universal design for learning...universal design for learning sd49 – central coast february 24 th,...
TRANSCRIPT
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
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developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
Universal Design for Learning
SD49 – Central CoastFebruary 24th, 2017
and the new curriculum
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Shape of the Afternoon
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Essential Questions• What is UDL?• How can it benefit our students?• What am I already doing that’s a
good fit with UDL?• How does UDL relate to the new
curriculum?• How can I apply UDL principles to
support my students?
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
UDL …a way of thinking
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Access and Choice
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Ronald L Mace Ronald Mace coined the term in the realm of architecture, and defined it as:
“Universal design is the design of products and environments to be usable by ALL people, to the greatest extent possible, without the need for adaptation or specialized design.”
–Ron Mace
A little history: Universal Design
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curb cutsautomatic doors
ramps
Who makes use of these?… and why?
Table talk:
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
“Designing for people with specific needs, can increase participation for all people.”
Universal Design (UD)And so…
TASK:Universal Design for Learning (UDL)
“_____________________________________.”<your definition here>
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Plan for ALL Students
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
New Curriculum ----Big Ideas, an Opportunity for Redesign
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
BRAIN RESEARCHThe Affective Networks: the “Why” of Learning
How learners get engaged and stay
motivated. How they are challenged,
excited, or interested.
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
BRAIN RESEARCHThe Affective Networks: the “Why” of Learning
• Provide options for self-regulation
• Provide options for recruiting interest
• Provide options for sustaining effort and persistence
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
BRAIN RESEARCHThe Affective Networks: the “Why” of Learning
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
BRAIN RESEARCHThe Affective Networks: the “Why” of Learning
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Connect with Engagement
… and those around you.
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
BRAIN RESEARCHThe Strategic Networks: the “How” of Learning
Planning and performing tasks. How we organize and
express our ideas. Writing an essay or solving a math
problem are strategic tasks.
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
BRAIN RESEARCHThe Strategic Networks: the “How” of Learning
• Provide options for comprehension
• Provide options for language, mathematical expressions, and symbols
• Provide options for perception
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
BRAIN RESEARCHThe Strategic Networks: the “How” of Learning
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
BRAIN RESEARCHThe Strategic Networks: the “How” of Learning
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Connect with Representation
… and those around you.
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
BRAIN RESEARCHThe Recognition Networks: the “What” of Learning
How we gather facts and categorize what we see,
hear, and read. Identifying letters, words, or an author’s style are recognition tasks.
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
BRAIN RESEARCHThe Recognition Networks: the “What” of Learning
• Provide options for executive functions
• Provide options for expression and communication
• Provide options for physical action
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
BRAIN RESEARCHThe Recognition Networks: the “What” of Learning
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
BRAIN RESEARCHThe Recognition Networks: the “What” of Learning
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Connect with Action & Expression
… and those around you.
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Time Out 10 minute pause
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Connecting UDL
and the new curriculum
previous curriculum
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Connecting UDL
and the new curriculum
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
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New BC Curriculum
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Goal Based Planning
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Goal: Salmon Life Cycle
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Curriculum Competencies – Grade 2 Science
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Curriculum Competencies – Grade 2 Science
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Curriculum Content– Grade 2 Science
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developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
Goal: Salmon Life Cycle
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developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
Goals vs. MethodOriginal Goal
Main Focus of Goal
Core Component of GoalVariable Components of GoalNew (re-written) Goal
Students will illustrate and write descriptions for each stage of the salmon’s life-cycle
Life-cycles
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developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
Goals vs. MethodOriginal Goal
Main Focus of Goal
Core Component of GoalVariable Components of GoalNew (re-written) Goal
Students will illustrate and write descriptions for each stage of the salmon’s life-cycle
Life-cycles
Identification of various life-cycle stages. Salmon habitat and behavioural characteristics.
Written descriptions. Artistic ability (illustrations).
Students will demonstrate what they have learned about the life-cycle of a salmon.
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developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY
ACTIVITY:Original Goal
Main Focus of Goal
Core Component of GoalVariable Components of GoalNew (re-written) Goal
Participants will write a reflection about the three UDL principles to demonstrate that they have been listening.
UDL Principles.
Whole-brain. Flexible curriculum = flexible approach incorporating engagement, representation, and expression.
Written reflection. Individual capacity to listen on Friday afternoons.
Participants will work individually or with others to represent something important that they learned this afternoon.
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Participants will work with others to represent a piece of what they have learned this afternoon.GOAL:
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Reflection
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
Don’t get stuck…
learningnetwork.setbc.org/sd49udl
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developing PARTNERSHIPS ● building CAPACITY ● supporting STUDENTS ● implementing TECHNOLOGY
learningnetwork.setbc.org/sd49udl