Universal Design for Learning: A Framework for Teaching All Learners May 8-9. 2014 Wakefield, MA @CAST_UDL | #UDL (C) CAST 20141.
PowerPoint PresentationUniversal Design for Learning:A Framework for Teaching All Learners May 8-9. 2014Wakefield, MA@CAST_UDL | #UDL (C) CAST 2014 1Welcome, participants, please visit our registration table where you will:Make a name tentSign in (sheet)Fill out permissions sheet1UDL Connect:For Online Resources & discussions@CAST_UDL | #UDL (C) CAST 2014 2http://community.udlcenter.org/This is a site that can be used during the workshop and indefinitely after to build online resources, tools, links and discussions.Be sure to (1) Sign in to UDL Connect and (2) join our group21. Sign up for the site2. Join our group: UDL at CAST May 2014@CAST_UDL | #UDL (C) CAST 2014 3CAST social mediaCASTUDL CenterAIM CenterUse Twitter? Use #UDL in your tweets during the workshop!#UDLchat: 1st & 3rd Wednesdays of the month, 9-9:30pm ET@CAST_UDL | #UDL (C) CAST 2014 4Do a search for our three organizations on your favorite social media sites!There are too many to list on the slide, its easier for people to just do a search for the three organizations. Theyre easy enough to find on the four sites listed above (Twitter, Facebook, Google+ and YouTube). However, if people have trouble finding the sites, Ive included the direct links below:Connect with CAST:CAST on Twitter:https://twitter.com/cast_udlCAST on Facebook:https://www.facebook.com/CenterforAppliedSpecialTechnologyCAST on Google+:http://goo.gl/3q7OmCAST on YouTube:http://www.youtube.com/user/UDLCASTConnect with the National Center on Universal Design for Learning:UDL Center on Twitter:https://twitter.com/udl_centerUDL Center on Facebook:https://www.facebook.com/UDLCenterUDL Center on Google+:http://goo.gl/poBrjUDL Center on YouTube:http://www.youtube.com/user/UDLCenterUDL Connect Ning:http://community.udlcenter.org/Connect with the National Center on Accessible Instructional Materials:AIM Center on Twitter:https://twitter.com/aim_centerAIM Center on Facebook:https://www.facebook.com/AIMCenterAIM Center on Google+:http://goo.gl/JYjlMAIM Center on YouTube:http://www.youtube.com/user/AIMNationalCenter4IntroductionsAllison PoseyEmail: firstname.lastname@example.org@CAST_UDL | #UDL (C) CAST 2014 5How many years in education?Less than 2 yearsBetween 3 and 10 yearsOver 10 yearsOver 20 years!6@CAST_UDL | #UDL (C) CAST 2014 6Who traveled the furthest to get here today?Less than 5 miles, I practically live here!Within MassachusettsEast CoastIt took so long to get here7@CAST_UDL | #UDL (C) CAST 2014 Where are you in your understanding about UDL?1 = Just beginning: what does UDL stand for?2 = I know what the U the D and the L stand for!3 = I talk about UDL sometimes in my work4 = Ask me anything about UDL!8@CAST_UDL | #UDL (C) CAST 2014 We recognize there will be variability in the understanding and background of UDL. UDL supports to build background:The UDL Connect site has additional background videos and articles to read, re-read to build background or to dive deeperThe notes section of the power points will provide diving deeper options for those of you who already have a strong background. Feel free to read and explore the content. Foster collaboration: identify other participants who may be good supports for building understanding and for discussions.Add to the UDL Connect discussion posts or Tweets with comments and questions you have during the workshopDuring work time, ask for additional help from CAST staff8Getting to Know You:Scavenger Hunt@CAST_UDL | #UDL (C) CAST 2014 9The goal of this activity is to get to know other participants from the workshop. We have an international group and would like to benefit from the collective expertise in the room! At different points during the workshop, discussions could target different partners. 9Institute GoalsDay 1: Build backgroundTo learn how UDL addresses challenges of learner variabilityDay 2: ApplicationTo strategize how to apply UDL to practiceTo build tools & resources@CAST_UDL | #UDL (C) CAST 2014 10To meet these goals, we will provide multiple means of representing content, of being able to act with the content, and to engage with the objectives. (we will model UDL!)Knowing how people learn can purposefully design learning environments10Seen another way:Build BackgroundUDL GuidelinesApplicationLesson Planning@CAST_UDL | #UDL (C) CAST 2014 11Throughout the workshop, we will continue to reference research that has been done in neuroscience and cognitive science. 