Towson University, College of Education Department of Special Education

SPED 644.211 Universal Design for Learning and Differentiated Instruction

Instructor / Contact Information : Brenda Workmeister, bworkmeister@bcps.org, 410-446-1072Office Location/Hours: Armistead Gardens by appointmentCourse Location/Time: Armistead Gardens /4:15-6:45pm

REQUIRED TEXTS and READINGS:Text: Rose, D.; Meyer, A.; Gordon, D. (2013). Universal Design for Learning: Theory and Practice. CAST: Wakefield, MA. Digital text: Retrieved online at http://udltheorypractice.cast.org/loginPaper text: Purchase at http://www.amazon.in/Universal-Design-Learning-Theory-Practice/dp/0989867404

Articles: Selected articles will be assigned on a weekly basis (see bibliography and tentative course outline for details). These articles will be linked on the SPED 644 Course Gateway at http://cooklibrary.towson.edu/gateways/page.cfm?pageid=234 or on the UDL Connect site: http://community.udlcenter.org/group/sped-644-spring-2014-armistead-gardens

Optional TextText: Novak, K. (2014) UDL Now A Teachers’ Monday-Morning Guide to Implementing Common Core Standards using Universal Design for Learning. CAST: Wakefield, MA.

TOWSON UNIVERSITY COLLEGE OF EDUCATION’S MISSION : To inspire, educate and prepare facilitators of active learning for diverse and inclusive communities of learners in environments that are technologically advanced.

TOWSON UNIVERSITY’S CONCEPTUAL FRAMEWORK: All students should be able to identify and discuss the Conceptual Framework. It is our mission statement that is operationalized by required content, professional and pedagogical national, state, and institutional standards.

COURSE DESCRIPTION: SPED 644 UNIVERSAL DESIGN FOR LEARNING AND DIFFERENTIATED INSTRUCTION (3) Designed for both teachers and administrators with a focus on applying the universal design for learning framework to current instructional practices, specifically, the design of flexible goals, materials, methods, and assessments that accurately reflect and encourage student learning.

COURSE GOALS: The purpose of this course is to introduce special and general educators to the Universal Design for Learning Framework and differentiated instructional practices. The course will focus on current research and practices pertaining to:

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1) Goals and indicators of students performance prior to and throughout instructional units;

2) Methods, specifically strategies for differentiating content, process, product and environment;

3) Materials that are flexible and can be customized and adjusted for individual needs; and4) Assessment practices that accurately reflect and encourage student learning.

Council for Exceptional Children (CEC) Program and Interstate New Teacher Assessment and Support Consortium (InTASC) Standards Addressed in this Course

CEC Preparation Standards InTASC Teacher Standards

A. Learners and Learning A. Learner and Learning

1. Learner Development and Individual Learning Differences

2. Learning Environments

1. Learner Development

2. Learning Differences

3. Learning Environments

B. Content B. Content

3. Curricular Content Knowledge 4. Content Knowledge

5. Applications of Content

C. Instructional Pedagogy C. Instructional Pedagogy

4. Assessment

5. Instructional Planning and Strategies

6. Assessment

7. Planning for Instruction

8. Instructional Strategies

D. Professionalism and Collaboration D. Professionalism and Collaboration

6. Professional Learning and Ethical Practice

7. Collaboration

9. Professional Learning and Ethical Practice

10. Leadership and Collaboration

Teachers are expected to routinely use technology to support student learning and assessment. Use of technology has been embedded within the CEC and the InTASC standards. To ensure a clear connection between courses taught within the College of Education and the use of technology, the College of Education developed a standard specifically addressing technology within education (i.e., COE Standard 11). COE 11 also aligns with the Maryland Teacher Technology Standards http://www.towson.edu/coe/ncate/preparation/documents/MDTchrTechStdsMTTS.PDF

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Upon completion of this course, students will have knowledge of and be able to demonstrate behaviors and competencies as described below:

