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Get organized:
• Sign in, name tag
• UDL Connect, join our Everett group
• Scavenger Hunt: get to know some folks in the room
• Get a snack, restrooms
• We will officially begin at 9am!
Workshop Goals
Day 1:• To learn how UDL addresses challenges of
learner variability expert learners
Day 2:• To strategize how to apply UDL to practice• To build tools & resources
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
Have fun, collaborate & be creative
Let’s measure!• Design:
– collaborative– iterative process – Goal driven
• Feedback about what works/what does not (prototypes)
• Ut-oh ta-da moment
Variability ‘runs deep’:Learning about learning
• People learn the same way – we can measure, IQ
• Discrete stages everyone passes through
Neuroscience: Learning
*Variability
*Learning is a dynamic interaction between learner & environment (context matters!)
Elbow buddy discussion
• Share a key take-away.
• What resonated?
• How do ideas of variability & context relate to this discussion?
Informed by Universal Design
… “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 from http://www.ncsu.edu/www/ncsu/design/sod5/cud/about_us/about_us.htm
Choose one & discuss: Who was it designed for?
What barriers were reduced?Who else benefits?
Ramps
Curb Cuts
Electric Doors
Captions on Television
Easy Grip Tools…
UD Assumptions1. Not one size fits all – but alternatives
for everyone.
2. Not added on later – but designed from the beginning.
3. Not access for some – but access for everyone.
Universal Design for Learning (UDL)
A mindset for designing learning experiences
• all individuals can gain knowledge, skills, and enthusiasm for learning
• reduces barriers to the curriculum while maintaining high achievement standards for all
UDL• Accounts for variability and context
• Thinks of changing the curriculum, not the student
• UDL Guidelines: clarify goals, ensures all have flexible, accessible means to access
Team Challenge
• Re-design this activity!– thinking about variability from the start– Design so ANYONE could achieve the goal:
To have a tall, freestanding structure with marshmallow on top
• Consider the 3 UDL Principles: – Recognition– Action & Expression– Engagement
MSHA, October 2012
http://www.funkylunch.com/
LUNCH 12:00 – 12:30