11This workshop: build awareness@CAST_UDL | #UDL (C) CAST 2014 12Analogy! This workshop is like your first visit with a travel guide with this visit, the travel guides will tell you about UDL & a journey you might want to take. At this point, you are not signed up to take the the real trip yet! You are just building your background.Implementation of UDL is a process of change that can take years to integrate at the classroom, school, and district level. The phases are recursive and can be revisited many times with growing understanding of UDL. For more information on UDL Implementation, visit the following site: UDL Implementation, A Tale of 4 Districts: http://www.udlcenter.org/implementation/fourdistrictsThe goal of this workshop is to Explore UDL. Other CAST programs that support beyond building awareness:CAST Institutes: Deeper Engagement for All LearnersUDL Lesson PlanningUDL Presenters Academy (become a UDL coach)CAST online courses:Deeper Engagement for All LearnersUDL Lesson PlanningUDL and ELL: coming soon!CAST free webinar seriesCAST books: UDL Theory and Practice, UDL Now: UDL and CCSS, Design and Deliver UDL12What are your goals?(write, draw, tweet, type, build)For this workshopFor your professional development@CAST_UDL | #UDL (C) CAST 2014 13Pause for a moment to consider why you signed up for this workshop. What are your personal and professional goals? You can write your goals and revisit often to be sure you are on the path to reach your target goals.Write, record, draw, build, tell an elbow buddy13Goal: to build collaboration around design@CAST_UDL | #UDL (C) CAST 2014 14Goal: to collaborate with peers around a design that utilizes any combination of materials in the bags to build the TALLEST structure with the FULL marshmallow on top!1415@CAST_UDL | #UDL (C) CAST 2014 18 minutes.Measure the Structures: From the shortest standing structure to the tallest, measure and call out the heights. If youre documenting the challenge, have someone record the heights.15RULES:18 minutes, team of 4Tallest freestanding structureCannot be suspendedEntire marshmallow on topUse as much/little of the contents in bag (not the bag); can break, cutHave fun, collaborate & be creative@CAST_UDL | #UDL (C) CAST 2014 16http://www.online-stopwatch.com/world-games-running/16With Post Its:(2 min)What is one success you noted?What is one change you would make next time?17@CAST_UDL | #UDL (C) CAST 2014 Variability in many aspects of the process. For example, some may prefer to just try/do while others like to plan. Some may enjoy the group collaboration, others may have preferred to work alone. Some may have had more background or have even done this challenge!Variability is the rule we know we will have variability in every classroom including this workshop! There is some predictable variability that we can begin to design for even before we meet the students/participants.UDL thinks about variability along 3 principles: representation, strategies, and engagement.17With Sticky Dots(2 min) Review your teams Post its Place a DOT where you agree.As a team, report one success & one change you would make.18@CAST_UDL | #UDL (C) CAST 2014 Variability in many aspects of the process. For example, some may prefer to just try/do while others like to plan. Some may enjoy the group collaboration, others may have preferred to work alone. Some may have had more background or have even done this challenge!Variability is the rule we know we will have variability in every classroom including this workshop! There is some predictable variability that we can begin to design for even before we meet the students/participants.UDL thinks about variability along 3 principles: representation, strategies, and engagement.18Watch the TED talk19@CAST_UDL | #UDL (C) CAST 2014 http://marshmallowchallenge.com/Welcome.htmlKids do Better than Business Students: On virtually every measure of innovation, kindergarteners create taller and more interesting structures.Prototyping Matters: The reason kids do better than business school students is kids spend more time playing and prototyping. They naturally start with the marshmallow and stick in the sticks. The Business School students spend a vast amount of time planning, then executing on the plan, with almost no time to fix the design once they put the marshmallow on top.The Marshmallow is a Metaphor for the Hidden Assumptions of a Project: The assumption in the Marshmallow Challenge is that marshmallows are light and fluffy and easily supported by the spaghetti sticks. When you actually try to build the structure, the marshmallows dont seem so light. The lesson in the marshmallow challenge is that we need to identify the assumptions in our project - the real customer needs, the cost of the product, the duration of the service - and test them early and often. Thats the mechanism that leads to effective innovation.19Why begin with this exercise?Goal driven 20@CAST_UDL | #UDL (C) CAST 2014 UDL goal for this exercise:Clear goalFlexible meansDesign to build a