COURSE OBJECTIVES:•Demonstrate an understanding of learning theory, subject matter, curriculum development and student development and know how to use this knowledge in planning instruction to meet curriculum goals. (CEC 1, InTASC 1, 4)•Develop and implement motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments. (CEC 2/InTASC 3)•Use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities. (CEC 3/InTASC 4,5)•Use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. (CEC 4, InTASC 6)•Consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities. (CEC 5, InTASC 7,8)•Use technologies to support instructional assessment, planning and delivery for individuals with exceptionalities. (CEC 5, InTASC 7,8)•Create and implement lesson plans that use multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities and that help students assume responsibility for identifying and using learning resources. (CEC 5/InTASC 8)•Demonstrate an understanding of the significance of lifelong learning and participate in professional activities and learning communities. (CEC 6, InTASC 9)•Advance the profession by engaging in activities such as advocacy and mentoring. (CEC 6, InTASC 9)•Provide guidance/direction to paradeducators, tutors and volunteers. (CEC 6, InTASC 9)•Collaborate to promote the well-being of individuals with and without exceptionalities across a wide range of settings and collaborators. (CEC 7, InTASC 10)•COE Technology Standard - Teachers are expected to routinely use technology to support student learning and assessment. Use of technology has been embedded within the CEC and the InTASC standards. To ensure a clear connection between courses taught within the College of Education and the use of technology, the College of Education developed a standard specifically addressing technology within education (i.e., COE Standard 11). COE 11 also aligns with the Maryland Teacher Technology Standards http://www.towson.edu/coe/ncate/preparation/documents/MDTchrTechStdsMTTS.PDF

ESSENTIAL DISPOSITIONS FOR EDUCATORS:At Towson University, we recognize the importance of preparing candidates who are worthy to join the education profession. All students enrolled in the Professional Education Unit programs are expected to develop a professional conscience by demonstrating important human characteristics and dispositions necessary to work with diverse and inclusive communities of learners. Following is a list of dispositions, including important diversity

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proficiencies, which have been identified as core behaviors expected of all graduates of all Unit programs. As candidates progress through coursework and field experiences, they are expected to demonstrate increased understanding and eventual mastery of these dispositions.

Commitment to Professional Practice The successful candidate:

o Respects and models high academic standards, and demonstrates proficiency in academic writing and professional oral presentation. (INTASC/CEC Standards 6, 9)

o Demonstrates a repertoire of pedagogical skills that develop all students’ critical and independent thinking, and performance capabilities. (CEC/INTASC Standards 4,5,7)

o Uses ongoing assessment as an integral part of the instructional process. (INTASC/CEC Standard 8)

o Reflects on practice regularly in order to improve student learning. (INTASC/CEC Standard 9)

o Makes decisions based on ethical and legal principles, including respect for confidentiality. (INTASC/CEC Standards 1,9)

Caring for the Success and Well-being of All Students The successful candidate:

o Believes that all students can learn and persists in facilitating their success. (INTASC/CEC Standards 2, 3, 4, 5, 7, 9)

o Accepts and demonstrates responsibility for improving learning for all students. (INTASC/CEC Standards 2, 3, 4, 5, 7, 9)

o Values co-operation with colleagues, students, and families by respecting their views on improving student achievement. (INTASC/CEC Standard 9)

o Models the virtues of an educated person, including the drive to work hard and become flexible. (INTASC/CEC Standard 9)

o Demonstrates culturally responsive teaching and celebrates cultural differences. (INTASC/CEC Standards 1, 2, 3, 5, 6, 7, 8, 9, 10).

Collaboration with Colleagues and Stakeholders The successful candidate:

o Establishes and contributes to a positive learning climate for all students. (INTASC/CEC Standards 2, 3, 4, 5)

o Engages in continual learning and discussion with other professionals. (INTASC/CEC Standards 9, 10)

o Recognizes families, colleagues, and supervisors as partners in teaching and learning by creating opportunities to involve them in instructional decisions. (INTASC/CEC Standards 3, 9, 10).

o Seeks expert knowledge in order to improve teaching and learning. (INTASC/CEC Standards 9, 10)

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o Accepts suggestions and implements changes to improve professional practice. (INTASC/CEC Standard s 9, 10)

COURSE POLICIES:

Participation: The format of this course includes case studies, lecture/discussions, hands on activities and problem solving. Students are expected to be prepared, actively involved, and willing to share their perspectives, knowledge and experiences. Students will earn participation points during each class meeting.

Attendance: Students are expected to attend all class sessions. If you are unable to attend, you are expected to notify the instructor prior to missing class. You are responsible for obtaining all notes, handouts, assignments, etc—you may retrieve most class materials from the course Blackboard site or Connect site. If you miss class more than once or miss portions of two classes, your grade may be lowered by one letter grade. In the case of extended illness, you are responsible for contacting the instructor immediately, and options will be discussed.

Class Cancellation: In the event of inclement weather, please listen for announcements of Towson University closings, which are made by WBAL (1090 AM), on TV, on the TU web, and through TU text messaging. Please note: Courses that are taught at school sites follow the closing policy of the district. If schools are closed due to inclement weather (either early closing or full day closing), no classes will be held. In the event of a cancellation, you will be provided with an applicable on-line or other alternative assignment that requires comparable instruction and time to complete.

