self assessment & reflection 31

32. Options for Engagement Unit/personal goal setting Self-asses progress Student talk time Flexible groups Frequent feedback @CAST_UDL | #UDL (C) CAST 201432

33. UDL Guidelines: ideas for how to design a learning experience to address variability 33@CAST_UDL | #UDL (C) CAST 2014

34. Flexibility: UDL Guidelines Do not have to use all  the goal Often using one supports another Design may take longer at first, but learner variability is supported – (and it gets easier!) @CAST_UDL | #UDL (C) CAST 201434

35. Break @CAST_UDL | #UDL (C) CAST 2014

36. How do I ‘do’ UDL? 1.Goal 2.Variability: UDL Guidelines Representation, Action, Engagement 3.Assessment @CAST_UDL | #UDL (C) CAST 201436

37. Goals are important: Count how many times the players wearing white pass the basketball. @CAST_UDL | #UDL (C) CAST 201437

38. Clarify Goal CCSS.Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. CCSS.Math.Content.3.MD.B.3 Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. @CAST_UDL | #UDL (C) CAST 201438

39. Clarify goal CCSS.Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent show a data set with several categories. CCSS.Math.Content.3.MD.B.3 New Goal: draw a bar graph that (1) shows a scale and (2) shows data @CAST_UDL | #UDL (C) CAST 201439

40. Are means embedded in the goal? Students will demonstrate their knowledge of the stages of metamorphosis. @CAST_UDL | #UDL (C) CAST 201440

41. Are means embedded in the goal? Students will demonstrate their knowledge of stages of metamorphosis by writing in their journal. @CAST_UDL | #UDL (C) CAST 201441

42. How do I ‘do’ UDL? 1.Goal 2.Variability: UDL Guidelines Representation, Action, Engagement 3.Assessment @CAST_UDL | #UDL (C) CAST 201442

43. 1. Identify a goal. 2. Look for/suggest: options for Representation, Action, and Engagement? @CAST_UDL | #UDL (C) CAST 2014

44. How do I ‘do’ UDL? 1.Goal 2.Variability 3.Assessment GOAL ASSESSMENT @CAST_UDL | #UDL (C) CAST 201444

45. Does assessment align with goal? Where can there be flexiblity & accessibility? Both formative & summative assessments? @CAST_UDL | #UDL (C) CAST 201445

46. UDL: ‘Desirable difficulties’ Keep challenge where you want it: emphasize what is relevant Flexible means where you can: reduce barriers that are irrelevant @CAST_UDL | #UDL (C) CAST 201446

47. Questions, Reflections? @CAST_UDL | #UDL (C) CAST 201447

48. Questions? Comments? Coming this afternoon!! Building tools & resources Coming this afternoon!! Building tools & resources @CAST_UDL | #UDL (C) CAST 201448

49. Lunch 11:45-12:45 @CAST_UDL | #UDL (C) CAST 201449