1 of 64

Terms For Use

The materials provided herein, including but not limited to instructional guides, manuals, slides, images, graphics, video, and other content, are the intellectual property of CAST and are protected by applicable intellectual property laws. All materials must remain CAST-branded at all times, and may not be altered, modified, or used in any way that could misrepresent or dilute the CAST brand.

These materials are intended solely for non-commercial, educational, and personal use. Any use of the materials for profit, including, but not limited to, use in published materials, for-profit professional development, or marketing, is strictly prohibited. Commercial use of these materials requires the prior written consent of CAST.

These materials are not stand-alone products and are designed to be used only by individuals who have received training from CAST or its authorized representatives. Any unauthorized distribution or use of these materials is strictly prohibited.

Please be aware that CAST resources are subject to regular updates and modifications, and the information contained herein should not be used for more than five years.

By accessing or using these materials, you agree to be bound by these terms and conditions.

2 of 64

The Physical Learning Environment

California Coalition for Inclusive Learning Presents: Through the Lens of UDL Webinar Series

September 25, 2023 | 3:30 - 4:30 PST

bit.ly/PLE-HB

3 of 64

Through the Lens of UDL Webinar Series�The Physical Learning Environment

4 of 64

CCIL Leadership

@CAST_UDL | #CASTPL

5 of 64

County Office of Education Partners

@CAST_UDL | #CASTPL

6 of 64

In Partnership with our COE Colleagues�Webinar Topics All through the Lens of UDL

Physical Learning Environment
Social Emotional Learning
Foundational Skills
Multilingual Learners
Science
Math
World Languages
Arts Education
History/Social Science
Writing

@CAST_UDL

7 of 64

Meet Your Facilitators

Elisa Torres-Barton�Implementation Specialist & Project Director, CAST

Sylvia Rodriguez-Douglass�UDL Implementation Specialist, CAST

@CAST_UDL

8 of 64

Chat Box Options�At anytime, feel free to:

Introduce yourself

Ask or answer �a question

Share an idea or a connection you see

Hyperlink a resource for your colleagues

@CAST_UDL

9 of 64

Using the �Chat Box

Type “@Name” to respond directly to a message.

Contribute in the chat box!

10 of 64

Your Learning Environment

Webinar Information
Slides linked
Optional Note Taking Guide
Resources

bit.ly/PLE-HB

11 of 64

Today’s Goals

Participants will deepen their understanding of classroom design through the lens of UDL by:

Reflecting on the learning environment as it relates to goal-setting
Identifying barriers in the learning environment
Exploring design ideas (physical spaces and/or routines) to minimize barriers in the learning environment

What are your goals for today?

bit.ly/PLE-HB

12 of 64

UDL Refresher

bit.ly/PLE-HB

13 of 64

UDL Foundational Principles and Design Process

The barrier is in the design, not the learner.	Variability is the norm.�It is contextual. It can be planned for.	The goal of UDL is�expert learning.
	UDL Design Process
Set Clear, Rigorous Goals	��Anticipate Variability	Design Options to�Minimize Barriers

14 of 64

Learner Variability

Interest
Effort and Resilience
Emotional Well-Being
Perceive Content
Language
Background Knowledge
Physical Navigation Skills
Communication Skills
Executive Function Skills

bit.ly/PLE-HB

@CAST_UDL

15 of 64

The ways we vary… or Learner Variability

16 of 64

UDL Guidelines

@CAST_UDL | #CASTPL

17 of 64

Design Areas Where Barriers May Exist

How is the content being delivered?

How is the climate/culture supportive of the learning?

How is the content being represented?

How is the learning being demonstrated?

Environment

Assessment

Methods

bit.ly/PLE-HB

Materials

@CAST_UDL

18 of 64

Where I sat… and where I learned…

@CAST_UDL

19 of 64

Physical Environments Align to a Goal

Costco: To continually provide our members with quality goods and services at the lowest possible prices.

Target: To help all families discover the joy of everyday life.

@CAST_UDL

20 of 64

Boston 1893

What might we infer are the goals of this learning environment?

Photo Source: City of Boston Archives�Public Domain

@CAST_UDL

21 of 64

Re-envisioning Learning Environments

bit.ly/PLE-HB

22 of 64

The brain is capable of rewiring itself through neuroplasticity… imagining a particular scenario can lead to changes in neural connections that support that vision.