Technology: This is a technology-enhanced course. Throughout the semester, we may utilize Blackboard, synchronous or asynchronous web platforms and a variety of Web 2.0 tools. In addition, course materials can be accessed by visiting the Course Gateway for SPED 644, housed on the Cook Library Website: http://cooklibrary.towson.edu/gateways/page.cfm?dept=SPED&class=644 and the UDL Connect site for SPED 644. Every effort will be made to communicate important information via email, but students are reminded to visit the Connect site to check for announcements and detailed information about assignments.

Blackboard tech support: Self Help Documents: http://www.towson.edu/blackboard/studentresources.asp Email support: blackboard@towson.edu

Technology Etiquette: Please set the ringer to your cell phone to vibrate or silent while you are in the

classroom. Unless there is an emergency, you should not be making or receiving phone calls or text messages during class.

The computers in the classroom are for academic use. Unless used for a class activity, please refrain from accessing your email and browsing non-academic sites.

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Failure to adhere to the technology etiquette guidelines will result in a deduction of points from your participation grade.

Professional Behavior: It will be expected that all students in graduate education courses will conduct themselves in a professional manner. This includes interpersonal dealings, conflict resolution, and managing responsibilities with college staff, fellow students, and field placement personnel. The final grade may be lowered by one full letter grade for inappropriate behavior and/or failure to demonstrate the characteristics described in the essential dispositions.

Academic Integrity Policy: In all matters concerning academic integrity, cheating, and plagiarism, this course will comply with the Student Academic Integrity Policy as published by the Towson University Office of Judicial Affairs. The policy is available on the Provost’s website: https://inside.towson.edu/generalcampus/tupolicies/documents/03-01.00%20Student%20Academic%20Integrity%20Policy.pdf

Writing Standards: Students are expected to apply professional standards to all work presented to the instructor, this includes written and electronic communication. The standard format for any written work in the College of Education is American Psychological Association (APA) Formatting and Style , or APA, unless otherwise indicated by the instructor. If you are unfamiliar with APA, it would benefit you to purchase the Publication Manual of the APA (6th ed.). Be sure to proofread your work and correct spelling, grammar and punctuation errors. You are also expected to use Person First language, (e.g., not “disabled students,” but “students with disabilities”). Always make a copy of your work for your records before submitting the original. You are responsible for submitting all assignments on time. An assignment will be considered late if it is not submitted at the class it is due. Assignments that do not follow professional standards are also subject to a grade penalty.

Additional resources for APA formatting: Towson University Cook Library website

http://cooklibrary.towson.edu/helpguides/index.cfm?list=tags&tag=%20APA Special Education library liaison (Claire Holmes) is also available to assist you

with applying professional writing standards. Her contact information is located at http://pages.towson.edu/cholmes/

APA tutorials at http://www.apastyle.org The tutorial for new users takes less than 22 minutes to complete.

A highly recommend resource is the Purdue Online Writing Lab (OWL) http://owl.english.purdue.edu/owl/resource/560/01/

While the additional resources may be helpful, they should not be considered a substitute for directly consulting the APA manual (6th ed.).

Email Communication: All electronic communication regarding this course will be through the student’s Towson University email account only.

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Concentration Statement: When completing projects and/or assignments in this course, TU students should select or will be assigned topics/observations which focus on the educational level of PreK-12 students in their declared area of special education concentration, e.g., infant/primary, elementary/middle or secondary/adult.

Diversity Statement: Diversity is a broad, dynamic term that includes, but is not limited to, ethnicity, race, gender, socioeconomic status, exceptionality, language, religion, sexual orientation, gender identity, and geographical location. Our values, beliefs, customs, and behaviors are shaped by any one or any combination of these attributes.

The lens through which our perceptions of diversity are constructed continuously change as a result of not only the context within which diversity is examined, but also the evolving of our individual sense of self.

The Department of Special Education at Towson University recognizes the importance of diversity in the development of the knowledge, skills, and dispositions required of professional educators. Each course within the department provides students in teacher preparation programs with various information, activities, and assignments to guide them in developing the knowledge, skills, and dispositions that will enable them to work within diverse communities.

