Universal Design for Learning: Monday, April 28, 2014 BPS A Framework for Teaching All Learners 1@CAST_UDL | #UDL (C) CAST 2014.

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Universal Design for Learning:

Monday, April 28, 2014BPS

A Framework for Teaching All Learners 1@CAST_UDL | #UDL (C) CAST 2014 We will include diving deeper notes in this section of the Power Point.

Blackboard image from simplyjaki.com1Introductions2@CAST_UDL | #UDL (C) CAST 2014

BPSYou can also introduce yourselves on our UDL Connect site.2How many years in education?Less than 2 years

Between 3 and 10 years

Over 10 years

Over 20 years!3@CAST_UDL | #UDL (C) CAST 2014 3Who traveled the furthest to get here today?Less than 5 miles, I practically live here!

Between 5-15 miles

Between 15-30 miles, but felt like farther!

Over 30 miles, are you kidding me?!4@CAST_UDL | #UDL (C) CAST 2014 Where are you in your understanding about UDL?Just beginning, what does UDL stand for?

I know a little about UDL

I talk about UDL with colleagues

Ask me anything about UDL: I could lead a session!5@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 staff5Goals for todayBuild backgroundTo learn how UDL addresses challenges of learner variability

To strategize how to apply UDL to practice

6@CAST_UDL | #UDL (C) CAST 2014 To 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 environments6UDL implementation: takes time

7@CAST_UDL | #UDL (C) CAST 2014 Analogy! 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 (even up to to 7 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/fourdistricts

The goal of this workshop is to Explore UDL. 7What are your goals?

For this workshop today?

For your professional learning?8@CAST_UDL | #UDL (C) CAST 2014 Pause for a moment to consider why you signed up for this workshop. What are your personal and professional goals? You can write, draw, record, build (etc!) your goals and we will revisit these throughout the sessions.8

9@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.

9RULES:Tallest freestanding structureEntire marshmallow on topUse as much/little of the contents in bag (not the bag); can break, cut@CAST_UDL | #UDL (C) CAST 2014 10

http://www.online-stopwatch.com/world-games-running/

10With Post Its:(2 min)What is one success you noted?

What is one change you would make next time?

11@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.

11With 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.12@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.

12Watch the TED talk

13@CAST_UDL | #UDL (C) CAST 2014 http://marshmallowchallenge.com/Welcome.html

Kids 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.

13Why begin with this exercise?Goal driven

14@CAST_UDL | #UDL (C) CAST 2014 UDL goal for this exercise:Clear goalFlexible meansDesign to build a context that addresses variability14UDL Core concept #1:Have a clear goalMany goals: CCSS, district, lesson, department, WIDA

Share goals clearly, all understand

Consider flexible means to reach goal (UDL)

@CAST_UDL | #UDL (C) CAST 2014 15Clear goals matter@CAST_UDL | #UDL (C) CAST 2014

16UDL Core Concept #2: Variability

Old view of learning:

@CAST_UDL | #UDL (C) CAST 2014 17New understanding of learning: Variability

18@CAST_UDL | #UDL (C) CAST 2014 For 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.html

Image credit: Teaching Every Student in the Digital Age: Universal Design for Learning (Permission granted)

18Variability

@CAST_UDL | #UDL (C) CAST 2014 19UDL 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 pictures

David 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, environments20Context matters: even at the DNA level@CAST_UDL | #UDL (C) CAST 2014

21Goal. Variability. Context.What resonates for your practice?

22@CAST_UDL | #UDL (C) CAST 2014 Video: 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=explore22Elbow buddy discussionShare a key take-away: what resonated?

How do UDL core concepts of the goal, variability, & context relate to either the Rubik cube or running shoes?

23@CAST_UDL | #UDL (C) CAST 2014 Think 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)

23Questions: 3 key concepts to UDL framework

Goals, Variability, Context

Break

25@CAST_UDL | #UDL (C) CAST 2014 Building Background:Started in the margins

26@CAST_UDL | #UDL (C) CAST 2014 CAST 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.26Inspired 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.

27@CAST_UDL | #UDL (C) CAST 2014 Goal 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?

27UDL framework:Goal, Variability, Context (design)

28@CAST_UDL | #UDL (C) CAST 2014 Identify 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.28Design from beginning to reduce barriers so all can reach the goal29@CAST_UDL | #UDL (C) CAST 2014

This shows a staircase in Denver, CO. It is beautifully designed and is easily accessible for all (and is in the same location as the stairwell!). The margins can inform design, but make it available for everyone. 29 Choose one & discuss: the goal, who else benefits from the design?

RampCurb CutElectric DoorsCaptions on TelevisionEasy Grip Tools

30@CAST_UDL | #UDL (C) CAST 2014 It 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?

30UDL Curriculum: cognitive accessibilityGoal, Variability, DesignMake available for all31@CAST_UDL | #UDL (C) CAST 2014

The 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.31In your words, what is the UDL framework?

(write, draw, tweet, build, discuss)@CAST_UDL | #UDL (C) CAST 2014 32UDL Designs for variability

Changes the curriculum (context)--not the student

Clear goal, flexible means

33@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. 33UDLA 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/goals for all

34@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. 34

@CAST_UDL | #UDL (C) CAST 2014 Clearing the path for someone with special needs, clear the path for all.35Consider your new thinking with UDL, variability, and context.35 @CAST_UDL | #UDL (C) CAST 2014 http://www.funkylunch.com/

LUNCH, hour

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