23 of 64

Reflection & Visioning Exercise

Current State:

As you reflect on the current design of the learning space in your context…

What goal(s) is the design currently aligned to?
Who matters?
What matters?
What are some possible barriers in the current design?

24 of 64

Reflection & Visioning Exercise 2

Desired State:

Imagine you are at the entrance of an inclusive learning environment that supports all learners.

Rest your eyes and let your imagination take over…

"Imagine you are standing at the entrance of your ideal inclusive physical learning environment. Close your eyes and let your imagination take over. Now, as you step inside, consider the following:

What does it look like? Envision the physical space. What colors, design, and layout do you see? How is it arranged to accommodate diverse needs and learning styles?
What does it sound like? Listen carefully. What are the sounds that fill the air in this inclusive learning space? Are there conversations, collaborative discussions, the hum of technology, or perhaps the soothing sounds of nature? How do these sounds contribute to the atmosphere?
What does it feel like? As you walk around, pay attention to the physical sensations. How does the air feel? Is it comfortable and well-ventilated? How does the furniture feel? Is it flexible and adaptable to different needs? How does the overall environment make you and your students feel?
What does you notice?
What are the colors, design and layout?
How is it arranged to accommodate diverse needs and learner variability?
What sounds that fill the air? Are there conversations, collaborative discussions, the hum of technology, or perhaps the soothing sounds of nature? How do these sounds contribute to the atmosphere?
What does it feel like? As you walk around, pay attention to the physical sensations. How does the air feel? How does the furniture feel? Is it flexible and adaptable to different needs? How does the overall environment make you and your students feel?

Now, open your eyes and share your vision with your fellow educators. What elements are essential for creating this inclusive physical learning environment, and how can you work together to bring this vision to life?"

25 of 64

Universal Design for Learning (UDL) is an educational framework based on research in the learning sciences that guides the development of flexible and accessible methods, materials and environments that embrace variability, minimize barriers, and develop expert learning for all.

26 of 64

Designing the Learning Environment

27 of 64

Key Questions to Consider: Learning Environment

How can the environment be designed to support students to become expert learners?
How can the environment support the learning goal?
What barriers might exist in the learning environment?
What predictable options could be embedded in the learning environment?

@CAST_UDL

28 of 64

David Thornburg - Types Learning of Spaces

@CAST_UDL | #CASTPL

29 of 64

Campfire

@CAST_UDL | #CASTPL

30 of 64

Watering Hole

@CAST_UDL | #CASTPL

31 of 64

Cave

@CAST_UDL | #CASTPL

32 of 64

Life

@CAST_UDL | #CASTPL

33 of 64

Mountaintop

@CAST_UDL | #CASTPL

34 of 64

35 of 64

Why Focus on the Learning Environment

Reflection:

What is the purpose of the “stuff”?

How might what we currently have support learners?

36 of 64

Examples for Supporting Engagement

37 of 64

Engagement: Self-Regulation

Examples of designing options for self-regulation in the classroom environment.

Examples:

A mood meter is visible for students and is integrated into the day during lessons to build emotional vocabulary.
Calming area is always available and the tools in the calming area are always available to learners. Each tool has been explicitly taught and practiced.
Tools may include:

Journals to share an experience and feelings with a teacher
Examples of box breathing
Listening center with mindfulness strategies
Model when to use the tools daily

38 of 64

Engagement: Self-Regulation

Classroom mood meter on the door with four quadrants and surrounding the mood meter are emotion words that students can place on the mood meter.

39 of 64

Engagement: Self-Regulation

Space to self-regulate with tools available.

Elementary Calming Area

High School Calming Area

40 of 64

Engagement: Self-Regulation

Students know what is expected of them.

Expectations Posted

41 of 64

Let’s Pause & Reflect

Options for sharing:

Reflect on your own
Share in the chat
Capture some notes for yourself or to share with others

As you think about the ways that the physical learning environment can support engagement…

What resonates with you?
What are you wrestling with?
What might work in your context?

42 of 64

Examples for Supporting Representation

43 of 64

Representation:

Language and Symbols

Examples of designing options for language and symbols using the UDL Guidelines in the classroom environment.

Examples:

Anchor charts on the walls have visual representations paired with language. QR codes may be used to include an audio option.
The writing process is broken down visually across the bulletin board so that students can go to the part of the process they are working on independently. QR codes with audio available for students to hear directions.
Documents with images have alt text to provide access to screen readers and to provide background knowledge on images.

