Go toat-cast (address is on your agenda)at-cast Two Steps: 1.Sign up 2.Join the community 1.Understand that UDL is a framework for addressing the variability of all learners 2.Apply UDL to practice Institute Goals CAST2012 5 Workshop Elements Day 1: Build Background Knowledge 1.Universal Design for Learning 2.UDL Guidelines 3.Introduction to the Lesson Planning process Day 2: Expanding BK & Applying to Practice 4.Expanding Knowledge in Affect 5.UDL in Practice 6.Optional Sessions Day 3: 6.Applying UDL to your practice 7.Next Steps CAST2012 Beliefs/Assumptions Students of today Goals of instruction Curriculum Learning CAST2012 Getting to know you, the UDL way CAST2012 Goal: prepare for Indian meal for 4 friends CAST2012 Think about the ways you would and would not like to do this I would like to . Work with a chef I would not like to Shop for ingredients I would not like to Shop for ingredients CAST 7 CAST2012 Debrief the activity CAST2012 UDL Assumption: Variability is the Norm! As you watch the film, think about implications for your practice.CAST2012 Variability matters! Discuss the implications for your practice. CAST2012 Physical Space - Problems of Not Addressing Variability CAST2012 Retrofitting Physical Space CAST2012 Problems of Retrofitting Drawbacks of Retrofitting: Each retrofit solves only one local problem Retrofitting can be costly Many retrofits are UGLY! CAST2012 Universal Design - A Conceptual Shift Consider the needs of the broadest possible range of users from the beginning -- Architect, Ron Mace CAST2012 UD Examples Ramps Curb Cuts Electric Doors Captions on Television Easy Grip Tools CAST2012 Universal Design Belief all new environments and products, to the greatest extent possible, should be usable by everyone regardless of their age, ability, or circumstance. Retrieved May 6, 2011 froms/about_us.htm CAST2012 UD Assumptions 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 everyone. CAST2012 Cartoon clearing a path for people with special needs clears the path for everyone! CAST2012 Shift in CASTs Work Learning experiences/ curriculum/l essons CAST2012 that barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments. Teaching Every Student in the Digital Age, p. vi CAST believes CAST2012 UDL is UDL is not about watering down the curriculum the same as differentiated instruction a special education initiative overwhelming and too hard to do a framework for designing learning experiences that enables all individuals to gain knowledge, skills, and enthusiasm for learning. CAST2012 UDL Assumptions 1.Learners represent a range of variability. 2.The goal of instruction is to develop "expert learners Resourceful, knowledgeable learners. Strategic, goal-directed learners. Purposeful, motivated learners. 3.Curriculum needs to reflect the variability of all learners. 4.Learning occurs in the dynamic interaction of the individual with the environment. CAST2012 Overview Universal Design for Learning is a conceptual shift. It is a framework to design curriculum that minimizes barriers and maximizes learning for all students. CAST2012 Recognition Networks: the what of learning identify and interpret patterns of sound, light, taste, smell, and touch UDL and the Learning Brain CAST2012 UDL and the Learning Brain Activating the Recognition Network CAST2012 UDL and the Learning Brain CAST2012 Recognition: What is this? CAST2012 Multiple Means of Representation the what of learning Perception Display information in a flexible format so that the following perceptual features can be varied Language, expressions, and symbols Pre-teach vocabulary, clarify unfamiliar syntax Comprehension Activate background knowledge, highlight critical features CAST2012 Plan, execute, and monitor actions and skills Strategic Networks: the how of learning CAST2008 CAST2012 What are you looking at when you view this picture? CAST2012 UDL and the Learning Brain Look at the picture. What are the material circumstances of the people? What are the ages of the people? CAST2012 Count how many times the players wearing white pass the basketball.om/watch?v=vJG698 U2Mvo CAST2012 We are designed to focus on whatever we are looking for. Jill Bolte Taylor, Stroke of Insight CAST2012 Multiple Means of Action and Expression - the how of learning Physical action Vary methods of response and optimize use of assistive technology Expression & communication Use multiple means of communication, build fluencies with gradual levels of support Executive function Guide goal setting, facilitate management of information, and enhance capacity for monitoring progress CAST2012 Evaluate and set priorities Affective Networks: the why of learning CAST2012 Make up a story. CAST2012 ...the brain is specifically designed to make sense of the world outside of use, based on minimal information.we are quite adept at manufacturing alternative scenarios. Jill Bolte Taylor, Stroke of Insight CAST2012 Multiple Means of Engagement the why of learning Recruiting interest optimize relevance, optimize choice, and minimize threats Sustaining effort & persistence vary demands, foster collaboration, and increase mastery-oriented feedback Self regulation promote expectations and beliefs, facilitate personal coping skills, and develop self-assessment and reflection CAST2012 UDL At A Glanceudlcenter/udl#video0 CAST2012 Are you willing to be disturbed? Activity: Read and discuss CAST2012 Pause and reflect List three connections you made between UDL and your work List two new ideas or thoughts that you will share with your colleagues Pose one question that you will add as a discussion to UDL Connect CAST2012