Consider GOAL :

Consider GOAL:Drawing: ‘What is a pioneer’

Recording: ‘What is a pioneer?’

Student: ‘A pioneer is a person who has left their home to go West.’

Writing: ‘What is a pioneer?’

“A pioneer is a person that has chosen or is forced to leave their home. A pioneer leaves their home or cabin in a covered wagon. They didn’t have construction builders, so they would make everything out of nature. They would travel up and down mountains and up and down lakes, rivers, and

streams.”

CAST 2012

Options for executive functions• Clear goals• Support planning &

monitoring process

CAST 2012

What strategies are used?

Importance of goals:

Reflect (elbow buddy)

• How do Multiple Means of Action & Expression provide a context that supports learner variability?

• What strategies do you already use that support this Principle?

Break

Evaluate & set priorities

Affective Networks: “why of learning”

Variability in appraisal/activation

Consider your appraisal & activation:

Resources: one’s perceived skills

& resources

Demands

Perceived level of challenge in environment

Perception:Resources vs. Demands

Pause & reflect :

• What was a situation in which you provided enough resources?

• What are demands on you in your environment? What are your resources?

Perceived Resources & Demands:

CAST 2012

Options for recruiting interest

• Options for choice, autonomy• Authentic, relevant• Minimize distractions

CAST 2012

Options for sustaining effort & persistence

• Salient goals• Vary demands, optimize challenge • Collaboration• Mastery oriented feedback

Mastery-oriented feedback (Dweck, 2006)

Process > End product• “I like how you…”

Skills > innate trait• You’re so smart.• You’re a natural• You worked on your supporting details…• You kept at it, even though the cutting was

tricky…

CAST 2012

Options for self-regulation

• Optimize motivation, coping strategies

• Self assessment & reflection

UDL Engagement Guidelines

Discuss

What evidence did you observe of checkpoints?

What were some resources/demands?

How can UDL Guidelines be used to reflect on ways to modify lesson for next time?

How does this apply to your practice?

1 23 4

Reflect on your learning about UDL

• How do you ‘do’ UDL?–Plan & design lessons to consider• Variability• Learning context

–Use UDL Guidelines to reflect & proactively plan lessons to reach the goal

UDL & your practice?

Recognition: “what”– Multiple means representation

Strategy: “how”– Multiple means of action &

expression

Affect: “why”– Multiple means of engagement

Reflect

• What new ideas resonated in a way that may influence what you do in your practice?

This workshop: build awareness

Making Connections

UDL is framweork for diseginng cruirucla taht ebnale all ididnvuilas to gain knlowdege, slkils,

and enthsuasim for laerinng.

UDL prodives rcih sropptus for leraning and reuedcs briarers to the cruiruclum while

minatanniig hgih aihecvemnet stndarads for all.

Tomorrow: • Bring an idea to work on

– Lesson– Design of your space– Faculty meeting– Course syllabus

• Application to practice: ‘How’

• Evaluation• PPE letter• Thank you!