Post on 29-Dec-2015
transcript
Welcome Back!
Session 7 Revere Wed, Sept 25Allison Posey
How are you?!
3 Workshop Session Goals:
To more deeply explore…
• how UDL addresses learner variability,
• the UDL Guidelines,
• lessons strategies & observations
This series: explore, prepare, integrate
Agenda today
• Review Activity: goals
• UDL Refresher
• Share ideas from your work so far
• Lesson plan, a UDL lesson
Variability in UDL background:
Rate yourself, 0-5:• Actively using & applying UDL
• Taking small steps thinking about UDL
• Not using UDL
• Have never heard of UDL!
UDL Review: GoalsThe Marshmallow Challenge
Rules• 18 minutes, team of 4
• build the tallest freestanding structure– Cannot be suspended– Entire marshmallow on top
• Use as much/little of the contents in bag (not the bag); can break, cut…
• Cannot hold onto the structure
Begin!
Watch the TED talk (optional)
Reflection UDL• Design: – Collaborative– Iterative process – Goal driven
• Feedback: what works/not (prototypes)
How do I ‘do’ UDL?
1. Goal2. Variability3. Assessment
Goal: to design a tall free-standing structure with the full marshmallow on top
• Clear, easy to understand– CCSS, MCAS
• Posted• Is the means included? – If so, how is it supported
Clarify Goal
• CCSS.Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.
For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
Clarify Goal
• CCSS.Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.
Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
Clarify goal
• CCSS.Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent show a data set with several categories.
• New Goal: draw a bar graph that shows (1) a scale and (2) data
How do I ‘do’ UDL?
1. Goal2. Variability3. Assessment
Old view…
New understanding… (DTI images)
Support Variability: 3 UDL Principles
Representation: background, language,
perceptionAction & Expression:
executive function, tools, motorEngagement:
interest, persistence, self regulation
Variability design for all to reach goal
• Barriers to learning in the curriculum, not student
New Goal: draw a bar graph that (1) shows a scale and (2) shows data
Support variability:
• New Goal: draw a bar graph that (1) shows a scale and (2) shows data
Support variability:
• New Goal: draw a bar graph that (1) shows a scale and (2) shows data
How do I ‘do’ UDL?
1. Goal2. Variability3. Assessment
GOAL ASSESSMENT
• Does assessment align with goal?
• Where can there be flexiblity & accessibility (UDL Guidelines)?
• Are there both formative & summative assessments?
UDL: ‘Desirable difficulties’
• Keep challenge where you want it: emphasize what is relevant
• Flexible means where you can: reduce barriers that are irrelevant
UDL• A mindset, a framework
• Barriers in curriculum, not student
• Design learning experiences• tight goals, flexible means • for ALL to reach goal
Questions, thoughts?
Share: what has UDL meant for your work?
Your UDL Lesson
Goal: to design & deliver a ‘UDL’ lesson
Assessment: share your work and reflection, Nov 5
Your Variability!
Representation:Handout, UDL connect, model examples
Action & Expression: work with peer, video, Prezi/PowerPoint, song, sock puppet, paper/poster, etc
Engagement:Collaborate, process-based, choice, reflect, clear goal, resources-demands
Planning schedule:
Today (~30 min) • Work time to choose a lesson, clarify goal
Oct (~90 min):• If you haven’t delivered your lesson yet, continue to work on UDL
design & collaboration• If you’ve delivered your lesson already, reflect & plan how you will
share
Nov 5:• Share & Celebrate (~30 min prep time):
– Individual lessons 3-4 min– Groups visit & chat with others– Celebrate: Final sharing/reflection, Certificates, PDPs…
Questions?
• Return at 2:25 to share first steps & ideas:
– Choose a lesson, part of lesson…• handout, activity, lab, 1 hour unit, …
– Clarify and write the goal for that lesson– Begin to design for variability: UDL Guidelines– How will you assess?
Share Progress
Note card formative evaluation:
• What are your goals related to UDL?
• What is most helpful for these sessions?
• What is least helpful for these sessions?
• Share any comments, suggestions, requests?
• Evaluation• See you October 16• Next time: 1 short activity & work time
UDL and DI
• Proactive• Evaluates environment,
classroom, culture• Intentional• Design prior to student
arrival• Variability• Plan for margins• Values variety
• Reactive• Evaluates student• Cause/effect• Retrofit instruction• Focus on individual
disability• Modifies to individual
margins• Conforms to ‘normal’