Lesson Planning Using Universal Design for Learning

Step-by-Step:
Lesson Planning Using Universal Design for Learning
Wednesday, August 3, 2016
Presented by
Dr. Patti Ralabate, Ed.D.
Faculty at The George Washington University
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Dr. Patti Ralabate, Ed.D.
Join the Teaching All Students community: www.edweb.net/inclusiveeducation
Dr. Patti Ralabate teaches for the George Washington University and CAST. In 2011, she
completed a Boston College postdoctoral UDL leadership fellowship then worked as
CAST Director of the National Center on UDL, co-chair of the National UDL Task Force,
and director for the Bill and Melinda Gates Foundation funded UDL Professional
Development System project. Previously, she taught for 25 years in Connecticut and
served as Senior Policy Analyst for the National Education Association.

Welcome!
Dr. Patti Kelly Ralabate
UDL Implementation Specialist
Step-by-Step: Lesson Planning
using Universal Design for Learning

What is your
Personal
Learning Goal?
• Take a moment to
define what you want
to learn during this
session.
• Take the poll: What’s
your understanding of
Universal Design for
Learning (UDL)?
© Ralabate, 2016 7

“How do I do this?”
“What’s my next step?”
© Ralabate, 2016 8
MEET MARIA

© Ralabate, 2016 9
Your UDL Lesson Planner:
The Step-by-Step
Guide for Teaching All Learners
• Available from Brookes Publishing
• http://products.brookespublishing.com/Your-
UDL-Lesson-Planner-P896.aspx

© Ralabate, 2016 10
6 Steps of UDL Lesson Planning
• Define flexible, clear, SMART learning goals
• Consider the impact of learner variability
• Determine meaningful, informative assessments
• Choose effective instructional methods and
materials/media that add value
• Teach and assess student learning
• Refine lessons through reflection

Fist to Five

6-Steps: UDL Lesson Planning

STANDARD = PURPOSE
Derive lesson purpose from
standards.
LEARNING GOALS
Focus on what learners need to know
or understand or what they need to
be able to do.
USE BACKWARD DESIGN
Build big ideas, knowledge &/or
skills
Think About
Learning Goals
Can learners articulate a clear
purpose & endpoint?
How will I know they learned
it?
Are they flexible enough to
offer options?

MathELA
Find the Constrictive Verbs

Math
Construct Define
Explain Write
Compose Present
Clarify Read
Describe Produce
Express State
ELA

Math
Construct Define
Explain Write
Compose Present
Clarify Read
Describe Produce
Express State
ELA
Formulate Add
Analyze Multiply
Divide Predict
Calculate Compare
Apply Solve
Appraise Deduce

MathELA

Math
Construct Define
Explain Write
Compose Present
Clarify Read
Describe Produce
Express State
ELA

Math
Construct Define
Explain Write
Compose Present
Clarify Read
Describe Produce
Express State
ELA
Formulate Add
Analyze Multiply
Divide Predict
Calculate Compare
Apply Solve
Appraise Deduce

Start S.M.A.R.T.
© Ralabate, 2016
21
S
M
A
R
T

Start S.M.A.R.T.
© Ralabate, 2016
22
S •SPECIFIC
M
A
R
T

Start S.M.A.R.T.
© Ralabate, 2016
23
S •SPECIFIC
M •MEASURABLE
A
R
T

Start S.M.A.R.T.
© Ralabate, 2016
24
S •SPECIFIC
M •MEASURABLE
A •ATTAINABLE
R
T

Start S.M.A.R.T.
© Ralabate, 2016
25
S •SPECIFIC
M •MEASURABLE
A •ATTAINABLE
R •RESULTS-ORIENTED
T

Start S.M.A.R.T.
© Ralabate, 2016
26
S •SPECIFIC
M •MEASURABLE
A •ATTAINABLE
R •RESULTS-ORIENTED
T •TIME-BOUND

S.M.A.R.T. Goals - Examples
S.M.A.R.T.
Learner(s) will read
vocabulary words presented
on cards.
Learner(s) will write an essay
that describes characters,
settings, & major events.
Learner(s) will state the days
of the week.
Not so smart

S.M.A.R.T. Goals - Examples
S.M.A.R.T.
Learner(s) will identify at least 10
vocabulary words using
contextual sentence cues from
(book) in 8 out of 10 trials.
Learner(s) will describe 2 main
characters & 3 major events using
key details from a grade level
fictional text.
Learner(s) will express the days
of the week given picture/
symbol cues with 95% accuracy.
Not so smart
Learner(s) will read
vocabulary words presented
on cards.
Learner(s) will write an essay
that describes characters,
settings, & major events.
Learner(s) will state the days
of the week.

