1. Welcome Back! Webinar 1 UDL Guidelines January 8, 2014

2. UDL Connect: http://community.udlcenter.org For Online Resources & Discussions http://community.udlcenter.org/group/udl- amherst-public-schools http://community.udlcenter.org (C) CAST 2013

4. Goal for today To build background about UDL Principle 1: Multiple Means of Representation – Explain how Principle 1 helps educators address variability in learners’ recognition networks – Understand how Principle 1 can be used as a lens for evaluating curricula for barriers and elements of UDL (C) CAST 2013

5. Review: What is UDL? UDL is a framework for designing learning experiences from the beginning to reach all learners: Variability is the rule Context matters (C) CAST 2013

6. Review: UDL Supports the development of Expert learners Resourceful, knowledgeable Strategic, goal directed Purposeful, motivated (C) CAST 2013

7. Review: 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

8. http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf 8 (C) CAST 2013 3 Principles, 9 Guidelines with checkpoints

9. http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf 9 Emphasizes the importance of removing unnecessary barriers (C) CAST 2013 3 Principles, 9 Guidelines with checkpoints

10. http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf 10 Emphasizes the importance of removing unnecessary barriers Highlights strategies for building expertise (C) CAST 2013 3 Principles, 9 Guidelines with checkpoints

11. http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf 11 Emphasizes the importance of removing unnecessary barriers Highlights strategies for building expertise Emphasizes the learning expertise towards achieving the goal (C) CAST 2013 3 Principles, 9 Guidelines with checkpoints

12. http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf 12 Emphasizes the importance of removing unnecessary barriers Highlights strategies for building expertise Emphasizes the learning expertise towards achieving the goal (C) CAST 2013 3 Principles, 9 Guidelines with checkpoints

13. As we discuss the UDL Guidelines, you may want to identify one lesson/learning experience from your practice that you will analyze. (C) CAST 2013

14. 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 work well to support learner variability (C) CAST 2013

15. Multiple Means of Representation CAST 201315

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

17. Variability in perception (C) CAST 2013 Considerations for Design Variability in language, mathematical expressions, and symbols Variability in comprehension

18. Activate your recognition network: perceptual illusions: http://michaelbach.de/ot/ http://michaelbach.de/ot/ Take 5 minutes and find one optical illusion to explore (C) CAST 2013

19. Activate your recognition network: perceptual illusions: http://michaelbach.de/ot/ http://michaelbach.de/ot/ When you were doing the illusion activity(s), think about how your recognition networks were processing the information. How do you think it might have differed from the other participants in this session? (C) CAST 2013

20. CAST 2012 Guideline 1: Options for presenting information Summary: Customize display Alternatives for auditory & visual information To learn more, explore 1 or 2 1.http://www.udlcenter.org/aboutudl/ud lguidelines/principle1http://www.udlcenter.org/aboutudl/ud lguidelines/principle1 2.https://sites.google.com/site/udlguideli nesexamples/home/provide-multiple- means-of-representation/provide- options-for-perceptionhttps://sites.google.com/site/udlguideli nesexamples/home/provide-multiple- means-of-representation/provide- options-for-perception

21. CAST 2012 Guideline 1: Options for presenting information Reflect : How you already do this in your practice? What impact could representing information in multiple ways have on students’ understanding? On their engagement with the subject? To learn more, explore 1 or 2 1.http://www.udlcenter.org/aboutudl/ud lguidelines/principle1http://www.udlcenter.org/aboutudl/ud lguidelines/principle1 2.https://sites.google.com/site/udlguideli nesexamples/home/provide-multiple- means-of-representation/provide- options-for-perceptionhttps://sites.google.com/site/udlguideli nesexamples/home/provide-multiple- means-of-representation/provide- options-for-perception

22. CAST 2012 Guideline 2: Options for language & symbols Summary: Vocabulary, symbols Cross-language supports Multi-media To learn more, explore 1 or 2 1.http://www.udlcenter.org/aboutudl/ud lguidelines/principle1http://www.udlcenter.org/aboutudl/ud lguidelines/principle1 2.https://sites.google.com/site/udlguideli nesexamples/home/provide-multiple- means-of-representation/provide- options-for-language-mathematical- expressions-and-symbolshttps://sites.google.com/site/udlguideli nesexamples/home/provide-multiple- means-of-representation/provide- options-for-language-mathematical- expressions-and-symbols

23. CAST 2012 Guideline 2: Options for language & symbols To learn more, explore 1 or 2 1.http://www.udlcenter.org/aboutudl/ud lguidelines/principle1http://www.udlcenter.org/aboutudl/ud lguidelines/principle1 2.https://sites.google.com/site/udlguideli nesexamples/home/provide-multiple- means-of-representation/provide- options-for-language-mathematical- expressions-and-symbolshttps://sites.google.com/site/udlguideli nesexamples/home/provide-multiple- means-of-representation/provide- options-for-language-mathematical- expressions-and-symbols Reflect : How does understanding the variability in recognition networks help educators in designing curriculum to meet the needs of all learners?

24. Support vocabulary Plasticity – To change from experience – Like plastic, flexible and can bend – The brain shows plasticity when you use it: it actually gets bigger! – Latin: Moveable, changeable CAST 2012

25. Options for comprehension Summary: Background knowledge Highlight patterns Maximize transfer To learn more, explore 1 or 2 1.http://www.udlcenter.org/aboutudl/ud lguidelines/principle1http://www.udlcenter.org/aboutudl/ud lguidelines/principle1 2.https://sites.google.com/site/udlguideli nesexamples/home/provide-multiple- means-of-representation/provide- options-for-comprehensionhttps://sites.google.com/site/udlguideli nesexamples/home/provide-multiple- means-of-representation/provide- options-for-comprehension

26. Importance of background information Antiques Roadshow http://www.youtube.com/watch?v=P90KcJDuhSQ http://www.youtube.com/watch?v=P90KcJDuhSQ

27. Educator Worksheet: use to reflect about a lesson: http://www.edutopia.org/stw-assessment-authentic-student-engagement-video CAST 2012

28. Reflect: Building Learning Experiences with a focus on Principle 1 What Options for Perception do you already incorporate in your lesson design? What new ideas do you have based on what you learned today? CAST 2012

29. Learning more about Principle 1 Learn more Read Chapter 4 in the online book: UDL – theory and practice, Multiple Means of Representation http://udltheorypractice.cast.org/reading?26&loc=chapter3.xml_l16 Session Activity Choose a learning experience (such as, a lesson or a meeting), define goals, identify barriers, and design/re-design the experience that increases opportunities for all learners with a focus on Principle 1.

30. Coming next week: Multiple Means of Action & Expression