MSDE Institutional Performance Criteria for Diversity

Programs prepare professional educators to teach a diverse student population (ethnicity, socio-economic status, English Language Learners [ELL], giftedness and inclusion of students with special needs in regular classrooms).a. The program provides instruction to - and assesses proficiency of - teacher candidates in developing and implementing integrated learning experiences for diverse student needsb. The program provides instruction to - and to assesses proficiency of - teacher candidates in planning instruction, adapting materials, implementing differentiated instruction, and to provide positive behavior support for students with disabilities in an inclusive classroomc. The program provides instruction to - and assesses proficiency of - teacher candidates in how to differentiate instruction for English Language Learners (ELL)d. The program provides instruction to - and assesses proficiency of - teacher candidates’ in how to differentiate instruction for gifted and talented studentse. The program provides instruction to - and assesses proficiency of - teacher candidates in how to collaboratively plan and teach with specialized resource personnel

Within SPED 644 ways of developing the necessary knowledge, skills, and dispositions are reflected in the Using UDL to Solve Problems, the Lesson/Professional Development and the Self-Reflection projects to identify specifically how students will have diversity-related opportunities to learn.

Americans with Disabilities Act Compliance: Any student who may need an accommodation due to a disability should make an appointment with his/her instructor immediately in order to

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ensure all necessary accommodations. A memo from the Towson University Disability Support Services office (410-704-2638) will be needed.

Conferences: I assume that all students will be successful in this course. I am available for individual conferences with students when requested. If you feel you are having difficulty with the course, need further clarification of assignments, or assistance, please see me as soon as possible.

Withdrawal Date: The last day to withdraw with a grade of “W” is posted on the web. It is the the student’s responsibility to verify this information. You must officially withdraw from the course per TU policy—an email to the instructor is not sufficient.

Incomplete (I): Please note that the grade of (I) is assigned at the end of the term because of verifiable medical reasons or for other documented circumstances beyond the control of the intern. Unless the course is completed within the 180 days, the grade becomes an F unless changed to another letter grade. It is the responsibility of the student to make arrangements to complete course requirements to change the grade of I. Please refer to the Towson University Graduate Catalog or Towson University Undergraduate Catalog.

Repeating a Course: In accordance with university policy, a student may not repeat this course more than once without prior permission of the Academic Standards Committee.

Course/Instructor Evaluation Procedures: Student evaluations play a crucial role in my delivery of this course. This semester, all course evaluations will be administered online during the last two weeks of the course. You will receive an email with a link to the website with directions on how to access the survey. It is important that you complete the survey because I use the results to modify the course and assess my teaching, and the University uses the results to address technology and facility needs. You can be assured that your responses will be confidential. The results will be transmitted to me after the grading period and they will not include any identifying information. Any questions regarding the evaluations or the procedures governing its distribution and completion may be directed to Dr. Betsy Neville, Chairperson, Department of Special Education, Psychology Building, Room 311, 410-704-4499.

COURSE REQUIREMENTS:Classwork (25%):

Attendance and Participation Attendance and participation are essential to success in this course. Frequent absences could result in a reduction of your overall grade (see Attendance Policy above). During each class meeting, you can earn points by attending to the class discussion and sharing comments, questions and ideas. In addition, all students will be assigned to take notes at least once throughout the semester. When it is your turn to take class notes, you will be responsible for posting your notes to the UDL Connect site within 48 hours of class.

Ongoing Assessments: Quick “checks for understanding,” “mini-group” assessments and 3-2-1 application assignments will be conducted regularly. Examples of

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assessments in this category include, but are not limited to: role-plays, case studies, journal reviews, software/web 2.0 workshops and reflection/application activities.

Learning Environment Design/Reflection (UDL Planning Tool)--(25%): In order to successfully embrace and implement Universal Design for Learning (UDL), educators must complete a shift in the way they view their learning environment and the curricula (the goals, method, materials, and assessments) that have traditionally been used in schools. For this reason, UDL requires a conceptual change. SPED 644 is designed with this in mind. You will complete a learning environment design (actually a self-evaluation) during week one and again during week fifteen. This reflective assignment will challenge you to compare your self-evaluations and discuss your personal growth throughout the course. Indicators for future focus should also be identified and discussed. See directions and grading scale on p. 18.

Using UDL to design learner centered experiences (25%): Teachers: UDL forces educators to think beyond their current conceptions about teaching and learning. Apply your knowledge of the UDL principles in order to create a problem based learning module OR an example of content created to support a “flipped classroom.” After you complete this project, use the Educator Worksheet to reflect on your choices. See directions and rubric on p. 19.

Administrators: Identify a current challenge in your school and be prepared to describe this challenge. Apply the UDL principles in order to provide options and flexibility. Inspiration will be provided in class, but examples could modeling instructional practices, helping teachers understand their own needs, or building relationships with community members. After you complete this project, use the Educator Worksheet to reflect on your choices. See directions and rubric on p. 19.

