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Do Now:

Select one class that you teach that you would like to focus on.

Create a list of the Following:

Students with IEP
Students with 504s
Students who are ELL status
Students Below Proficiency in Math or ELA (Dependending on the course you teach)

Facilitator: Ms. Brown and Ms. Rose

Essential Question: Evaluate how UDL planning, scaffolding, and differentiating lessons impact the learning process.

Learning Standards: CCLS

Agenda

Warmup: Identifying students

Learning Objective: Participants will

1) Review UDL Framework

2) Identify strategies for accessibility for lessons.

Mini Lesson:

UDL Framework
Accessibility Strategies

Group Activity: Interest inventory

Independent Practice: Use UDL Lesson Plan to identify list of students and measures of accessibility.

Summary/ Assessment: Discussion/Feedback

Key Terms

Differentiation: the process of tailoring lessons to meet each student's individual interests, needs, and strengths. Teaching this way gives students choice and flexibility in how they learn, and helps teachers personalize learning

Scaffolding:method where teachers offer a particular kind of support to students as they learn and develop a new concept or skill.

Essential Question: Overarching or topical questions that guide the lesson plan

Learning Objective: the statements that clearly describe what students are expected to achieve as a result of instruction.

Universal Design Learning: teaching approach that works to accommodate the needs and abilities of all learners and eliminates unnecessary hurdles in the learning process.

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Universal Design for Learning

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.

Facilitator: Ms. Brown and Ms. Rose

Essential Question: Evaluate how UDL planning, scaffolding, and differentiating lessons impact the learning process.

Learning Standards: CCLS

Agenda

Warmup: Identifying students

Learning Objective: Participants will

1) Review UDL Framework

2) Identify strategies for accessibility for lessons.

Mini Lesson:

UDL Framework
Accessibility Strategies

Group Activity: Interest inventory

Independent Practice: Use UDL Lesson Plan to identify list of students and measures of accessibility.

Summary/ Assessment: Discussion/Feedback

Key Terms

Differentiation: the process of tailoring lessons to meet each student's individual interests, needs, and strengths. Teaching this way gives students choice and flexibility in how they learn, and helps teachers personalize learning

Scaffolding:method where teachers offer a particular kind of support to students as they learn and develop a new concept or skill.

Essential Question: Overarching or topical questions that guide the lesson plan

Learning Objective: the statements that clearly describe what students are expected to achieve as a result of instruction.

Universal Design Learning: teaching approach that works to accommodate the needs and abilities of all learners and eliminates unnecessary hurdles in the learning process.

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UDL Guidelines: Structure

3 Principles, 9 Guidelines, 31 Checkpoints

Vertical organization aligns with neural networks

Horizontal organization aligns with designing for access through expert learning

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AP

Here is a visual representation of the 3 UDL Principles, 9 Guidelines and 31 Checkpoints. UDL is grounded in research from education, cognitive science, and neuroscience.

The vertical organization of the UDL Guidelines has three broad principles that align with the learning brain: Engagement guidelines to support the affective networks of the brain, Representation guidelines to support the recognition networks of the brain, and Action and Expression guidelines to support the strategic networks of the brain. There are 9 UDL Guidelines, three for each Principle. The three UDL guidelines under the UDL Principle of Multiple Means of Engagement are: Provide Options for Recruiting Interest, for sustaining effort and persistence, and for Self Regulation. The UDL guidelines under the Principle of Multiple Means of Representation are provide options for Perception, for language and Symbols, and options for Comprehension. The UDL guidelines under the Action and Expression are provide options for physical action, for expression and communication, and executive functions.

LH

The UDL Guidelines align with the anticipated variability of learners - for example, we can anticipate that there will be variability in student interest, perception, and physical action.

In addition to the vertical organization of the Guidelines, there is also a horizontal organization: Access, Build, and Internalize. For example, there are 3 UDL Guidelines in the horizontal Access row. Knowing there will be variability in how student access learning, we can design options to reduce barriers that might be blocking student interest, perception, or physical action. These options can be high or low tech and it is likely you are already integrating these strategies in your instruction!

Ultimately, the goal of UDL is to develop expert learners who are purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed.

In this module, you will have the chance to explore the UDL Guidelines website that includes downloadables that you can print, there are Frequently Asked Questions, and there is research behind the Guidelines.

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UDL Framework

Goals
Assessments
Materials
Methods
Environment

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AP

What is unique about UDL is that the planning is done on the front end of a lesson to make sure every student can be included, including students with significant cognitive disabilities. The options are available in the learning environment for all students from the start of the lesson.

But UDL is not just about implementing options. When first learning about the UDL framework, teachers often worry that they need to add all of the UDL checkpoints into their lessons. This is a common misconception about UDL and lesson planning.

The UDL Guidelines are just that- guidelines for you to consider to reduce barriers to support learning. The UDL guidelines can be used for any part of a lesson or curriculum, including the goals, assessments, methods, materials, and even physical space design. We call this the UDL framework. When you look at each of these parts of your curriculum, ask yourself where there are options for Engagement, Representation, and Action & Expression in the design for all students to use and that supports the learning goals.

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GUIDELINESS

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Start with Accessibility

Recruiting interest
Perception
Physical action

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In Summary

Set Clear Goals

Design Options for All

Anticipate Barriers

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