context that addresses variability20UDL Core concept #1:Clarify goalsMany goals: CCSS, district, lesson, department, WIDAShare goals clearly, all understandConsider flexible means to reach goal (UDL)@CAST_UDL | #UDL (C) CAST 2014 21Clear goals matter@CAST_UDL | #UDL (C) CAST 2014 22UDL Core Concept #2: VariabilityOld view of learning:@CAST_UDL | #UDL (C) CAST 2014 23Variability@CAST_UDL | #UDL (C) CAST 2014 24For example, these three functional magnetic resonance images (fMRI) are an example of individual variability. They show brain activity patterns of three different people performing the same simple, finger tapping task. The level of brain activity during performance of this task is designated using color. As you can see, each of these three individuals shows a unique pattern of brain activation.For more information on fMRI, visit Neuroscience for Kids: http://faculty.washington.edu/chudler/image.htmlImage credit: Teaching Every Student in the Digital Age: Universal Design for Learning (Permission granted)24UDL key concept #3: Context matters@CAST_UDL | #UDL (C) CAST 2014The context matters and impacts the learning style. For example, someone with the label of a ADHD may pay good attention in some contexts. A quiet student may thrive on stage and not be quiet A visual learner may prefer to listen to a book on tape a gifted reader may prefer to hear the book read aloud with picturesDavid Rose describes shooting basketball free throws at home v- at TD Garden during a Celtics game!Context in school includes the learning curriculum and environment: materials, methods, classroom routines, environments25Context matters- at many levels@CAST_UDL | #UDL (C) CAST 2014 26Reflect on your practice: how does a student in one class look different when in a different context (ie: on the stage, during lunch, with their parents)Examples include:Baby in water: the step reflex they do not have on land returns when in the context of water!Tale of 2 mice: these mice are identical twins! Based on their diet, environment, they are now very different: even their DNA is different! For more information, visit (video included): http://www.pbs.org/wgbh/nova/body/epigenetics.htmlA fun, elementary age book related is: Fish is Fish book, by Lionni (1970) where fish who cannot explore land talks with a frog who has been on land. As the frog describes things on land, the fish constructs new knowledge based on their own current knowledge!26UDL: Goal, Variability, Context (design)@CAST_UDL | #UDL (C) CAST 2014 27Video: Link (http://www.youtube.com/watch?v=8WClnVjCEVM) to the you tube video, Variability Matters (10:12 minutes)Todd Rose, from CAST presented at the Cyberlearning Research Summit on January 18, 2012.As you watch: what resonates? What new ideas were inspired? What applications can be made to practice? To watch another video (16 min) that explores Variability, watch David Rose and Todd Rose (they are not related!): http://udlseries.udlcenter.org/presentations/learner_variability.html?plist=explore27Elbow buddy discussionWhat resonated?Discuss how the goal, variability & context relate to either the shoe or Rubicks cube.@CAST_UDL | #UDL (C) CAST 2014 28Think about Todds argument: The design of Rubik cube & options for strategy lead to engagement and mastery.What happens when we design for the average? (shoes, for example)28Questions: 3 key concepts to UDL frameworkGoals, Variability, ContextBreak@CAST_UDL | #UDL (C) CAST 2014 30Building Background:Started in the margins@CAST_UDL | #UDL (C) CAST 2014 31CAST began as a small group of neuropsychologists in the early 1980s. Based on the medical model of diagnosing individuals with problems of learning, the initial team was dissatisfied with their recommendations which did not seem to support the student once he/she left the clinic. They found that many of their design modifications, recommended for one student, could benefit others in the classroom as well. Initial work was to take advantage of emerging technologies that could help a student with disability overcome barriers in the environment. For example, a word processor could help a student who struggled with the fine motor skills needed to write with a pen. We believed that digital tools could offer the flexibility that could be powerful levers for students who most needed better leveragestudents with disabilities. 1986 CAST, Inc.31Inspired 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.