Design a lesson /professional development using the principles of UDL (25%):Teachers: LESSON: Using UDL Exchange (http://udlexchange.cast.org/home) create a lesson plan applying your knowledge of the UDL framework. You must specifically address how you will provide multiple means of representation, action and expression, and engagement in your lesson using the resources discussed in this course. After you create this product, use the reflection section to discuss the implementation of your lesson. See directions and rubric on p. 22.

Administrators: STAFF DEVELOPMENT: Identify objectives for planning a staff development designed to introduce the UDL framework. Using UDL Exchange (http://udlexchange.cast.org/home) plan your staff development. Identify resources that you will utilize during your staff development. You must specifically address how you will model multiple means of representation, action and expression, and engagement in your presentation. After you create this product, use the reflection section to discuss the implementation of your professional development . *With instructor and administrator

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consent, this option is available to teachers charged with disseminating information about UDL to colleagues*

Note: Please be sure to provide all materials/resource sheets indicated in your plan or professional development. For example, if you use Book Builder to create a tiered reading to provide multiple means of representation, be prepared to show your book. If you create a project menu to offer students multiple means of action and expression, be prepared to share the menu. If you engage your staff with a form of multimedia, be prepared to link to that item and describe your intended use.

Overall Evaluation of Course Requirements (in addition to rubrics/grading scales):In general, all assignments will be evaluated on the basis of:

Accuracy of information presented Thoroughness, depth, and completeness of research and reflection Adherence to guidelines and criteria Clarity and organization Relevance to course content Application of course content and readings to the assignment Evidence of critical thinking Evidence of creative thinking and originality Application of the UDL Guidelines Evidence of reflection Use of Educator Worksheet (for selected assignments)

Additional criteria may apply, based on the nature of the assignment.

GRADING:

GRADUATE GRADING SCALE:

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Assignment Percentage of Grade

Classwork: Attendance and Participation, Ongoing Assessments

25%

Using UDL to design learner centered experiences

25%

Design a lesson/professional development using the principles of UDL

25%

Learning Environment Design/Reflection

25%

Total 100%Grade Grade Points Per

Credit UnitA = 93.5-100% 4.00A- = 90-93.4% 3.67B+ = 85-89% 3.33B= 80-84% 3.00C = 70-79% 2.00F = 0-59% 0.00

I=Incomplete (In accordance with Towson University policy, the course grade of incomplete will be given only in cases of emergency or illness that are documented to be beyond the student’s control.)

BIBLIOGRAPHY

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Center for Applied Special Technology. (2010).UDL Pedagogical Considerations.

Center for Applied Special Technology. (2010).Perspectives on large-scale assessment, universal design, and universal design for learning. Retrieved October 11, 2010 from http://www.cast.org/policy/assessment/index.html.

Council For Exceptional Children. (2008). What every special educator must know: Ethics, standards, and guidelines (6th ed.). Arlington, VA: Author.

Edyburn, D. (2010).Would you recognize universal design for learning if you saw it? Ten propositions for new directions for the second decade of UDL. Learning Disability Quarterly, (33) (1), 33-41. Retrieved from http://www.cldinternational.org/Publications/LDQ.asp.

Gardner, H. (2006).Five minds for the future. New York: Basic Books.

Jimenez, T.C., Graf, V.L., & Rose, E. (2007). Gaining access to general education: The promise of universal design for learning. Issues in Teacher Education, 16(2), 41-54.

King-Sears, M. (2009). Universal design for learning: Technology and pedagogy. Learning Disability Quarterly, 32(4), 199-201. Retrieved from http://www.cldinternational.org/Publications/LDQ.asp.

Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003).Classroom management that works. Alexandria, VA: ASCD.

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001).Classroom instruction that works. Alexandria, VA: ASCD.

Meo, G. (2008). Curriculum planning for all Learners: Applying universal design for learning (UDL) to a hgh school reading comprehension program. Preventing School Failure, 52(2), 21-30. Retrieved from http://heldref.metapress.com/app/home/journal

Rose, D. H., Gravel, J. W. & Domings, Y. (in press). Beyond technology: Universal design for learning unplugged. Wakefield, MA: National Center on Universal Design for Learning.

Rose, D., & Meyer, A. (2000). Universal design for learning. Journal of Special EducationTechnology, 15(1), 66-67. Retrieved from http://www.tamcec.org/jset/

Rose, DH. & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: ASCD.

Rose, D. and Meyer, A., Eds. (2006). A Practical Reader in Universal Design for Learning. Cambridge, MA: Harvard Education Press.

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Rose, D. & Gravel, J. (2010). Getting from here to there: UDL, global positioning systems, and lessons for improving education. CAST: Wakefield, MA.

