Changing Your Beliefs

AND YOUR INCLUSIVE CLASSROOM WITH UDL

Goals & Objectives

After this presentation you will:

  1. Understand why change is necessary to transform schools.
  2. Have at least one a-ha moment about what UDL and unlearning is.
  3. Self-reflect on your own experiences or practices to identify a goal for how you use this information moving forward.

TIME TO REFLECT

Think of all the teaching initiatives you have been encouraged to try in your career. Which ones do you continue to implement and which ones were phased out? Why do you think some strategies remained in your practice while others did not?

THE PROBLEM IS...

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What if there was a solution?

What if there was a solution?

What if UDL could transform education to develop student-driven, engaging, rigorous learning experiences in inclusive environments for everyone?

What if there was a solution?
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UNDERSTANDING UNIVERSAL DESIGN

UNDERSTANDING UNIVERSAL DESIGN

Think about one of the items pictured...

Ask:

1. How does the item address a specific need? What barriers are reduced? (For example; Ipad enlarges text for someone with a visual impairment)

2. How does designing for specific individuals benefit others? (For example; Ipad could help someone learning to read, recovering from eye surgery, or suffering from degenerative eye disease (glaucoma))

UNDERSTANDING UNIVERSAL DESIGN

The Theory of Universal Design

  • Not one size fits all- but alternatives for everyone
  • Not added on later- but designed from the beginning
  • Not access for some- but access for everyone.

UNIVERSAL DESIGN FOR LEARNING (UDL)

  • Framework for Instruction
  • Organized around 3 Principles
  • Based on Learning Sciences

AN ANALOGY

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How to Read the UDL Guidelines
Options for Getting Started with UDL

Options for Getting Started with UDL

You have now been introduced to Universal Design for Learning (UDL). UDL provides a framework for understanding the differences among learners (learner variability) and to plan ahead for this. UDL is a big topic and should be taken on slowly, otherwise, it can become one more thing and feel overwhelming.


Choose one of the options in the google doc (or determine another option) to get started.

Options for Getting Started with UDL
OPTIONAL ACTIVITY: Rewording the UDL Guidelines

OPTIONAL ACTIVITY: Rewording the UDL Guidelines

We want to build a language with students that aligns with the UDL guidelines

    • Use the graphic organizer provided to rewrite the UDL guidelines using language from your vocabulary that you can use with your students.
    • Examples for each of the guidelines are provided.
    • “Self-regulation” might become something like “I believe that I can get the job done”
OPTIONAL ACTIVITY: Rewording the UDL Guidelines

Is an apple still red if there isn't any light?

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THINKING ABOUT CHANGE

Think of a time you experienced something a new way….For example, consider the first time you used Lyft or Uber, tried Siri or Alexa, or saw a Fitbit or Apple Watch…


  • What was your initial experience/impression of this new way of doing things?
  • What were the trade-offs/benefits of that change?
  • What parts of the old experience do you still want to hold onto?
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1. Understanding Variability

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Activity: Mapping Your Own Variability

Activity: Mapping Your Own Variability

Consider your own jagged profile?

    • What are your strengths and weaknesses?
    • How do these align with the background experiences you’ve had?
    • How do these strengths and weaknesses shift based on the context? And
    • How do they influence your teaching preferences or environment?

Take a few moments to map your own jagged profile for 3 different contexts…

Activity: Mapping Your Own Variability

2. Know Your Goals

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3. Transform Tried & True Techniques

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4. Prioritize Engagement

HOW DO I GET THEM TO PICK UP THE FORK?

HOW DO I GET THEM TO PICK UP THE FORK?

HOW DO I GET THEM TO PICK UP THE FORK?
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ENGAGEMENT

Ask yourself the following questions:

  1. How do we find relevant and authentic examples, ways for students to make choices, and options to minimize potential threats and distractions?
  2. How do we invite students to make the goals salient, vary the resources and demands for a task, foster collaboration and provide process-based feedback?
  3. How do we promote expectations for all of our students, facilitate personal coping skills, and develop self-reflection as an important learning skill?

5. Scaffold Expert Learning

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THE PYGMALION EFFECT

THE PYGMALION EFFECT

Q: What’s the biggest barrier to achieving expert learning?

A: Our Expectations

THE PYGMALION EFFECT

OPTIONAL ACTIVITY: Time to Reflect

What stage of Unlearning are you in?

    • Take a moment to read through the self-assessment.
    • What resonates with you?
    • Determine which stage you currently identify with.
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MAKE IT YOURS

Discussion Questions


    • Who has been your salesperson, maven or connector?
    • Which will you strive to be as you share your UDL journey with others?
    • Share at least one aha you’ve had as a result of this session…

THE GOAL...

Is not to "do" UDL

But to "use" UDL


To reduce or eliminate barriers

& Design for all students to become expert, empowered learners.

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ADDITIONAL RESOURCES

Catherine Wilson

Catherine Wilson

Catherine Wilson

You can find me at:

clearlycat@gmail.com

www.pinterest.com/clearlycat

www.ThinkingInCommon.com

www.Spedagogy.com

Portland, OR, USA clearlycat@gmail.com ThinkinginCommon.com