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UDLUniversal Design for
Learning“Making the Most of Learner Variability”
Goals for the DayO Re-introduce the UDL Guidelines,
Principles, and Checkpoints.O Illustrate how UDL can help all
students.O Set up a schedule for UDL
Implementation.O Differentiate between UDL and DI.O Create or revise a lesson that
incorporates UDL standards.O Work together as a team.
Choose Quadrant Partners
OYou will need ONE partner for each square.
OExchange names in the boxes.OGet one partner at a time to make
sure that you’re both available for the same quadrant.
OChallenge yourself to move outside your “comfort zone” partners and your content team. You can work with them later.
The Goals of Education
O Let’s agree on these so we can move forward:
O Educators are here not just to teach content…but to teach students to be lifelong learners!
O Teachers need to not only show students WHAT to learn, but also HOW to learn.
O Students will learn to want to learn if they know how to learn in their own highly individual and flexible ways.
How can UDL Help?O Universal Design for Learning (UDL) helps
teachers by providing simple guidelines for understanding how to create lessons that meets the needs of all learners.
O The UDL principles can assist in reducing barriers, and optimizing levels of challenge and support for all learners.
What is UDL?
O It’s a set of principles for curriculum development that gives all individuals equal opportunities to learn.
OUDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone.O Creates flexible, individualized classroomsO Not a one-size-fits-all solution
Shoe Example
Q: What if manufacturers only made one size of shoe?
1. How do manufacturers deal with this issue?2. How does this idea apply to education and
UDL?3. What can we, as teachers, do to affect
change?
Why UDL?O Individuals bring a huge variety of skills, needs,
and interests to the learning environment.
O UDL helps meet the challenges of learner variability by recommending the use of flexible instructional materials, techniques, and strategies that empower teachers and students.
O If you plan for learner variability from day one, you can avoid time-consuming, after-the-fact changes.O Let’s be proactive, instead of reactive!
Funny…and Proves the Need for UDL in our Classrooms!
Impact on Teacher Evaluations
O UDL is already tied to our evaluations.O In the future, that connection will be more
explicitly defined.O The CRHS school-based UDL team will
meet with A and S team in January to iron our details.
O 2014 – 2015 is a no-fault year!O What a great opportunity to experiment
with UDL!O Take this time to explicitly tie what you
already do to the Guidelines!
Here’s a Video!The following video presents a lot of the same information, but represents a different means of representation.
https://www.youtube.com/watch?v=aaSZqgr2eUM
Post-video Questions: Get with your Quad 1 Partner!1. What did you learn from the video that wasn’t
covered in other parts of the presentation?2. How might students benefit from this type of
instructional activity?
Sources
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
http://www.udlcenter.org/aboutudl/udlguidelines
https://teal.ed.gov/tealGuide/udl
Review Guidelines
OWe know you’ve seen this before!
OReally dig deep to internalize the Principles, Guidelines, and Checkpoints.
OBe sure to label your chart in your own way.
ONo one lesson will include everything!
Implementation Process
OGet with your Quad 2 Partner!
OWhat do you make of the chart to the right?
OHow much time should it take to implement the EDL process?
Implementation Calendar
O September 2014 O Integrate any one Checkpoint under “Accessing Info”O Guidelines 1, 4 and 7
O October 2014O Integrate any one Checkpoint under “Interpret & Process”O Guidelines 2, 5, and 8
O November 2014O Integrate any one Checkpoint under “Internalize”O Guidelines 3, 6, and 9
O December 2014O Integrate one Checkpoint in any two Guidelines!
Take A Break!
Dance ReflectionsO Get with your Quad 3 Partner!
O Think about the following ideas:1. What does it mean to be in a group vs. being on a team?2. What does “taking a risk” look like?3. A Change in Behavior A Change in Attitude
O Be ready to “share out” on one of these topics!
UD vs. UDL vs. DI Article
OGet with your Quad 4 Partner!
ORead the article, and discuss the similarities and differences between the three ideas.
OWhat sets UDL apart from the other initiatives?
Apply the GuidelinesO Work with your Content Team!
O Review the UDL GuidelinesO Brainstorm how we already use these in our
lessons, or how we could be using them.O Be specific to reference the checkpoints.O Be ready to share part of your discussion.
O We have a great head start over other schools!
Summary PostersOWork with your Table Group!
OCreate a representation of your learning from today’s session.
OUse any/all the resources available!
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