Rose, D.H. & Vue, G. (2010). 2020's learning landscape: A retrospective on dyslexia. International Dyslexia Association, Perspectives on Language and Literacy, 36(1), 33-37.

Spooner, F., Baker, J. N., Harris, A. A., Ahlgrim-Delzell, L., & Browder, D. M. (2007). Effects of training in universal design for learning on lesson plan development. Remedial and Special Education, 28(2), 108-116.

Tomlinson, C. A. (2001).How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: ASCD.

Tomlinson, C. A. (2003). Fulfilling the promise of the Differentiated Classroom. Alexandria, VA: ASCD.

Wiggins, G., & McTighe, J. (2005).Understanding by design (2nd ed.). Alexandria, VA: ASCD.

DIGITAL RESOURCES

CAST: CAST is an educational research & development organization that works to expand learning opportunities for all individuals through Universal Design for Learning. This website contains information about UDL, research and development, learning tools and professional development.

National UDL Center: Founded in 2009, the National UDL Center supports the effective implementation of UDL by connecting stakeholders in the field and providing resources and information about UDL advocacy, implementation, resources and background.

UDL Online Modules: CAST’s two online modules introduce the theory, principles and application of Universal Design for Learning (UDL) to teacher candidates and in-service teachers. They provide higher education faculty with a multimedia, interactive online-learning environment that can be embedded in instructional methods courses.

Maryland Learning Links, UDL section: Maryland Learning Links is a resource for educators and families about issues related to special education and early intervention in Maryland. There is a section specifically devoted to learning about Universal Design for Learning. MSDE has also developed two teacher planning tools:

UDL Wheel: http://udlwheel.mdonlinegrants.org/ UDLinks: mobile app, available for download in the app store and Android

marketplace

SPED 644: Tentative Course Schedule

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The instructor reserves the right to revise the syllabus as needed.

Date Topic Readings & Assignment(s) Due

Week 1

January 27th

Introductions

Review of Syllabus

Project overview

Learning Environment Design

Week 2

February 3rd

An Introduction to Universal Design for Learning

UDL: A Conceptual Change

UDL in Policy

Curricular Opportunities in the Digital Age, UDL version

Hall, Strangman and Meyer (2003)Differentiated Instruction and Implication for

Effective UDL Implementation

Week 3

February 10th

Providing Context: Where have we been and where are we going?

Next Generation Learners

Key elements of UDL: Goals, Materials, Methods and Assessments

Review of Using UDL to design learner centered experiences project

Meyer, Rose & Gordon (2013)

Chapter 1: Re-Visioning Education through UDL

Week 4

February 17th

Expert Learning

Expert Teaching

The Growth Mindset

What teachers need to know about mindset?

Growth Mindset

Week 5

February 24th

Learner Variability

Recognition, Strategic and Affective Networks

Meyer, Rose & Gordon (2013)

Chapter 3: The Variability of Learners

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The UDL Framework

Exploring the UDL Guidelines

Week 6

March 3rd

Learner Environment

Engaging Students as UDL Partners

Meyer, Rose & Gordon (2013) Chapter 4: Universal Design for Learning

Week 7

March 10th

Learning Standards

UDL Implementation

UDL and Lesson Planning-UDL Exchange Overview

UDL Lesson Plan/PD Project Review

Basham and Gardner (2010)

UDL and the Common Core State Standards

Meyer, Rose & Gordon (2013)Chapter 5: A Framework for UDL

Implementation

Week 8

March 17th Online

Cultural Linguistic Diversity Cultural Linguistic Differences

Respond to the questions on the Cast Website.

Week 9

March 24th UDL and Curriculum Design-Choice

Assignments

Rose, D. & Gravel, J. (2010).

Getting from Here to There:UDL, Global Positioning Systems, and Lessons for

Improving Education.

Meyer, Rose & Gordon (2013) Chapter 6: Designing for All: What is a UDL

Curriculum?

Using UDL to design learner centered experiences project DUE

Week 10March 31st UDL and Scaffolding Instruction

UDL and Vocabulary

CAST Learning Tools

Lewis, (2014).Scaffolding Instruction

K12reader.comVocabulary Instruction

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Week 11

April 7th

CAST Learning Tools

Spring Break

Week 12

April 14th UDL and Comprehension

Guest Speaker: Debbie McClintock

UDL and Assessment

Read ONE of the following articles (assigned in class during Week 10):

CAST statement on Large Scale Assessment

Nimble Tools -A Universally Designed Assessment

Perspectives on Assessment: Robert Mislevy

Week 13

April 21st

Deeper Dives: Recognition/Multiple Means of Representation

Deeper Dives: Affect/Multiple Means of Engagement

UDL Guidelines, Principle I

UDL Guidelines, Principle III

Lesson/PD Due (with all products)Week 14

April 28th Deeper Dives: Strategy/Multiple Means of Action and Expression

UDL Guidelines, Principle II

Week 15

May 5th

“Looking for” UDL (Observation Process)

Where do we go from here?