YOU HAVE A CHOICE!
Use a
FLEXIBLE
VERB

YOU HAVE A CHOICE!
Use a
FLEXIBLE
VERB
Add SCAFFOLD (s)

10 Questions for Goal Development
• Are my learners clear
about the purpose of my
lesson?
• Are my goals flexible?
• Are my goals rigorous?
• To what extent are they
meaningful & relevant?
• How am I involving my
learners in personal goal
setting?
• How much scaffolding do
I need to include?
• How do my goals allow for
learner choice?
• How do my goals guide
learners to success?
• How are my goals aligned
with standards?
• How S.M.A.R.T. are my
learning goals?

Consider Learner Variability

Take a variability perspective

Match clearly defined
learning goals with flexible,
meaningful assessments.
Measure both products &
process.
Assessments should be
accessible, valid, reliable, &
unbiased.
Assessment

CATEGORY 4 3 2 1
Using self-
correcting word
solving
strategies
Student
independently
uses self-
correcting
word solving
strategies to
recognize new
words.
Student uses
self-correcting
word solving
strategies to
recognize new
words;
prompting
cues may be
used.
Student uses
self-correcting
word solving
strategies to
recognize new
words with
prompting
cues.
Student does
not use self-
correcting
word solving
strategies to
recognize new
words with
prompting
cues.
Student Name _________________________________________
Adapted from http://rubistar.4teachers.org/index.php

Thumbs up – Thumbs down

10 Questions for Assessment
• How much flexibility is
there?
• How accessible are they?
• How can I control for
bias?
• To what extent are they
meaningful & relevant?
• How can learners
monitor progress?
• How will learners correct
errors?
• How am I offering
choice/options?
• How am I offering
incentives?
• How can I minimize
anxiety & distractions?
• How balanced are my
scaffolds?

TOP TEN: Methods© Ralabate, 2016 45
Direct Instruction – Lecture
Q & A
Drill & Practice
Discussion
Reciprocal Teaching
Cooperative Learning
Mental Modeling & Problem-
solving
Discovery Learning
Inquiry-based/Problem-based
Learning
Case-based Learning

UDL Infused Methods
Direct Instruction
Lecture
• Which UDL
Guidelines?
Discussion
• Which UDL
Guidelines?

Direct Instruction
Lecture
• Activate background- KWL
• Sustain interest - Break into
segments
• Clarify vocabulary with glossary
• Optimize relevance - Create
time to reflect & ask questions
• Highlight features & ideas –
Use bullets, graphics, notetaking
guide
• Display info in alternative ways
- Provide short videos
Discussion

Direct Instruction
Lecture
• Activate background- KWL
• Sustain interest - Break into
segments
• Clarify vocabulary with glossary
• Optimize relevance - Create
time to reflect & ask questions
• Highlight features & ideas –
Use bullets, graphics, notetaking
guide
• Display info in alternative ways
- Provide short videos
Discussion
• Optimize choice & autonomy–
Give participation options
• Highlight patterns, critical
features & big ideas – Use
organizers, summaries
• Guide information processing –
Provide discussion guide & probes
• Use multi -media – Offer choice
of expression
• Foster collaboration &
community – Provide Q structures

Add Value with Media
Engagement
Do they:
offer flexibility,
choice &
options for self-
regulation?
Representation
Do they:
highlight big
ideas, patterns,
critical features, &
relationships?
Action &
Expression
Are they:
physically
accessible, easy
to navigate &
supportive of
planning?

How does it sound?
Nails on
chalkboard
Music to
my ears

Remember…

Expert Lesson Analysis & Reflection
• Is the learning goal flexible, clearly defined & SMART?
• Does it address learner variability including gaps &
barriers?
• Is your assessment accessible, informative, flexible &
aligned with the goal?
• Are your methods, materials and media engaging,
meaningful & goal-oriented?
• Does your lesson collect relevant data about learner
progress for teacher and student progress?

Summary
It’s a process:
Define clear, flexible, SMART goals
Consider & plan for learner variability
Select meaningful, informative assessments
Choose methods infused with UDL strategies and
Teach and assess learning with ongoing data
Refine lessons through reflection

Summary
It’s a process:
Define clear, flexible, SMART goals
Consider & plan for learner variability
Select meaningful, informative assessments
Choose methods infused with UDL strategies and
Teach and assess learning with ongoing data
Refine lessons through reflection
THANK YOU!

Q&A Session
20% OFF*
Use code: EDWEBPR
Expires 9/3/16
*Not to be combined with any other discounts or offers. Consumer orders only,
please. Excludes BOL training, pre-discounted bundles, and online products
such as ASQ Online and AEPSinteractive™.
www.brookespublishing.com
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brookeswebmeeting@brookespublishing.com

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