@CAST_UDL | #UDL (C) CAST 2014 32Goal for this session: to understand how UD informed UDL in thinking about design, barriers, and goals. What are some of the barriers to typical design?32Goal. Variability. Design@CAST_UDL | #UDL (C) CAST 2014 33Identify the goal:Identify barriers that prevent access to the building. Extend the possible barriers to individuals without the obvious disabilities, e.g. someone pushing a baby carriage will have difficulty with access; someone with a dolly will have trouble bringing packages into the building, someone for whom English is not their primary language will not be able to read the Post Office sign over the doorway.Think about design, recognizing that variability is the rule and make the design available for everyone.33Goal. Variability. Context (design). For all.@CAST_UDL | #UDL (C) CAST 2014 34Site from Denver, Colorado34 Choose one design & discuss: How does the design help many reach the goal?RampsCurb CutsElectric DoorsCaptions on TelevisionEasy Grip Tools@CAST_UDL | #UDL (C) CAST 2014 35It is now expected that the physical environment is designed to accommodate the broadest range of users from the start. What are other examples of ways we have reduced barriers for physical accessibility? 35Curricular Access: Goal. Variability, Context/designFor all@CAST_UDL | #UDL (C) CAST 2014 36The goal of UDL is to take the theory of UD and apply it to learning environments, thinking about the goals, barriers, and design of lessons, units, homework, etc.36Morning SummaryIn your words, what is the UDL framework?(write, draw, tweet, build, discuss)@CAST_UDL | #UDL (C) CAST 2014 37UDL Designs for variability Changes the curriculum (context)--not the student Clear goal, flexible means38@CAST_UDL | #UDL (C) CAST 2014 This is the beginning of the concept that UDL is a framework for designing curriculum. The idea is that we want to enable all learners to gain knowledge, skills, and enthusiasm for learning through the design of learning experiences. (UDL shifts the focus away from differentiating a text down to providing access up, educator from Harvard Institute, 2013)We do not view UDL as another initiative, but rather a framework for thinking about and aligning other initiatives. 38UDLA mindset for designing learning experiencesAll individuals can gain knowledge, skills, and enthusiasm for learningreduces barriers to the curriculum while maintaining high goals for all39@CAST_UDL | #UDL (C) CAST 2014 This is the beginning of the concept that UDL is a framework for designing curriculum. The idea is that we want to enable all learners to gain knowledge, skills, and enthusiasm for learning through the design of learning experiences. (UDL shifts the focus away from differentiating a text down to providing access up, educator from Harvard Institute, 2013)We do not view UDL as another initiative, but rather a framework for thinking about and aligning other initiatives. 39Coming this Afternoon:Learning Brain & UDL GuidelinesRecognition: the what of learning Multiple means of representationStrategic Network: the howMultiple means of action and expressionAffective Network: the why Multiple means of engagement@CAST_UDL | #UDL (C) CAST 2014 The three principles come from understandings of what learning really isCog science, neuroscience, what comprises learning, what are the differnces between individual learnersThree simple principles for any learning situation, how does individual pick up info, show what they know, and engage with the learningThree 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 neuroscienceEducation goal, not to provide information or even specifi skillsNeed learners who are expert, best at what they can beKnowledgeable, 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 passiveAnd finally expert learners are driven by wanting to learn more, seem incredibly interested and focused, motiavated, to learn even more403 column Representation@CAST_UDL | #UDL (C) CAST 2014 Take a minute and download, bookmark, and/or print the UDL Guidelines from this link off the National Center on UDL: http://www.udlcenter.org/aboutudl/udlguidelines/downloadsIf you have already learned about the UDL Guidelines, use this opportunity to think more deeply about your own practice. For example, what are specific ways you can connect the UDL Guidelines to your practice. How might you share these ideas with colleagues?41@CAST_UDL | #UDL (C) CAST 2014 Learning Wheel Representationhttp://udlwheel.mdonlinegrants.org/@CAST_UDL | #UDL (C) CAST 2014 Phone app RepresentationMake your own Representation!@CAST_UDL | #UDL (C) CAST 2014 Goal of learning:Expert learnersResourceful, knowledgeable Strategic, goal directedPurposeful, motivated@CAST_UDL | #UDL (C) CAST 2014 Think of someone you know who is an expert learner. What is it that he/she does?45@CAST_UDL | #UDL (C) CAST 2014 Clearing the path for someone with special needs, clear the path for all.46Consider your new thinking with UDL, variability, and context.46 Coming this afternoonUDL Guidelines@CAST_UDL | #UDL (C) CAST 2014 47 @CAST_UDL | #UDL (C) CAST 2014 http://www.funkylunch.com/ LUNCH, 1 hour