Trading Textbooks for Technology: New Opportunities for Learning. Nelson, L, Arthur, E, Jensen, W and Van Horn, G. (April 2011)

Would you recognize universal design for learning if you saw it? Ten propositions for

new directions for the second decade of UDL

Edyburn, D. L. (2010).

Final Exam Sharatorium-Self Reflection Learning Environment Paper Due (with self-addressed interoffice envelope/folder -- your

name)

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LEARNING ENVIRONMENT DIRECTIONS AND GRADING SCALE

Background--Reflection of Self-Evaluation Document (25% of final grade): In order to successfully embrace and implement Universal Design for Learning (UDL), educators must complete a shift in the way they view learning environments and curricula (the goals, method, materials, and assessments) that have traditionally been used in schools. For this reason, UDL requires a conceptual change. SPED 644 was designed with this in mind. You completed a self-evaluation document during week one (“UDL planning tool”) and you will again complete this document during week fifteen.

Directions: You will write a 3-5 page reflective paper comparing your self-evaluations and discussing your personal growth throughout the course. Indicators for future focus should also be identified and discussed. Please review the following steps as you draft your reflective paper:

Step 1: Complete the UDL Planning Tool after participating in this course (*this is the same document that you completed during the first week of class)

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Step 2: Compare your Week 1 preconceptions about UDL to your current conceptions (refer to the UDL Planning tools and specifically discuss the learning environment)

Step 3: Consider the following questions that relate to overarching course content

How does policy regarding UDL impact what I do or will do in my classroom? Why is it important for teachers to be aware of references to UDL in policy? (please cite local, state and national initiatives).

How does UDL compare to what you (and or your colleagues) are already doing in your classrooms? Compare UDL with current initiatives occurring in your school (discuss differentiation).

What new tools and resources have you identified throughout this course that will help you to apply UDL and differentiate instruction in you classroom (please be sure to make specific connections to engagement, representation and action and expression).

Step 4: Discuss Evidence of Student Growth How has your knowledge of UDL helped you to meet the needs of all learners? How can UDL support

students with disabilities in inclusive settings? (*You must provide evidence of student growth in your response- e.g. student work samples before and after UDL implementation)

Step 5: Action Plan What will you do differently based on your participation in this course? Please cite one action step that you will take to apply UDL in your:

o Goalso Materialso Methodso Assessments

Grading Scale (TOTAL=100 POINTS)Synthesis of Step 2=20 points Synthesis of Step 3=20 pointsSynthesis of Step 4=30 points Synthesis of Step 4=20 points

Paper adheres to page limit, is professional, thoughtful and of publication quality=10 points

USING UDL TO DESIGN LEARNER CENTERED EXPERIENCES PROJECTDIRECTIONS AND RUBRIC DIRECTIONS: Teachers: UDL forces educators to think beyond their current conceptions about teaching and learning. Apply your knowledge of the UDL principles in order to create a problem based learning module OR an example of content created to support a “flipped classroom.” After you complete this project, use the Educator Worksheet to reflect on your choices. Administrators: Identify a current challenge in your school and be prepared to describe this challenge. Apply the UDL principles in order to provide options and flexibility. Inspiration will be provided in class, but examples could modeling instructional practices, helping teachers understand their needs, or building relationships with community members. After you complete this project, use the Educator Worksheet to reflect.

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I: BackgroundPointsEarned

PointsPossible

General Class/School Description 10

Description of current barriers 10

Goal(s) of the learner centered experience 10

Total 30

II: Learner Centered Experience (see STAT handout)PointsEarned

PointsPossible

Application: Environment 10

Application: Student 10

Application: Teacher 10

Appropriate and thoughtful use of technology 10

Total 40

III: Reflection (to be completed on Educator Worksheet)PointsEarned

PointsPossible

Clearly, succinctly and professionally describes elements of the learner centered experience that correspond to checkpoints from the three UDL principles (representation, expression, engagement)

30

Total

TOTAL (Parts 1,2,3)= ___100

30

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UDL Guidelines – Educator Worksheet