44 of 64

Representation:

Language and Symbols

Examples of designing options for language and symbols using the UDL Guidelines in the classroom environment.

High School and Middle School Word Walls

45 of 64

Representation:

Language and Symbols

Examples of designing options for language and symbols using the UDL Guidelines in the classroom environment.

Visual display visible to support understanding symbols

46 of 64

Representation:

Language and Symbols

Visual cues to support students to take agency over their learning.

Interactive Anchor Charts

47 of 64

Let’s Pause & Reflect

Options for sharing:

Reflect on your own
Share in the chat
Capture some notes for yourself or to share with others

As you think about the ways that the physical learning environment can support representation…

What resonates with you?
What are you wrestling with?
What might work in your context?

48 of 64

Examples for Supporting�Action and Expression

49 of 64

Action and Expression:

Executive Function

Examples of designing options for executive function using the UDL Guidelines in the classroom environment.

Example:

A timeline of the year is created on the bulletin board that attaches work throughout the year.
Get Ready, Do, Done is on the board and the teacher creates a visual map of the work for the day.
Graphic organizers are accessible for students to use.
Projects are broken down into small chunks and displayed.
Supplies are labeled so students can find the tool they need.
Predictable systems in place

50 of 64

Action and Expression: Executive Function

Support planning

Visual Planning for Work

51 of 64

Action and Expression: Executive Function

Support planning

Post Daily Routines

52 of 64

Action and Expression: Executive Function

Materials are accessible to support task initiation.

Middle School Classroom

High School Classroom

53 of 64

Let’s Pause & Reflect

Options for sharing:

Reflect on your own
Share in the chat
Capture some notes for yourself or to share with others

As you think about the ways that the physical learning environment can support Action & Expression…

What resonates with you?
What are you wrestling with?
What might work in your context?

54 of 64

Resources & Tools in Designing Learning Environments

UDL Guidelines

Learning Environment Inventory �through the lens of the UDL Guidelines

@CAST_UDL | #CASTPL

55 of 64

Possible Next Steps

Ideas for your consideration…

Water cooler chat
Write a email, friend or colleague sharing your thoughts
Consider a Monday and a someday change
Explore the predictable option inventory…
Explore the UDL Learning Environment Design Lab
…

As you reflect on the ideas that have

Affirmed your thinking…
Pushed your thinking…

What might your learners need you to do next?

56 of 64

Feedback is a gift!

bit.ly/UDL-LE-Feedback

@CAST_UDL

57 of 64

In Partnership with our COE Colleagues�Webinar Topics All through the Lens of UDL

Physical Learning Environment
Social Emotional Learning
Foundational Skills
Multilingual Learners
Science
Math
World Languages
Arts Education
History/Social Science
Writing

@CAST_UDL

58 of 64

Next Webinar

SEL through the lens of UDL

Session 1: Universally Designing Social Emotional Learning to Support Learner Variability�Tuesday, October 10, 2023 | 3:30 - 4:30 PST

Registration Link Session 1

Session 2: UDL & CASEL’s SEL 3 Signature Practices�Tuesday, October 17, 2023 | 3:30 - 4:30 PST

Registration Link Session 2

SEL Webinar Series One-Pager

59 of 64

CCIL Statewide Resources

ccil.cast.org

@CAST_UDL

60 of 64

Feedback is a Gift

Link to Webinar Survey

bit.ly/WebinarQPLS

Your feedback provides insight into learner variability and in turn we can design more inclusive learning experiences.

61 of 64

We’d Love to Hear from You!

California Educators -

For more information on opportunities for coaching and further expert support through the CCIL grant, please contact:

Shamryn Coyle, Director�CA Coalition for Inclusive Learning�Placer County Office of Education

scoyle@placercoe.org

@CAST_UDL

62 of 64

Want to stay in touch?

Sign up for the

CAST newsletter!

bit.ly/cast-newsletter

63 of 64

Learn with us

Get in touch for more information about �our professional learning services!

Email PL@cast.org

64 of 64

CAST

Website: ccil.cast.org

Professional Learning: castpl.org

Books & Media: castpublishing.org

Email: cast@cast.org

Phone: 781-245-2212

CAST �50 Salem Street

Building B, Suite 303

Lynnfield, MA 01940-0030

@CAST_UDL | #CASTPL