• To understand the UDL Guidelines

• To consider applications to practice

Afternoon Goals:

Quadrant 1

Choose at least 1 person to put in each quadrant

Quadrant 2

Quadrant 3 Quadrant 4

Quadrant Partners

What is take away from the morning session?

3 Principles 9 guidelines to design for variability

3 Principles, 9 Guidelines with checkpoints

UDL Guidelines Image

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

Goal of learning:Expert learners

• Resourceful, knowledgeable • Strategic, goal directed• Purposeful, motivated

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

David Rose presents the UDL Guidelines

CAST 2012

Multiple Means to Access Guidelines

CAST 2012

Multiple Means to Access Guidelines

Build lessons that are ‘more full’

• Use UDL Guidelines to build upon the design of learning environments that support variability

Half Full Glass Image

Identify & interpret patterns of sound, light, taste, smell, and touch

Recognition Network: “what of learning”

CAST 2012

Variability & Recognition networkCount how many times the players wearing white pass the basketball.

Basketball Video Image

“We are designed to focus on whatever we are looking for.”

Jill Bolte Taylor, Stroke of Insight

Context & Recognition Network:What is this?

CAST 2012

Options for presenting information

• Customize display• Alternatives for auditory &

visual information

CAST 2012

Options for language & symbols

• Vocabulary, symbols• Cross-language supports• Multi-media

CAST 2012

• background knowledge• Highlight patterns• Maximize transfer

Options for comprehension

Plan, execute, monitor actions & skills

Strategic Networks: “how of learning”

CAST©2008

Phineas Gage: frontal lobe

Phineas Gage Image

CAST 2012

Options for physical actions

• Vary methods of response• Provide access to tools &

assistive technology

- GOAL - Draw a picture: ‘What is a pioneer’

Student DrawingImage

- GOAL - Tell me: ‘What is a pioneer?’

Student: ‘A pioneer is a person who has left their home to go West.’

2nd grade Student Picture

- 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

CAST 2012

Options for expressive skills & fluency• Tools to communicate &

compose• Graduated levels of support

for practice

CAST 2012

Options for executive functions• Clear goals• Support planning &

monitoring process

Importance of goals:

CAST 2012

What strategies are used to reach the goal?

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?

Find your Q1 partner

Share a highlight!

Sharing Image

Break

Evaluate & set priorities

Affective Networks: “why of learning”

You are going to do this…

How do you feel?

You are going to do this…

How do you feel?

You are going to do this…

How do you feel?

You are going to do this…

How do you feel?

How do you feel?

Appraisal

Activation

Resources: one’s perceived skills

& resources

Demands

Perceived level of challenge in environment

Is this Good for Me, or Bad for me?

Perceived Resources & Demands:

Focus on the Interaction

CAST 2012

Options for recruiting interest

• Options for choice, autonomy• Authentic, relevant• Minimize distractions

CAST 2012

Options for sustaining effort & persistence

• Salient goals• Vary demands, optimize challenge• Collaboration• Mastery oriented feedback

CAST 2012

Options for self-regulation

• Optimize motivation, coping strategies

• Self assessment & reflection

• 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

Cell Video

This workshop: build awareness

Reflect

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

Tomorrow:

• Application to practice:– Bring a lesson or item to work on

• Evaluation