I. Provide Multiple Means of Representation: Your notes

1. Provide options for perception

1.1 Offer ways of customizing the display of information

1.2 Offer alternatives for auditory information

1.3 Offer alternatives for visual information

2. Provide options for language, mathematical expressions, and symbols

2.1 Clarify vocabulary and symbols

2.2 Clarify syntax and structure

2.3 Support decoding of text, and mathematical notation, and symbols

2.4 Promote understanding across language

2.5 Illustrate through multiple media

3. Provide options for comprehension

3.1 Activate or supply background knowledge

3.2 Highlight patterns, critical features, big ideas, and relationships

3.3 Guide information processing, visualization, and manipulation

3.4 Maximize transfer and generalization

II. Provide Multiple Means for Action and Expression: Your notes

4. Provide options for physical action

4.1 Vary the methods for response and navigation

4.2 Optimize access to tools and assistive technologies

5. Provide options for expression and communication

5.1 Use multiple media for communication

5.2 Use multiple tools for construction and composition

5.3 Build fluencies with graduated labels of support for practice and performance

6. Provide options for executive functions

6.1 Guide appropriate goal setting

6.2 Support planning and strategy development

6.3 Facilitate managing information and resources

6.4 Enhance capacity for monitoring progress

III. Provide Multiple Means for Engagement: Your notes

DESIGN A UDL LESSON /PROFESSIONAL DEVELOPMENT DIRECTIONS AND RUBRIC

DIRECTIONS: Design a lesson/professional development using the principles of UDL (25%):

Teachers: LESSON: Using UDL Exchange (http://udlexchange.cast.org/home), write a detailed lesson plan that shows your understanding of the principles of UDL. You must specifically address how you will provide multiple means of representation, action and expression, and engagement in your lesson using the resources discussed in this course. After you create this product, use the reflection section to discuss the implementation of your lesson.

Administrators: STAFF DEVELOPMENT: Identify objectives for planning a staff development designed to introduce the UDL framework. Using UDL Exchange (http://udlexchange.cast.org/home) plan your staff development. Identify resources that you will utilize during your staff development. You must specifically address how you will model multiple means of representation, action and expression, and engagement in your presentation. After you create this product, use the reflection section to discuss the implementation of your professional development. *With instructor and administrator consent, this option is available to teachers charged with disseminating information about UDL to colleagues*

Note: Please be sure to provide all products (materials/resource sheets/multimedia) included in your plan or professional development. For example, if you use Book Builder to create a tiered reading to provide multiple means of representation, be prepared to show your book. If you create a project menu to offer students multiple means of action and expression, be prepared to share the menu. If you engage your staff with a form of multimedia, be prepared to link to that item and describe your intended use.

Section Required Component Points

Points

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Earned Possible

About This Lesson/PD

(5 points)

Description

Generalized strengths and needs of students/audience

Size of student/teacher group Type of classroom/PD setting

2

Prerequisites

Describe how you will you pre-assess your learners. (This may occur prior to the day of instruction or at the start of the lesson.)

2

Estimated Time 1

Potential Use

(10 points)

Purpose for Learning 1

Grade 1

Content Area 1

Alignment to Common Core State Standards

Select from drop-down menu provided.

3

Goals

(15 points)

Lesson Objective

Meets criteria for being measurable and observable.

Means are NOT embedded

5

Variability

Address how you will account for learner variability by offering options for representation, action and expression and engagement.

10

Assessments

Formative Assessment(s)

Identify how you will assess learners

10

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(15 points) during the course of instruction/PD.

Summative Assessment(s)

Identify how you will assess learners at the end of the unit, lesson, PD.

5

Instructional Methods

(25 points)

*Note: Describe exactly what you will do during each part of the lesson or PD. This should be VERY detailed!

Opening

Select from “hook,” “anticipatory set,” or “introduction.”

5

Instruction

Outline how you will model and/or introduce new skills. (5 points)

Describe how you will offer learners an opportunity for guided practice. (5 points)

Identify how you have planned to provide learners with independent practice. (5 points)

15

Closing 3

Materials

(15 points)

Materials/Supplies List

List all of the materials (including technology) required to implement the lesson.

5

Upload Resources

Attach all teacher-created (or modified) resources, including student worksheets, PD materials, lesson assessments.

Attach any links to websites, videos or other sources that would need to be accessed during the lesson/PD.

10

Additional Components

(15

Integrated Use of Technology

Use of low/mid/high technology is evident in multiple components of the lesson plan.

5

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points) Incorporated Principles of UDL

UDL guidelines evident throughout the lesson plan.

UDL principles are clearly marked (for grading purposes).

5

Reflection

Reflections completed thoughtfully in the lesson/PD

6

Professionalism

Lesson/PD plan and resources are free of grammatical or typographical errors.

Writing is of a high professional quality.

5

Final Score

Comments:

100

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