Dave Taylor, Harbor Springs Middle SchoolJill Warner, Charlevoix-Emmet Intermediate School District

Session Goals

• Our Project• Overview of UDL• UDL in the Classroom• Technology Resources • Sources

Our Project

• Collaborating Agencies– MITS (Michigan’s Integrated Technology Supports)– Charlevoix-Emmet Intermediate School District– Harbor Springs Public Schools- DaveTaylor, Nancy

Nagurka– Boyne City Public Schools-Susan Lahti– Reese Public Schools-Teresa Karney and Terie Elbers

Our Implementation Model• Professional Learning Community

– A Practical Reader in Universal Design for Learning by David Rose & Anne Meyer

• Professional Development– Cohort I with CAST, MITS– Outside Presenters – several series– Online Learning Module (UDL 100)

• Cohort 2 – Cohort 1 - professional development/coaching – Online Learning Community (Edmodo)

• Cohort 3 – Cohort 1 – professional development/coaching– Online Learning Modules – Advanced (UDL 200)

• HSMS – Schoolwide implementation

Universal Design for Learning(UDL)

Definition: UDL is an educational approach to teaching, learning, and assessment, drawing on new brain research and new media technologies to respond to individual learner differences.

Center for Applied Special Technologies, CASTwww.cast.org

Alternatives for ALLDesigned from the startImproves access for ALL

Consider the needs of the broadest possible range of users from the beginning”-- Architect, Ron Mace

Understanding Universal Design for Learning:

Framework Overview

UDL at a Glance Video-Cast Overview

Three UDL PrinciplesThe Critical Elements

UDL is….• Not one size fits all – but

alternatives for everyone.

• Not added on later – but designed from the beginning.

• Not access for some – but access for ALL.

Excerpt from Universal Design for Learning, Grace Meo, CAST and Joy Zabala, CAST (11-3-12)

• A conceptual change • A framework for

designing curricula that enables all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.

Primary Principles of UDL

• Multiple Means of Representation• Multiple Means of Action and Expression• Multiple Means of Engagement

UDL Guideline Document

UDL Guidelines

Representation

• The “WHAT” of learning Vary the ways that new information can be

presented to students• Offer ways to customize the display of

information• Activate or supply background knowledge• Highlight critical features and big ideas• Multiple means of representation, to give

diverse learners options for acquiring information and knowledge.

Example: Accessible Text

• NetTrekker

• Wikipedia

• Tar Heel Reader

• Natural Reader

NetTrekker – free (MI Learnport) – readability level, audio support, search educational sights aligned to common

core

Wikipedia – Simple English

Tar Heel Reader – Books with Audio, Can Create Books

Natural Reader – Text to Speech

Example: Video Segments:

• Watchknow.org

• PBS Learning Media

• Khan Academy

• Teacher Tube

Watchknow.org

PBS Learning Media

Khan Academy

Teacher Tube – Youtube EDU- iTunes University

Other Classroom Examples• Provide graphic

organizers• Audio supported text• Present using

visuals/notes on Smartboard/Projector

• Video clips• Simulation i.e. game

Talk to Your Neighbor

• What other means of representation are being used in your classroom/school?

Action and Expression

• The “HOW” of learning• Textbook or workbook in print format provides

limited means of navigation or physical interaction• Using only those limited ways will raise barriers to

learning• Alternative methods for expressing, proving, or

demonstrating what they have learned• Multiple means of action and expression, to

provide learners options for demonstrating what they know

Example: Student Interactives

• ReadWriteThink

• Strategy Tutor

• Science Writer

• Iluminations

ReadWriteThink

Strategy Tutor/Science Writer

Illuminations

Other Classroom Examples• Choice in

assignments/ projects/materials

• White boards• Individual/partner/

group work• Role Play• Practice skills i.e.

ixl.com, raz-kids.com, iPad apps

Manipulatives Computer software

– Solo Suite Dictation PhotoStory/iMovie Power Point

/Keynote

Talk to Your Neighbor

• What other means of action & expression are being used in your classroom/school?

