No technology? No Problem! Creative Ways of Using UDL without Technology (July 2012) (Columbus, IN)

Simple Methods of Implementing UDL in Your
Classroom

“The way we
learn is as
different as
our DNA or
fingerprints”
- CAST

Think of a specific
student in your
class and their
strengths (access)
and weaknesses
(barriers)

Barrier Activity
ON 1 Bag, write a strength on one side and
a barrier on the other side of the bag!

It’s important to
remember…
 What is a barrier for one student,
can be a strength for another
student.

Hmm….
 What do these numbers have in common?
8549176320

It was a cold January Alberta
evening, when Roger and his
family had just settled into their
seats to watch their beloved
Lethbridge Broncos play.
Most of the young men on
the ice had been playing
Canada’s national sport since
the day they could walk. It was
no surprise that many of these
young men were considered to
be professional hockey’s future
stars.

Take a Moment to Find a
Partner
Modified
Inner Circle /
Outer Circle
Activity

Decide Who Will Be…
http://timeme.com/timer-stopwatch.htm

PERSON A
PERSON B
SHARE WHAT
YOU KNOW
ABOUT HOCKEY!

The puck had hit the ice and both
teams collided into a fury of speed,
sweat, and controlled aggression. Roger’s
wife, Paula, eyed her way through the
program and was astonished to notice
that the young men ages 16 to 20 all had
something in common…

Roger’s wife, Paula, eyed her
way through the program and
was astonished to notice that the
young men ages 16 – 20 all had
something in common, they were
born in either January, February,
or March.
Roger went home that night
and looked up the birth dates of
as many professional hockey
players as he could find. He saw
the same pattern. There were 5
times as many January birthdays
as there were November
Birthdays.
Why is this?

In Canada, the eligibility
cut-off is January 1. Therefore
a player who turns 10 on January
2nd can be playing alongside
another player who doesn’t turn
10 until the end of the year, a
huge advantage for an
adolescent.
This is also the age when
coaches start dividing the “best of
the best,” into travel squads.
These players often get more
coaching, more games, and more
experiences than their peers. Age
makes a huge difference.

The Matthew Effect
Keith Stanovich

Today’s Session:
 UDL looks at overcoming barriers that
exist in our classrooms and creating a
flexible curriculum to create access for
ALL students!
 How can we implement UDL without
technology?

Barriers vs. Access
 What can we control vs.
what we cannot control

It comes down to helping ALL of
our students understand
vocabulary!
Without vocabulary –
the rich get richer and
the poor get poorer!
- The Matthew Effect

Questions we should ask when
planning vocabulary instruction:
What do
students
already know
about topic?
Which
vocabulary
terms are
high
frequency
and critical
to
understand?
Will the
students be
able to
derive
meaning
through
context
clues?

How do you choose words to
teach?
Tier 3 –
Domain
Specific
Tier 2 –
General Academic
Tier 1 – Everyday words
that we use
Beck, I.L., McKoeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust
vocabulary instruction. New York: The Guilford Press.
COMMON
CORE

Vocabulary Instruction:
What doesn’t work
 Looking up words in
dictionary.
 Simply telling students “use
the context” to figure out
word meanings.
 Unplanned vocabulary
teaching. Dr. Timothy Shanahan

Research-based
Principle
 Students must encounter new words in
context more than once to learn them.
 At least 6 encounters to “ensure” deep learning.
 “In context”: having students encounter/read word
in a text OR having students or teachers apply word
in speaking or writing.

Do you
remember
the 3
principles
of UDL?

UDL is a framework for
designing curriculum
that addresses the
diverse needs, strengths,
backgrounds, and
interests of students in
today's classrooms.

Circles Of
Activity (pg 8)
Take 1 – 2
minutes to fill
in 3 – 4
circles with a
word that
describes
what UDL is
to you

Excellent way of
providing
Multiple Means of
Representation
and Action /
Expression
UDL Frayer
Model (pg 4)

An approach to
designing curriculum to
benefit
all learning styles from
the beginning,
providing equal access
to learning.
1 Size Fits All

Elementary
Friendly Frayer
Model (pg 5)

Bumper Sticker
Activity
• Vocabulary Term
• Slogan
• 2 – 3 pictures to describe

Albertville, France Mexico City, Mexico
Amsterdam, Netherlands Pasadena, CA
Atlanta, GA Salt Lake City, UT
Berlin, Germany Squaw Valley, CA
Dallas, TX St. Louis, MO
Detroit, MI Tokyo, Japan
Indianapolis, IN Torino, Italy
Vancouver, Canada
Take the words above and categorize
them in 3 different categories. You
must determine the category and how
to organize the words:
Categories (pg
12)

What do they have in
common?
Amsterdam,
Netherlands
Albertville,
France
Atlanta, GA
Berlin, Germany Salt Lake City,
UT
Dallas, TX
Mexico City,
Mexico
Squaw Valley,
CA
Detroit, MI
St. Louis, MO Torino, Italy Indianapolis, IN
Tokyo, Japan Vancouver,
Canada
Pasadena, CA
Summer
Olympic Host
City
Super Bowl
Host City

Flashcard
Game: Tic Tac
Toe
DEFINITION

2 students
• 1 set of cards
with term
facing up
• 1 set of cards
with term
facing down
Flashcard
Game: Memory

4 Corners Quiz Activity
Net Generation
Statistics taken from:
Grown Up Digital
By: Don Tapscott
4 Corner Interactive
Multiple Choice

Directions
A. You will be given several multiple choice
questions
B. Each of the 4 corners of the room will be
labeled as A, B, C, or D
C. You will answer the question by walking to
the corner of your choice.

