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Universal Design for Learning • 8:30-‐ 9:15: Exploring UDL Analogies, UDL vs. Differentiated Instruction (DI)
o Party Activator: Individuals/groups will compete to see who creates/plans the most appetizing menu for my glamorous dinner party.
o Exploring the analogy between The Love Languages & UDL o The Shoe Analogy
• 9:15 – 10:30: Thanks for the Feedback & Designing a UDL Action Plan
o Designing a UDL action plan to personalize your day o Thanks for the Feedback and giving and receiving mastery-‐oriented feedback o Jean Anyon and the Hidden Curriculum of Work o Social constructivism and Vygotsky’s Zone of Proximal Development o The Tier Game – Designing a Football Unit
• 10:30-‐ 10:45: Morning break
• 10:45 – 11:30: Closer look at UDL Guidelines Module and UDL Now!
• 11:30 – 12:00: UDL Assessments & 21st Century skills
• 12:00-‐12:30: Lunch
• 12:30-‐1:30: Options: Designing UDL assessments, lessons, and/or units with UDL Now!
o Charlotte’s Web Immersion Experience o Workshop Time to design units/lessons
• 1:30 – 2:45: Grading UDL assessments: Peer review and self-‐
assessment o The UDL Movement o Reflection Activity
Presenter: Dr. Katie Novak Twitter: @KatieNovakUDL www.katienovakudl.com Email me any time: [email protected]
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Session Outcomes As a result of the learning experiences in the training, participants will:
• understand the fundamental concepts of UDL, how it differs from differentiated instruction, and how it aligns to the state MTSS model for instruction.
• recognize that traditional instruction may prevent some students from learning and engaging in the curriculum.
• design, deliver, and assess UDL lessons, aligned to curriculum frameworks, to engage all students in the learning process regardless of ability and barriers.
• appreciate the relevance of UDL and its capacity to create better learning opportunities and outcomes for students.
Your UDL Action Plan – Goals and strategy By defining your aims clearly at the start of a workshop, you can develop an action plan and avoid wasting time on things that won’t bring you closer to your goal. Questions to ponder:
• Why did you register for this workshop? • What exactly do you want to know about UDL? • How can I make this day meaningful for you? • What is the impact that you hope UDL will have on your teaching practice? • How much time will you invest each week/month/etc… for UDL professional
development? • Why UDL?
Based on these prompts, draft at least one goal for your day by writing it below, tweeting it, typing it into your notes, or writing on a post-‐it. Next, create a short to-‐do list (3-‐5 items) of things you will need to do to achieve your goal. What’s your strategy for today’s workshop?
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UDL/DI Scale
UDL DIFFERENTIATION
TRADITIONAL EDUCATION
Proactive Reactive
Static
Evaluates environment, classroom, culture
Evaluates the student
Evaluates the curriculum
Intentional
Cause/Effect
Follows script
Designs instruction prior to arrival of students
Retrofits instruction by providing
accommodations
Teaches lesson and follows unit as designed
Focuses on Variability
Focuses on individual ability
Focuses on the “average” student
Plans for the Margins
Modifies to Individual Margins
Does not consider students in the Margins
Values Variety
Tries to bring all students into “normal”
Conforms to “normal”
Removes Barriers
Works around barriers
Ignores barriers
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UDL Guidelines
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Reflection
Review UDL Now! the Guidelines, and your personal goal and action plan, and consider how you will change your practice after attending this workshop. Next, choose one of the following options to express the value of UDL. Choose one of the following: ¨ Pretend you are a student in class. Write your reaction after experiencing a year of a universally designed course (be sure to write using student dialect!)
¨ Craft a poem (challenge yourself to write a sonnet – ABABCDCDEFEFGG) about how UDL will increase outcomes for students and teachers.
¨ Create a found poem, but using lines from UDL Now!, the workshop handouts, and the UDL guidelines to express the essence of UDL.
¨ Design a UDL action plan, modeled after the action plan we created at the beginning of the day.
¨ Write an infomercial or commercial for UDL – what are the major selling points?
¨ Write or discuss the following: Why is UDL an important framework for all educators to implement in class.
¨ Create a multi-‐media presentation, using one of the following tools, to share with your colleagues or students about UDL.
• Prezi: Create fluid non-‐linear presentations where you can zoom around the screen as you present content
• Powtoon: Create animated videos and presentations
• Mindmup: Draw/create mind maps that are saved into your Google Drive to share.
• Animoto: Create short videos accompanied by music.
• Blendspace • S’more -‐ electronic beautiful
newsletter • Flipsnack -‐ make a presentation into a
flip book • Voki -‐ create a talking avatar