Engagement

• The “WHY” of learning• When students are provided with a means of

engagement, it increases their motivation in that area of learning

• Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation

Promote Engagement

• Provide options for recruiting interest• Provide options for sustaining effort and

persistence• Provide options for self-regulation• CHOICE in activities

UDL Exchange/UDL TechToolKit

Talk to Your Neighbor

• How do you enhance student engagement?

How can technology help in the classroom?

• Meet the needs of all students – Universal Design for Learning

• Allows for a variety of ways to present lessons (representation)

• Gives students choices in how to do assignments (action and expression)

• Keeps students motivated and interested (engagement)

AdvancEd Indicators:• Students and school personnel use a range of

media and information resources to support the school’s educational programs.

• Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations.

• The school’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level

Resources• CAST: Center for Applied Special Technology

– www.cast.org– http://udlexchange.cast.org/home

• MITS: Michigan’s Integrated Technology Supports– http://mits.cenmi.org/

• Char-Em ISD UDL 100 Modules– http://moodle.charemisd.org/

Presenter Contact Info:

• Jill Warner, Charlevoix-Emmet ISD– warnerj@charemisd.org

• Dave Taylor, Harbor Springs Public Schools– dtaylor@harborps.org

David TaylorHarbor Springs Middle School

7th Grade Science/7th Grade Math/ 7/8 LEGO Robotics

UDL Pilot

• Big Start• Frustrating

Middle• Technology• NO! Don’t let

it end!• Team• Time/Support

MITS Critical Elements

Scientist________________________________________________ Hour_____

Mr. T’s Super Science Facts - Earth’s Layers Describe layers of the Earth as lithosphere (crust and upper mantle), convecting mantle, and a dense metallic core. (E.SE.06.53)

1. The lithosphere includes all of the the solid, most outer part of Earth. The lithosphere includes the part of Earth’s surface that is made up of land and the ocean’s floor. The lithosphere is made up of both the crust and the upper mantle.

2. The crust is the outer layer of Earth.

3. The mantle is the layer of Earth between the crust and the core. The upper mantle is solid, and is part of the lithosphere. The middle mantle (called the Asthenosphere) is composed of very hot, dense rock that flows like asphalt under a heavy weight. Convection currents in the mantle cause the crustal plates to move.

4. The metallic core of the Earth is found below the mantle.

It is made up of the elements iron and nickel. There is a liquid outer core (iron and nickel) and a solid inner core (iron)

5. The core of the Earth heats the mantle. The energy is transferred through the layers of the Earth by

convection, the flow of heated material.

http://www.deafhoosiers.com/sci/soarhigh/lithosphere/lithosphere.jpg

http://mediatheek.thinkquest.nl/~ll125/images/struct.jpg

The Structure of Earth

Scientist________________________________________________ Hour_____

Mr. T’s Super Science Facts – Ecological Energy Relationships

Classify producers, consumers, and decomposers based on their source of food (the source of energy and building materials). (L.OL.06.51)

136. Producers are organisms such as green plants and algae that use an outside source of energy like the Sun to create energy-rich food molecules. Many producers make their own food through the process of photosynthesis.

137. Consumers obtain their food directly from another organism by eating it or being a parasite on or in it

(animals, including humans are examples of consumers). Consumers cannot make their own food. They must consume other organisms to obtain energy. All animals, including humans, are consumers; they obtain food by eating other organisms or their products. Consumers break down the structures of the organisms they eat to obtain the materials they need to grow and function.

138. Decomposers are consumers that feed on decaying organic matter. They are mostly microscopic

organisms and bacteria. Decomposers use plants and animals as well as animal waste products as their food source (examples include bacteria and fungi).

MITS Critical Elements

Time.Time.Time!

MITS Critical Elements

CAST UDL Guidelines

www.cast.org

Checkpoint 6.1:Guide appropriate goal-setting.

www.cast.org

It’s the Curricula!

