Welcome! Universal Design for Learning (UDL)

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Welcome! Universal Design for Learning (UDL). Austin, TX May 28, 2014. For Online Resources: 1. Sign up for UDL Connect 2. Join our group: UDL in Austin, TX. Introductions. Allison Posey Email: aposey@cast.org. John Doak CAST cadre. Travel for summer vacation?. - PowerPoint PPT Presentation

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PowerPoint PresentationWelcome!Universal Design for Learning (UDL)Austin, TXMay 28, 2014@CAST_UDL | #UDL (C) CAST 20141For Online Resources:1. Sign up for UDL Connect2. Join our group: UDL in Austin, TX@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 group2IntroductionsAllison PoseyEmail: aposey@cast.org@CAST_UDL | #UDL (C) CAST 2014 3John DoakCAST cadre3Travel for summer vacation?Yes! I have been planning since 2013. Well see! Playing it by earNo- I am staying home and relaxing from my own couch!@CAST_UDL | #UDL (C) CAST 20144Choice for a late-night snack?Sweet-tooth (ice cream, chocolate)Salty (chips, pretzels)Health food junkie (carrots, apple)@CAST_UDL | #UDL (C) CAST 20145Where are you in understanding UDL?Just beginningKnow what the U D and L stand forTalk about UDLAsk me anything: I could lead this session!@CAST_UDL | #UDL (C) CAST 20146GoalsTo build understanding of how UDL addresses the challenge of learner variability To discuss applications and ways to share core UDL background with colleagues@CAST_UDL | #UDL (C) CAST 20147Your GoalsWhat are your goals for today?For your professional development?@CAST_UDL | #UDL (C) CAST 20148UDL Implementation takes time!@CAST_UDL | #UDL (C) CAST 20149Marshmallow Challenge10@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.10Rules11@CAST_UDL | #UDL (C) CAST 2014 Tallest freestanding structure- you be the judge!Entire marshmallow on topUse as much or little of the contents in bag not the bagcan break/cut the materials18 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.11Post Its:(~5 min)Individually:What is one success you noted?What is one change you would make next time?Discuss with team: Share with large group 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.12TED talk13@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.13Why begin with this exercise?Goal driven@CAST_UDL | #UDL (C) CAST 2014 14UDL goal for this exercise:Clear goalFlexible meansDesign to build a context that addresses variability14UDL Key Concept #1: Clarify Goal@CAST_UDL | #UDL (C) CAST 2014 15For 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)15When you know the goal, you know how to be flexible@CAST_UDL | #UDL (C) CAST 2014When you know the goal, you know how to be flexible@CAST_UDL | #UDL (C) CAST 2014UDL key concept #2: Variability@CAST_UDL | #UDL (C) CAST 2014OLD view of learning:From the new UDL Theory and Practice book: "Variability is the dynamic and ever-changing mix of strengths and challenges that makes up each learner" (Meyer, Rose & Gordon, 2014)18Variability@CAST_UDL | #UDL (C) CAST 2014 19For 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)19UDL key concepts: Goal and Variability@CAST_UDL | #UDL (C) CAST 2014Goal: Count the number of times the players wearing white pass the ball.@CAST_UDL | #UDL (C) CAST 2014Our expectations and our focus of attention determine what we actually perceive.http://teachertube.com/viewVideo.php?video_id=193583Here is another version of this video! http://www.youtube.com/watch?v=IGQmdoK_ZfY21UDL key concept #3: Context (environment) matters@CAST_UDL | #UDL (C) CAST 2014Context in school includes the learning curriculum and environment: materials, methods, classroom routines, environments22Context (environment) matters@CAST_UDL | #UDL (C) CAST 2014UDL Core Concepts: Goal, Variability, Context (environment)@CAST_UDL | #UDL (C) CAST 2014 24Video: 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=explore24Elbow buddy or table discussionWhat resonated?Discuss how the shoe or Rubicks cube example demonstrates UDL core concepts:Goal, variability, context (environment)Strategize how you will present UDL core concepts to your audience (ie: analogy?)@CAST_UDL | #UDL (C) CAST 2014 25Think 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)25Break@CAST_UDL | #UDL (C) CAST 2014

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