Mindset:
Reframing Barriers
Universal Design for Learning
March 22, 2024
1
1
Equity • Diversity • Inclusion • Partnership
Facilitator
Equity • Diversity • Inclusion • Partnership
Mindset | Reframing Barriers�
California Coalition for Inclusive Literacy
Today’s Agenda
© 2023 CAST | Until learning has no limits®
Our Learning Environment
Self-Regulate
Perceive
Act
@CAST_UDL
© 2023 CAST | Until learning has no limits®
Your Learning Environment
What could set you up to do your best learning, collaborating, and thinking in this context?
How do you want your workspace arranged today?
What do you want to have pulled up on your screen?
© 2023 CAST | Until learning has no limits®
A Quick Review
© 2023 CAST | Until learning has no limits®
Definition of UDL
Universal Design for Learning (UDL) is an approach to improve and optimize teaching and learning for all by setting clear, rigorous goals; anticipating barriers; and proactively designing to minimize those barriers.
@CAST_UDL
© 2023 CAST | Until learning has no limits®
The UDL Foundational Concepts:
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.
@CAST_UDL
© 2023 CAST | Until learning has no limits®
Quote from Martha Minow
— CAST
Barriers are in the environment, not the learner.
© 2023 CAST | Until learning has no limits®
Conditions for Learning
“When a flower doesn’t bloom,you fix the environment in which it grows, not the flower.”
— Alexander Den Heijer
@CAST_UDL
© 2023 CAST | Until learning has no limits®
Nobody else can make anybody else learn anything… anymore than if you are a gardener can (you) make flowers grow.��You don’t make the flowers grow...The flower grows itself.��Your job if you are any good at it is to provide the optimum conditions for it to do that, to allow it to grow itself.
© 2023 CAST | Until learning has no limits®
How do we change the environment?
© 2023 CAST | Until learning has no limits®
3 Forces at Work
Appraisal - Is this good for me or bad for me?
Mindset - Can I do it?
Perceived Demands and Resources - What is being asked and do I have the resources (internal and external) to achieve the goal?
@CAST_UDL
© 2023 CAST | Until learning has no limits®
What is a Mindset?
@CAST_UDL
© 2023 CAST | Until learning has no limits®
Your beliefs become your thoughts, �your thoughts become your words, �your words become your actions, �your actions become your habits, �your habits become your values, �your values become your destiny.
— Mahatma Gandhi
© 2023 CAST | Until learning has no limits®
Example: Universal Design Learning Mindset
Language
Beliefs
Framing
Habits & practices
@CAST_UDL
© 2023 CAST | Until learning has no limits®
UDL Mindset Shift
From designing for the imaginary average…
…to a UDL mindset.�Designing for variability.
@CAST_UDL
© 2023 CAST | Until learning has no limits®
Whole Group Discussion
What are the challenges of making this mindset shift?
How might we support a mindset shift in others?
@CAST_UDL
© 2023 CAST | Until learning has no limits®
Mindset | Essential Question��How do I become more conscious �of my own mindset and help others �think about theirs?
© 2023 CAST | Until learning has no limits®
Start with Modeling UDL Language
© 2023 CAST | Until learning has no limits®
The UDL Foundational Concepts:�The Barrier is in the Design
The barrier is in the design,�not the learner.
@CAST_UDL
© 2023 CAST | Until learning has no limits®
The Language�of UDL
From: This group of students can’t read.
To: The text complexity could be a barrier to learning the content.
From: These students can’t write.
To: Writing to show your understanding could present a barrier.
Restate the barrier as being in the curriculum not the learner.
© 2023 CAST | Until learning has no limits®
Reframing Process
Reframe
Engage
Barrier in learner
“If only he could read, �he would understand �the science content in �the textbook.”
Barrier in environment
“The textbook requires decoding to understand science content”
Collaborative�Reframing
“How might we give everyone access to the content without requiring decoding?”
© 2023 CAST | Until learning has no limits®
Let’s Practice!
© 2023 CAST | Until learning has no limits®
Using the Troubleshooting Approach
Adapted from Dr. Jen Pusateri, University of Kentucky,�Universal Design Consultant
© 2023 CAST | Until learning has no limits®
Name the Problem:
The barrier is in the environment, not the learner. When teachers are new to UDL they may have difficulty connecting the problems they see occurring with their students to the learning barriers that are in the design of the environment and instruction.
One way to help make this connection is by asking ourselves,� “What does the problem look like?”
