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

2. Morning summary: Design for variability to reach goal Context matters

3. Afternoon: 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
The three principles come from understandings of what learning really is
Cog science, neuroscience, what comprises learning, what are the differences between individual learners
Three simple principles for any learning situation, how does individual pick up info, show what they know, and engage with the learning
Three main components of nervous system, but also educators, information, ability to make sense of it, ability to express and act on theworld, and the ability to be motivated, take action, reach your goals, achieve results you care about.
Psychology education and neuroscience
Education goal, not to provide information or even specifi skills
Need learners who are expert, best at what they can be
Knowledgeable, know a lot, be able to do a lot of things, take information, express it well, act effectively on the world, strategies for being effective, not passive
And finally expert learners are driven by wanting to learn more, seem incredibly interested and focused, motiavated, to learn even more

4. UDL Guidelines: design for variability
Take a minute and download, bookmark, and/or print the UDL Guidelines from this link off the National Center on UDL:
If you have already learned about the UDL Guidelines, use this opportunity to think more deeply about your own practice. You can TWEET your ideas!
For example, what are specific ways you can connect the UDL Guidelines to your practice. How might you share these ideas with colleagues?

5. Goal of learning: Expert learners
Resourceful, knowledgeable
Strategic, goal directed
Purposeful, motivated
Think of someone you know who is an ‘expert’ learner. What is it that he/she does?

6. Flexibility: UDL Guidelines
Do not have to use all  depends on goal
Often using one supports another
Design may take longer at first, but learner variability is supported

7. Build lessons that are ‘more full’
Use UDL Guidelines to build upon design of lessons to support variability
Use the UDL Guideline ‘empty’ template to think of ideas you already use in your practice.
Consider how we thought about the Marshmallow challenge. There was already a ‘lesson’ in the activity and the one page handout. Using the UDL Guidelines, you redesigned the lesson to address learner variability:
Recognition: how can you flexibly display the information? How was vocabulary supported? How was background information built? How were critical features highlighted?
Action & Expression: what options were there to act on the lesson? How were different models and levels supported? Were the goals clear? How could you progress monitor?
Engagement: were there options for choice? Were distractions minimized? Was the activity made relevant? Were there resources for the demands? Was mastery oriented feedback given? Were there chances to reflect?

8. Locate the UDL Guidelines
As we highlight key features of the UDL Guidelines, write, draw, share your ideas for ‘how’ you implement that guideline

9. Multiple Means of Representation
CAST 2013

10. 3 Neural Networks Acquire Approach Engage Recognition Strategic
Affective
Acquire
Approach
Engage
3 brain networks -acquire info, approach task, and stay motivated.
Recognition Network
-back half of brain
-all sensory connections (eyes, ears, skin, etc. send info here)
-acquire info: make sense of world -recognize things (that’s a cup, a book, a friend, etc.)
Strategic Network
-prefrontal cortex
-approach & express -expert chef
Affective
-interior middle surface of the brain
-how you stay motivated and set priorities
-Coyne et al., 2006; Rose & Meyer, 2002; Hall et al., 2012;

11. Recognition Network: “what of learning”
Identify & interpret patterns of sound, light, taste, smell, and touch
UDL framework – Individuals bring a huge variety of skills, needs, and interests to learning. CAST has learned that neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints.
The Recognition Networks, located in the back of the brain, enable us to identify and interpret sound, light, taste, smell, and touch. For example, when you answer the phone and hear a familiar voice you can easily tell who it is without having the person give his/her name. Draw other examples from your understanding of the recognition networks.
In a classroom, the recognition networks are essential to learning; students are expected to identify letters, formulas, maps, ideas, cause/effect relationships, etc. Everyday examples of recognition networks in action include identifying ingredients for recipes, telling the difference between shampoo and shaving cream so you can wash your hair, identifying the smell of freshly cut grass, recognizing the sound of pain or joy, etc.
An interesting difference in perception can come from our understanding of people with synesthesia or Capgras syndrome. If you are interested in learning more about these conditions, visit:
to learn about synesthesia (heightened connections between senses)
for more about Capgras delusion (perceptual disorder in which you think loved ones are imposters)

