1. Universal Design for Learning: A Framework for Teaching All Learners November 20 – 22, 2013 Grace Meo and George Van Horn (C) CAST 2013

2. UDL Connect: http://community.udlcenter.org For Online Resources & Discussions Our Group: http://community.udlcenter.org/group /udl-in-nyc-2013-2014 http://community.udlcenter.org http://community.udlcenter.org/group /udl-in-nyc-2013-2014

3. #UDLBronx2013 social media CAST UDL Center AIM Center Use Twitter? Use #UDLBronx2013 in your tweets during the workshop!#UDLBronx2013 #UDLchat: 1 st & 3 rd Wednesdays of the month, 9-9:30pm ET

4. What are we? (C) CAST 2013 Grace Meo gmeo@cast.org George Van Horn vanhorng@bcsc.k12.in.us

5. How many years in education? Less than 2 years Between 3 and 10 Over 10 years Over 20 years (C) CAST 2013

6. What is your role? Principal Assistant Principal Teacher Cluster Network Team Instructional Coach Other (C) CAST 2013

7. What is your grade level? Early Elementary Upper Elementary Middle School High School (C) CAST 2013

8. Where are you in your understanding about UDL? 1 = Just beginning, what does “UDL” even stand for? 2 = I know a little about UDL. 3 = Ask me anything about UDL: I could led this session! (C) CAST 2013

9. Day 1: Build your background To learn how UDL addresses challenges of learner variability Day 2: Application To strategize how to apply UDL to practice Day 3: Application To development a realistic plan of action Workshop Goals (C) CAST 2013

10. Agenda Day 1 – whole group UDL Background, part 1 – whole group Planning for UDL, part 2 – administrators Day 2 – classroom educators Diving deep into the guidelines Applying the guidelines to lessons Day 3 – whole group Sharing – Planning – Taking Action (C) CAST 2013

11. Build Background in UDL (C) CAST 2013

12. For this workshop? For your professional learning? (C) CAST 2013 What are your goals?

13. Activity: Preconceptions about UDL Goal: get to know someone new to you and understand preconceptions. Step 1: jot down your preconceptions about UDL, e.g. UDL is just good teaching or UDL is differentiated instruction. Step 2: find someone new to you, share your preconceptions and talk about what this is based on. (C) CAST 2013

14. 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

15. Individual Variability

17. (C) CAST 2013 Individual Variability

18. Developmental Variability Steven E. Peterson, Hanneke VanMier, Julie A. Fiez & Marcus E. Raichle

19. Context matters

20. UDL: Variability & Context Matter As you watch, think about: what you learned, what can you do, why is this important? (C) CAST 2013

21. Elbow buddy discussion Share a key take-away: What resonated? How do concepts o variability and context relate to the Rubik’s cube and the running shoes? How would you design a Rubik’s cube? (C) CAST 2013

23. Inspired by Universal Design … “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_us/about_us.htm (C) CAST 2013

24. What is the goal? What are barriers in the design for individuals to reach the goal? (C) CAST 2013

25. You can retrofit, however … (C) CAST 2013

26. How can you design from the beginning to reduce barriers so all can reach the goal? (C) CAST 2013

27. Goal. Barriers. Design. For all.

28. Choose one & discuss: Who was it designed for? What barriers were reduced? Who else benefits? Ramps Curb Cuts Electric Doors Captions on Television Easy Grip Tools… (C) CAST 2013

29. UD Assumptions 1.Not one size fits all – but alternatives for everyone. 1.Not added on later – but designed from the beginning. 1. Not access for some – but access for everyone. (C) CAST 2013

30. Clearing the path for someone with special needs, clear the path for all.

31. Building Background: Started ‘in the margins’ (C) CAST 2013

32. Building Background: Started ‘in the margins’ (C) CAST 2013 Think about a time when you designed something for one student and many benefitted.

33. What is UDL? (C) CAST 2013

34. Universal Design for Learning (UDL) A mindset for designing learning experiences all individuals can gain knowledge, skills, and enthusiasm for learning reduces barriers to the curriculum while maintaining high achievement standards for all (C) CAST 2013

35. UDL Accounts for variability and context Focuses on removing barriers from the curriculum, and not changing the student Provides guiding principles that informs the design of learning experiences Promotes tight goals and flexible means (C) CAST 2013

36. UDL, a translational framework (C) CAST 2013 Research and Innovation Practice

37. (C) CAST 2013 UDL, informed by neuroscience -Over one trillion neurons. -Massively interconnected set of networks. -The neurons don't change but their interconnections do -Practice makes permanent. http://UDLtheorypractice.cast.orghttp://UDLtheorypractice.cast.org Chapter 3© 2008 Xavier Gigandet, et al., PLoS ONE

38. (C) CAST 2013 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 UDL, focuses on 3 classes of networks

39. (C) CAST 2013 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 UDL Principles

40. (C) CAST 2013 3 Networks – 3 Principles

41. (C) CAST 2013 Key Concept: Expert Learner

42. UDL…Misperceptions: UDL… Provides high standards for all and promotes student responsibility. Is about watering down the curriculum. Recognizes that learner variability is the rule. Is just for students with special needs. Is a proactive way to plan for the variability of all learners. Is the same as differentiated instruction. Provides choice and options that are flexible, varied, and scaffolded, as appropriate. Requires technology. (C) CAST 2013

43. Activity: Preconceptions about UDL Goal: thinking about preconceptions Step 1: find another new colleague and discuss your preconceptions and what you have heard so far. (C) CAST 2013

44. Introduction to the UDL Guidelines After Stretch Break Goals: (C) CAST 2013

45. http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf 45 UDL Principles: strategies to address variability & context

46. 3 Principles (C) CAST 2013

47. Design for variability to reach goal Context matters (C) CAST 2013

48. Goal of learning: Expert learners Resourceful, knowledgeable Strategic, goal directed Purposeful, motivated (C) CAST 2013

49. 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 (C) CAST 2013

50. Identify & interpret patterns of sound, light, taste, smell, and touch Recognition Network: “what of learning” (C) CAST 2013

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

52. Evaluate and set priorities Affective Networks: “why of learning” (C) CAST 2013

53. Teach lessons that are ‘more full’ Use UDL Guidelines to build upon the design of learning environments Don’t have to use them all! – consider the goal & be strategic (C) CAST 2013

54. Variability & Recognition network Count how many times the players wearing white pass the basketball. (C) CAST 2013

55. Summary UDL is a framework based in brain sciences that has shown: – variability matters – context matters Support variability by using the UDL Guidelines strategically to design learning experiences for all students to reach your goal: – Options in Representation – Options in Action & Expression – Options in Engagement (C) CAST 2013

56. Build Background Knowledge (C) CAST 2013

57. Reflect What new ideas resonated in a way that may influence what you do in your practice? (C) CAST 2013

58. UDL Connect: http://community.udlcenter.org For Online Resources & Discussions Our Group: http://community.udlcenter.org/group /udl-in-nyc-2013-2014 http://community.udlcenter.org http://community.udlcenter.org/group /udl-in-nyc-2013-2014

59. 1. Sign up for the site 2. Join our group Join

60. Homework Join our workshop website Think of a lesson/unit that you will be teaching in the next few weeks – One that you already can predict will be difficult for some students – One that you would like to work on (C) CAST 2013

61. Planning for UDL: Challenges and Actions Reflection on key learnings from the large group session. Identify barriers in your school that need to be considered as you think about the application of UDL. (C) CAST 2013

62. Homework Join our workshop website Think about the action steps that will engage your team to move forward. (C) CAST 2013