“Because most curricula are unable to adapt to individual variability, we have come to recognize that curricula, rather than learners, are disabled, and thus we need to “fix” curricula not learners.” (UDL Guidelines Version 2.0)

Initial Focus• Principle I. Provide Multiple Means of

Representation– Accessible Text, Tests (Print, Audio, Video)

• Principle II. Provide Multiple Means of Action and Expression– Projects / Choice

• Principle III. Provide Multiple Means of Engagement– Self Assessment and Reflection

“Technology is not synonymous with UDL, but it does play a valuable role in its implementation and conceptualization.” (CAST website)

Principle I. Provide Multiple Means of Representation

•Audio version of my textbooks•Videos – www.unitedstreaming.com•Lab activities/Block Models (www.geoblox.com) •www.jason.org•Music!

Digital Version of Textbook(Stored on Edmodo.com)

Discovery Education (www.discoveryeducation.com)

• Discovery Streaming• Tech Books• Web 2.0• “Star” Discovery Educator• Must subscribe

Discovery Educator Network (DEN)

Discovery Education / UnitedStreaming

Search for “grammar”

Block Models from Geoblox.com

Block Models from Geoblox.com

www.jason.org

www.jason.org

www.jason.org

Music

• Rhythm, Rhyme, Results (http://www.educationalrap.com/)

• Sing the Science Standards (http://scienceexplosion.com/)

• Lodge McCammon (http://www.iamlodge.com/beans/)

• Birthday Song!

Rhythm, Rhyme, Results

Science Explosion

Lodge McCammon

Happy Birthday!

Principle II. Provide Multiple Means of Action and Expression

Choice

Projects

Tests• I still use multiple choice tests.• ExamView for immediate feedback. (Response pads

for review and engagement)

• Paper copies available.• Audio format available

– Podcasts (a lot of work!)– Text to speech using Word.

Principle III. Provide Multiple Means of Engagement

Checkpoint 8.4 Increase mastery-oriented feedback.

Assessment is most productive for sustaining engagement when the feedback is relevant, constructive, accessible, consequential, and timely. But the type of feedback is also critical in helping learners to sustain the motivation and effort essential to learning. Mastery-oriented feedback is the type of feedback that guides learners toward mastery rather than a fixed notion of performance or compliance. It also emphasizes the role of effort and practice rather than “intelligence” or inherent “ability” as an important factor in guiding learners toward successful long-term habits and learning practices. These distinctions may be particularly important for learners whose disabilities have been interpreted, by either themselves or their caregivers, as permanently constraining and fixed. (CAST)

DataNotGuesswork (Fact Quiz Process)

• DNG is a full day (or more!) workshop• My facts are my outline for the year, based on

the GLCE’s.• Keep it simple initially, build complexity over

time if necessary• “We are here to learn and to have fun!”

(Deming) Use the data to make informed decisions. (NOT to punish.)

• Use the square root of n as a guide for sample size for random fact quizzes

Graph the Data, Graph the Data, Graph the Data!

Susan Leddick’s three rules for data analysis!

Grade-Level Data

NIH Curriculum Supplementshttp://science.education.nih.gov/customers.nsf/WebPages/CSHome

Introduction to 7th Grade

• The Brain: Our Sense of Self

• What Kind of a Learner are you?

• Scientific Methods• Brain Food

A Letter to Your Brain

7th Grade Stars

Let the Chips Fall• CSI Climate

Investigations• Interdisciplinary

Module from The Keystone Center

PhysicsQuestwww.physicscentral.com

• Free middle school science materials and “competition.”

• Engaging format• FREE

PhysicsQuestwww.physicscentral.com

MEECS (Michigan Environmental Education Curriculum Supoort)

(www.michigan.gov/deq/0,1607,7-135-3307_3580_29678---,00.html)

MEECS (Michigan Environmental Education Curriculum Supoort)

(www.michigan.gov/deq/0,1607,7-135-3307_3580_29678---,00.html)

• Watersheds – Branching Out

Watersheds – Branching Out