12. Senses/Perception -Mall of America; Boston Public Parking Garage
Senses/Perception: in life -parking garages- nightmare -Level, state name, graphic, color, cardinal direction- and music -help people remember different things: not 1 thing would work for everyone
Think: in class Teacher/parents: what can you do? How can you represent information to students?
Visually Label: spaces, items, directions
-Mall of America; Boston Public Parking Garage

13. Cognition: Context Matters
The brain is goal directed, either your goals or ones that individuals regard as important. It constantly searches for patterns from the senses to make meaning of the surroundings.

14. Cognition: Context Matters
When presented in context it is much easier to recognize what it is. What implications does this have for instructional practices?

15. Variability in perception: ‘loud’ shirt?
There is variability in our connectivity between sensory inputs: some people have heightened connections. However, we all have some synesthetic understanding: ‘loud’ shirts, ‘sharp’ cheese… what do you think ‘quiet’ lemonade tastes like?!
For more information on synesthesia,

16. Variability in perception: synesthesia
There is variability in

17. Options for Perception
Customize display
Alternatives for auditory & visual information
Record your ideas for HOW to do this in your practice. What do you already do? In what ways could you ‘enhance’ your lesson with options that are available for all students?
Additional variability: there is variability in hearing tones! Check out this site:
CAST 2012

18. Options for Perception
Variability in perception goes beyond ‘the margins’ (ie: blind, colorblind, deaf). Think, for example, of how some of the flexibility in a digital environment for the font, size, contrast, and color options benefit MANY different individuals.
Think about the re-design of the Marshmallow Challenge. In what ways did you design options for perception? How does this design address variability in perception?
Customize display
Alternatives for auditory information:
Think of the variability in terms of being able to take in and process auditory information. Some individuals cannot hear well (physiology or sitting by a loud heater), some have poor auditory processing (ie: phonological loop of working memory is weak), some are physically not in the classroom to even hear the information!
Alternatives for visual information
Think of the variability in processing visual information: some people remember better when there is an auditory clue to go with an image, some individuals will not see the visual cues and may need some additional designs to help them perceive the pertinent content (ie: highlighting)

19. Options for Perception
Ideas:
Options for Perception
Notes
Overhead
Power Points
Video and story

20. Options for Language Vocabulary, symbols Cross-language supports
Multi-media
Variability in language range from non-English speakers to differences in background (ie: one student may know a lot of vocabulary in a subject he/she has studied before). Designing supports for vocabulary can help the full range of learners.
For example, how might having images, words, audio examples, and Latin roots help build vocabulary for all?
CAST 2012

21. Ideas: Options for language
Word walls
Vocabulary with images and audio
Latin roots

22. Options for Comprehension
Background knowledge
Highlight patterns
Maximize transfer
Think about the re-design of the a lesson. In what ways did you design to support comprehension?
Think of the variability of background experiences that you know will be present in your classroom. For example, we recognize there will be tremendous variability in background in understanding UDL at this Institute! To support that, we try to provide ways to build background (watch videos, read, have discussions), but for individuals with a deep level of background, we try to provide additional options to build a deeper understanding (through extra questions, materials, discussion prompts) so that all learners can learn.
CAST 2012

23. Variability in background
Count how many times the players wearing white pass the basketball.
Our expectations and our focus of attention determine what we actually perceive.
Here is another version of this video!
CAST 2012

24. Ideas: Options for background
Highlight key points
Use analogies
Begin sharing, picture walks

25. Share a highlight, a take-away for your practice (draw, tweet…)
Quadrant 1
Quadrant 2
Quadrant 3
Quadrant 4

26. Stretch break

27. Multiple Means of Action & Expression
CAST 2013

28. 3 Neural Networks Acquire Approach Engage Recognition Strategic
Affective
Acquire
Approach
Engage
Recognition Network
-acquire info: sensory input
Strategic Network
-prefrontal cortex
-how you approach learning task or express what you know
-physical action to executive functions
-Coyne et al., 2006; Rose & Meyer, 2002; Hall et al., 2012;

