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UDL Guidelines in Math

Provide Multiple Means of Engagement

  • Affective Network
  • Why of Learning
  • Purposeful, motivated learners

Provide Multiple Means of Representation

  • Perceptive Network
  • What of Learning
  • Resourceful, knowledgeable learners

Provide Multiple means of Action and Expressions

  • Strategic Network
  • How of Learning
  • Strategic, goal-directed learners

Access:

Teacher led

Provide options for recruiting interest

Choice and autonomy

Relevance

Minimize threats/distractions

  • Use math talks to validate different ways of thinking
  • Build community norms
  • Build math learning norms 
  • Use 3-Read to develop student questions
  • Make available to everyone choices in materials/tools
  • Use technology resources
  • Use problem situations that relate to students’ lives
  • Summarize the main learning of the lesson by showing multiple student approaches, representations, or solutions
  • Play games to reinforce math concepts in a motivating format
  • Use Multiple Abilities Launch and/or Groupwork Feedback to increase relevance and minimize threats
  • Use Turn and Talk to minimize threat of being put on the spot
  • Implement collaborative groupwork structures to increase participation.

Provide option for perception

Customize displays of info

Alternatives for auditory/visual info

  • Use blank paper or math notebook to focus on central problem(s) based on core math
  • Have students present multiple representations/solution methods in the summary
  • Make sense of each
  • Make connections between each based on concept progressions
  • Use different structures to do so (whole class discussion, turn and talk, gallery walk with post-its, etc)
  • Offer use of manipulatives within a lesson
  • Co-create anchor charts
  • Use think-aloud to describe the reasoning process

Provide options for physical action

Vary methods for response

Access to tools, assistive technologies

  • Provide a variety of options for students to show their thinking
  • Multiple representations for a solution/strategy
  • Explain thinking verbally, visually, kinesthetically, using manipulatives, on a smart board or other assistive technologies
  • Explain to group, to partner, to whole class, to teacher
  • Provide opportunities for open-ended interaction & response
  • Card/Shape sorts
  • Create own problem
  • Games
  • Construction
  • Art
  • Experiment or simulation
  • Provide appropriate tools to allow students access to the core math
  • Manipulatives
  • Calculators
  • Multiplication Chart
  • Graphing technology

Provide Multiple Means of Engagement

  • Affective Network
  • Why of Learning
  • Purposeful, motivated learners

Provide Multiple Means of Representation

  • Perceptive Network
  • What of Learning
  • Resourceful, knowledgeable learners

Provide Multiple means of Action and Expressions

  • Strategic Network
  • How of Learning
  • Strategic, goal-directed learners

Building skills for learning: Teachers and Students

Provide options for sustaining effort and persistence

Salience of Goals

Optimize Challenge

Collaboration and Community

Mastery-Oriented Feedback

  • Use the Core Math to Observe to clarify lesson goals and components
  • Use Guiding Questions as a way to further student thinking
  • Use collaborative groupwork with participation structures to foster meaningful collaboration and participation including:
  • Roles
  • Norms
  • Groupwork Feedback/ Participation Quiz
  • Offer extension activities to all
  • Assign competence to individuals/groups for authentic, valuable math contributions

Provide options for langage, mathematical expressions and symbols

Clarify vocab, symbols, syntax, structure

Support decoding

Understanding across languages

Multiple media

  • Use 3-Read Protocol as a class to clarify meaning, vocabulary, relationship between quantities/units
  • Point out anchor charts within a lesson to clarify language, symbols or strategies

Provide options for expression and communication

Multiple media for communication

Multiple tools for construction and composition

Support fluency building through levels of practice

  • Use think-aloud to describe the reasoning process
  • Point out anchor charts within a lesson to help students access strategies
  • Use games to support students to build fluency
  • Normalize use of manipulatives to encourage their use as a valuable math tool.

Provide Multiple Means of Engagement

  • Affective Network
  • Why of Learning
  • Purposeful, motivated learners

Provide Multiple Means of Representation

  • Perceptive Network
  • What of Learning
  • Resourceful, knowledgeable learners

Provide Multiple means of Action and Expressions

  • Strategic Network
  • How of Learning
  • Strategic, goal-directed learners

Internalize: Student led

Provide options for self-regulation

Expectations and beliefs

Use coping skills

Develop self-assessment & reflection

  • Discuss and promote growth mindset
  • Use Math Notebooks to reflect on learning
  • Regularly provide opportunities for individuals/groups to reflect on math norms
  • Provide conversation frames to promote group discussion and participation using academic language.

Provide options for comprehension

Activate background knowledge

Highlight big idea

Guide information processing

Maximize transfer & generalization

  • Use Math Notebooks to have students make connections between concepts/representations
  • Provide opportunities for individuals/groups to use the 3-Read Protocol when needed to support comprehension of text
  • Make manipulatives available at all times so students may use them to make connections and justify their thinking.
  • Provide anchor chart for students to reference as needed
  • Use pocket questions informed by the progressions to activate prior knowledge or to extend and make deeper connections
  • Use math tasks to provide opportunities for students to transfer learning to novel situations

Provide options for executive functions

Guide Goal setting

Support Planning

Enhance monitoring progress

  • Use math tasks to provide opportunities for students to make decisions about tools, representations, and strategies
  • Provide opportunities during the Explore for students in groups to make connections between different strategies and representations
  • Provide opportunities for students to use Math Notebooks or posters to organize and present thinking
  • Provide open access to graphic organizers
  • Ten frames
  • Place value charts
  • Graph Paper
  • T-Charts
  • Number Lines
  • Provide opportunities to re-engage with content and revise work.

SFUSD Math, March, 2019