COMMON GROUNDSAPRIL 19, 2012
A Win Win For All!!
Marsye Kaplan, Acting Supervisor, Related ServicesMichele Murphy, Resource Teacher
Workshop Objectives
Overview of Universal Design for Learning (UDL)
Provide a framework for blending familiar with new terminology
Increase awareness of tools available for UDL and for differentiation of instruction for all students
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Defining UDL3
a scientifically valid framework for guiding educational practice that: provides flexibility
in the ways information is presented, In the ways students respond or
demonstrate knowledge and skills, and in the ways students are engaged
http://www.udlcenter.org/aboutudl/udldefined
Defining UDL4
a scientifically valid framework for guiding educational practice that:reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains
high achievement expectations for all students,
including students with disabilities and students who are limited English proficient
http://www.udlcenter.org/aboutudl/udldefined
UDL at a Glance5
www.udlcenter.org
Universal Design For Learning (UDL)
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children with disabilities do not constitute a separate category, but fall along a continuum of learning differences
leads us to make adjustments for learner differences for all students, not just those with disabilities
curriculum materials are varied, diverse, multiple, digital and online
Multiple Means of Representation7
http://i.telegraph.co.uk/telegraph/multimedia/archive/01217/Cirque_du_Soleil2_1217933c.jpg
Multiple Means of Engagement8
http://i.telegraph.co.uk/telegraph/multimedia/archive/01217/Cirque_du_Soleil2_1217933c.jpg
Multiple Means of Action and Expression
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http://abluteau.files.wordpress.com/2009/04/cirque-du-soleil-1.jpg
INSTRUCTIONLEARNER PREFERENCE
DIFFERENTIATION GOOD TEACHING
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Making the Instructional Connection
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Instruction
Multiple choices ContentProcessProduct
UDL
Multiple means RepresentationEngagementAction and Expression
Instruction and Universal Design for LearningBlending, Collaborating, Coordinating
Content/ Connection to State Standards13 colonies
Teaching Strategies Technology Tools1 Technology Tools2
ProcessRepresentationHow we teach/give information
Textbook to read (various levels, digital, online, read aloud by reader or to the student-digital)Video-Safari MontageOnline databases for resourcesRole-playPowerPoint Have materials available on school/class Wiki for reviewPodcast the presentations(differentiation of the content)
Digital textbookSafari MontagePowerPointWikiPodcast
Engagement Work aloneGroup workBy offering appropriate level of informationReflection
ProductAction/ExpressionHow learner demonstrates his or her new knowledge
Oral reportVideoWritten essayPodcastPaintingDiorama Monitoring progress
Videopodcast
Description of lesson including UDL strategies and those identified to meet the student’s individual needs.
New Cool Tools
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UDL Resources
http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf
http://www.udlcenter.org/sites/udlcenter.org/files/Guideline%20Ed%20Chklst%208_31_09.doc 14
Traditional Grade 6 World Cultures Curriculum Lesson
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To introduce students to the concept of culture, conduct a class discussion on people and culture. Ask: How many people do you think there are in the world?
(Inform students of the current population obtained from www.census.gov (July 2008).
How many students believe that everyone on the planet lives the same way?
Differentiate the process by displaying the InspireData database titled “Population Growth.”
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Consider…UDL Guidelines: Principle 1 Provide Multiple Means of RepresentationCheckpoint 2.5: Illustrate Through Multiple Media
Searchcube
TraditionalGrade 4 Science Curriculum Lesson
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Students will create a model of the moon, sun, and Earth in order to identify the phases of the moon.
Activity: Students use information gained from the reading to label the eight moon phases in the chart on page 31.
• For students requiring additional support, provide pictures of the phases of the moon and vocabulary word cards. Have students cut and paste, in lieu of labeling, to create a visual representation of the phases of the moon.
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Consider…UDL Guidelines: Principle II
Provide Multiple Means for Action and Expression
Checkpoint 4.2: Provide varied ways to interact with materials
A Search Revealed Many Choices19
Interactive Choice Can Be Made Available
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Traditional High School English Curriculum
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The students will be able to summarize key information from a BrainPop clip in order to gain knowledge regarding The Odyssey and Greek gods.
The student will be able to explore beliefs about poetry in order to compose a poem expressing perceptions of poetry.
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Consider…UDL Guidelines: Principle III
Provide Multiple Means for EngagementCheckpoint 7.1: Increase individual choice and autonomy
Engage Students Through Exploration23
H T T P : / / W W W. P G A N N O N . C O M / I M A G E S / A R T _ M A I N / B A T H W A T E R _ M A I N . J P G
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Don’t throw the baby out with the bath water!
Don’t Throw the Baby Out With the Bathwater!!!
Windows 7 Ease of Access25
MagnifierOn-screen keyboard
Speech recognition
Start/all programs/accessories/Ease of Access
Microsoft: Readability Statistics26
Microsoft: AutoSummarize27
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Microsoft WordAutoSummarize and Readability Statistics
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CLOUD COMPUTING: REALLY COOL TOOLS
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District/School-Wide Web-Based Resources
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Library Information ServicesDatabasesWeb 2.0 resources
Instruction Technology
Maryland Public TV32
www.thinkport.org
www.thinkfinity.org
Really Cool Resources!!33
Wikihttp://udltechtoolkit.wikispaces.com
Bloghttp://teachingeverystudent.blogspot.com/
LiveBinders34
Pandora’s Box- Common Ground Preconference http://tinyurl.com/MSET12Pandorasbox
ATIA Session/Beth Poss/Mo Buti http://www.livebinders.com/play/play_or_edit?id=280290
AMAZING UDL RESOURCES!35
http://itunes.apple.com/us/app/udlinks/id454517781?mt=8 http://tinyurl.com/udlinks MSDE UDL Link App
http://marylandlearninglinks.org/data/ck/sites/121/files/Route_for_Every_ Learner_Report_NSG_ 32511.pdf
http://udlwheel.mdonlinegrants.org/
UDL Highlights36