This company created an internal company
Wiki to gather new trends and information
from its young employees.
A. Facebook
B. Best Buy
C. Wal-Mart
D. Google

1 in __ Internet users worldwide are
under the age of 16.
A. 5
B. 7
C. 10
D. 12

It is estimated that there is a computer
for every __ children in America.
A. 3
B. 4
C. 6
D. 9

The Net-Generation watches an average of
__ hours of television a week.
A. 17.4
B. 18.3
C. 19.5
D. 24.4

___% of the Net Generation engages
in some sort of content creation
(websites, blogs, mashups, etc.)
A. 12
B. 34
C. 58
D. 64

___% of American teens ages 12 – 17
have a cell phone.
A. 54
B. 63
C. 72
D. 89

__% of Japanese children ages 7 – 12
have a cell phone.
A. 7
B. 18
C. 26
D. 33

___% of India’s population is under the
age of 25.
A. 43
B. 52
C. 55
D. 62

[Preparing for a career
today]… “is like training
for the Olympics and
not knowing which
sport you’ll be
competing in.”
- Thomas Friedman

 Friedman also
mentions events that
have changed the
world! Let’s do a brief
history lesson on the
events that have
changed technology!
Sequence
Scramble

Directions:
 Take the 12 events in your envelop and
put them in the order that you think they
occur in!

1971
 The first email is sent by Richard W.
Watson

1975
 Bill Gates and Paul Allen start a company
called Microsoft

1977
 The Apple II personal computer is
introduced upon the founding of the Apple
Computer

1985
 Windows 1.0 is invented by Microsoft,
changing the way that we compute.

1998
 Google invented by college students Larry
Page and Sergey Brin

1999
 Napster changes the way that we listen
and download music! This illegal
downloading service exploded in use
among college students.

2001
 iTunes and the iPod are invented,
changing the way that we listen and buy
music!

2004
 Facebook was founded by Mark
Zuckerberg with his college roommates
and fellow students Eduardo
Saverin, Dustin Moskovitz and Chris
Hughes.

2006
 Jack Dorsey invents Twitter, a micro-
blogging service.

2007
 The iPhone is invented, changing the way
that we use cell phones and introducing us
to these new things called “Apps.”

2010
 The very first iPad is released to the
public.

2012
 Facebook goes public and sells its first
shares of stock

For this next activity…
OPTION 1: POWER
PARAGRAPH ORGANIZER:
• This paper helps a student
organize a paragraph with the
• Main idea (red)
•Supporting Details (green)
•Conclusion (blue)
OPTION 2: SCRAP PAPER

In 2 – 3
sentences,
describe how you
want to implement
UDL in your
classroom this
year.

Take a Moment to Write a
Response…
OPTION 1: POWER WRITING
TEMPLATE:
• This paper helps a student
organize a paragraph with the
• Main idea (red)
•Supporting Details (green)
•Conclusion (blue)
OPTION 2: SCRAP PAPER

Totem Pole Timeline
Totem Pole
Timeline
(pg 16)

Sticky Notes – Pre-Writing
Activity
 Instructional Strategy: Writing
 Barrier: Student cannot outline and
organize ideas
Idea 1
Idea 2
Idea 3

Sticky Notes – Pre-Writing
Activity
 Instructional Strategy:
Writing
 Barrier: Student cannot
outline and organize ideas
Idea 1
Idea 2
Idea 3

IBBBC Strategy
 http://gse.buffalo.edu/org/writingstrategi
es/6-12introbodyconcl.htm

The importance
of reflection!
Learning Log
(pg 17)

What I Already
Know (K)
What I Learned
(L)
What I Will Do
(D)
 What is your current
knowledge (K) of this
topic?
 What new or extended
learning (L) have you
gained from this
article?
 What knowledge,
strategies, and/or
practices have you
experienced or
extended with this
content?
 How will what you
have learned impact
what you do (D) in
your building?
 Think about your
current instructional
practices and reflect
on how they may be
changed or revised
based on content.
KLD Charts
(pg 19)

3 - Important
ideas
•
•
•
2 - Things
you want to
know more
about
•
•
1 - Question
that you have
•
3 – 2 – 1 Charts
(pg 20)

eight 8
five 5
four 4
nine 9
one 1
seven 7
six 6
three 3
two 2
zero 0

Thank You!
 Mattbergman14@gmail.com (email)
 @mattbergman14 (Twitter)
 bergman-udl.blogspot.com/ (Blog)
 learn-lead-grow.weebly.com/ (Website)

No technology? No Problem! Creative Ways of Using UDL without Technology (July 2012) (Columbus, IN)

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