@CAST_UDL
© 2023 CAST | Until learning has no limits®
Start With a Problem�Try a solution
© 2023 CAST | Until learning has no limits®
Troubleshooting Approach
The Problem:�Name It & Reframe It
Name the problem:
Students don’t participate in discussions
Reframe the problem:
Barriers are in the environment or design, not the learner
1
@CAST_UDL
© 2023 CAST | Until learning has no limits®
Reframe the Problem: 1 of 4
The Problem: Students don’t participate in discussions�
Making the focus of our problem sentence “Students don’t” communicates that they are the problem and somehow the barrier is them. �
UDL tells us that the barrier is in the design of the learning environment and instruction.
© 2023 CAST | Until learning has no limits®
Reframe the Problem: 2 of 4
In order to reframe the problem, we will start our new sentence with a subject which indicates that the barrier is in the design. Some ways to start this sentence include:�
© 2023 CAST | Until learning has no limits®
Reframe the Problem 3 of 4
“The design of the social studies class only provides students with one option (reading a textbook) for learning content.”
“The learning activities don’t highlight the connections between the content and students’ interests and values.”
Before�(The problem is with the student)
After
(The problem is with the design)
“If Brayden could read better, he’d do much better in social studies class.”
“These students just don’t care about algebra.”
@CAST_UDL
© 2023 CAST | Until learning has no limits®
Troubleshooting Approach
The Problem:�Name It & Reframe It
Name the problem:
Students don’t participate in discussions
Reframe the problem:
A safe environment and engaging/relevant topics help students to participate in discussions.
Barriers are in the environment or design, not the learner
1
@CAST_UDL
© 2023 CAST | Until learning has no limits®
Reframe the Problem 4 of 4
Name It: Students don’t participate in discussions.
Reframe it: A safe environment and engaging/relevant topics will help engage students to participate in discussions.
@CAST_UDL
© 2023 CAST | Until learning has no limits®
Match the Problem with the UDL Guidelines
A safe environment and engaging/relevant topics will help engage students to participate �in discussions.
Which one of the 9 UDL Guidelines is the problem most closely related to?
© 2023 CAST | Until learning has no limits®
Engagement
© 2023 CAST | Until learning has no limits®
© 2023 CAST | Until learning has no limits®
Engagement
What options could be designed to recruit the interest of learners?
What options could be designed to support learners to sustain effort and persistence while learning?
What options could be designed to support learners to self-regulate while learning?
© 2023 CAST | Until learning has no limits®
What will you change?
© 2023 CAST | Until learning has no limits®
Reframing Process
Reframe
Engage
Barrier in learner
“If only he could read, �he would understand �the science content in �the textbook.”
Barrier in environment
“The textbook requires decoding to understand science content”
Collaborative�Reframing
“How might we give everyone access to the content without requiring decoding?”
© 2023 CAST | Until learning has no limits®
The UDL Design Process
Design
Use the UDL Guidelines�to proactively plan �lessons that address �learner variability.
Reflect
Observe, review �student work, identify potential barriers and �make adjustments
Try
Implement the lesson�with clear goals and �formatively assess�student performances
© 2023 CAST | Until learning has no limits®
Troubleshooting Approach Practice
Task:
Options for Engagement:
@CAST_UDL
© 2023 CAST | Until learning has no limits®
Whole Group Reflection
Describe the experience of using the Troubleshooting Approach to reframe barriers:
How does the Troubleshooting Approach support a UDL Mindset?
How might you implement the Troubleshooting Approach in your context?
@CAST_UDL
© 2023 CAST | Until learning has no limits®
Additional Mindset Resources
@CAST_UDL
© 2023 CAST | Until learning has no limits®
Please Complete the Interest Survey
45
How can we support you in your Improvement Journey?
Equity • Diversity • Inclusion • Partnership
46
Leadership, Service, & Advocacy
County Board of Education
County Superintendent of Schools
Maimona Afzal Berta
Area 6
Victoria Chon
Area 5
Joseph Di Salvo
Area 4
Raeena Lari
Area 7
Grace Mah
Area 1
Don Rocha
Area 3
Tara Sreekrishnan
Area 2
Dr. Mary Ann Dewan
Equity • Diversity • Inclusion • Partnership
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.
© 2023 CAST | Until learning has no limits®
48
Please return to your…
Closing Session & Team time begins at 2:00
Equity • Diversity • Inclusion • Partnership