29. Strategic Networks: “how of learning”
Plan, execute, monitor actions & skills
The strategic networks are located in the front part of the brain and enable us to plan, execute, and monitor actions and skills.
In learning situations, the strategic networks are critical. Examples of the strategic networks at work include: doing a project, taking a test, taking notes, listening to a lecture. They work in tandem with recognition networks to learn to read, compute, write, solve problems, plan and execute compositions and complete projects.
Everyday examples of the strategic networks in action include cooking a meal, planning an outing, executing a golf swing, driving a car, etc.
CAST©2008

30. Phineas Gage: frontal lobe
With a damaged frontal lobe, Phineas ‘was no longer Gage.’ He was fitful, impatient, stubborn, unable to follow through with plans. Prior to the accident, we was known to be reliable, driven, and one who would follow through with plans.
Immediately after the accident, we spoke, walked, and rode into town to the doctor. Subsequent recovery was slow.
Skull can be found today:
Warren Anatomical Museum (WAM) 30

31. Options for Physical Action
Vary methods of response
Provide access to tools & assistive technology
Consider what you already do in your practice to support this checkpoint.
CAST 2012

32. Goal: What do you know about a shark?
Which sample is a better indication of the author’s cognitive ability?
MSHA, October 2012

33. Ideas: Options for Physical Action
Keyboards, Alphasmart
Crayon, pencils
Record
Provide options for
-expression
-levels of support
-planning and regulating behavior

34. Options for Expression & Fluency
Tools to communicate & compose
Graduated levels of support for practice
Consider what you already do in your practice to support this checkpoint.
CAST 2012

35. Use models at first  it becomes your own
Children learn through watching and imitating. This child imitates his parent on phone:

36. Ideas: Options for Expression
Levels of support (summary button)
Models, sample problems
Practice tests
Provide options for
-expression
-levels of support
-planning and regulating behavior

37. Options for Executive Functions
Clear goals
Support planning & monitoring process
How did the redesign of the Marshmallow Challenge take this guideline into consideration?
Consider what you already do in your practice to support this checkpoint.
A source of variability around this guideline to think about is working memory, the ability to hold information in your mind and act on it. For example, in a math class, a teacher may tell students to first go to their desks, take out their math workbooks, turn to page 28, and then do #1-3. Someone with poor working memory will likely do the first task, go to their desk… but then will not be able to hold ‘in mind’ the next steps. Knowing that this variability in working memory exists, how can you design your lessons? Consider, for example, having options to monitor progress (ie: checklists) or visual cues (ie: directions/goals on the board). Not only will this help students with poor working memory, but it will likely help others (ie: those who came to class late!).
For more information on working memory:
CAST 2012

38. Importance of goals
Think about where you are looking at the picture. Then think about how you change strategies based on the goal.
Questions: (1) look at this image, (2) what are the ages of the people, (3) what is the material circumstance?
For more information about this study and the strategic networks:

39. The “Unexpected Visitor” picture was used to study eye gaze of volunteers as they looked at the picture. Notice how the eye gaze images are different. Different goals result in different eye gaze strategies.
Importance of Goals for attention and strategy!

40. CAST 2013

41. Ideas: Options for Executive Function
Progress charts, Checklists
Rubrics, agendas
Clear goal in multiple places
Provide options for
-expression
-levels of support
-planning and regulating behavior

42. As a table, UDL Guidelines review: Educator Worksheet

43. Reflect
What new ideas resonated in a way that may influence your practice?
How has material from today informed or aligned to your professional learning goals?
You can write, draw, record, build, , tweet…

44. UDL is framweork for diseginng cruirucla taht ebnale all ididnvuilas to gain knlowdege, slkils, and enthsuasim for laerinng. UDL prodives rcih sropptus for leraning and reuedcs briarers to the cruiruclum while minatanniig hgih aihecvemnet stndarads for all.

45. Homework!
What is your 30 second elevator speech to answer:
What is UDL?

46. Tomorrow: Bring an idea to work on
Lesson plan, faculty meeting…
Application to practice & explore some tools