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UDL Training

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Powerpoint for a presentation on Universal Design for Learning in Lake City, FL.

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UDL Training

  1. 1. www.FLDOE.org 1 UDL: Universal Design for Learning
  2. 2. www.FLDOE.org 2 Overview • 8:30-8:45 Introductions, Overview and Goals • 8:45-9:30 The Faux Flipped Classroom • 9:30-10:00 UDL Tips & Resources Jigsaw Activity • 10:00-10:30 UDL Barriers & Bridges Small Group Activity • 10:30-11:30 UDL & the Florida Standards Activity • 11:30-1:00: Lunch • 1:00-1:30 Implementation Guidance • 1:30-2:30 Implementation Planning • 2:30-3:00 Share Out Time • 3:00-3:30 Finalize Implementation Plan
  3. 3. www.FLDOE.org 3 Learning Goals By the end of this workshop, participants will be able to: Graphically display and explain to a partner key information about the faux-flipped classroom model, the three UDL principles, learning styles, and barriers to learning. Analyze classroom scenarios to hypothesize what barriers to learning might exist for students with various learning styles and develop a list of ways the given activities could be universally designed to provide access to the activity for all learners. Design a lesson that incorporates the three main UDL principles, given a LAFS and Social Studies Next Generation Sunshine State Standard. Create an implementation plan for promoting the use of UDL at your school.
  4. 4. www.FLDOE.org 4 The Faux-Flipped Classroom
  5. 5. www.FLDOE.org 5 Your Mission: • Visit the Wiki page created for today’s training at http://udltrainingresources.wikispaces.com/ • Complete each step found under the section “Faux- Flipped Classroom.”
  6. 6. www.FLDOE.org 6 UDL Tips & Resources
  7. 7. www.FLDOE.org 7 Your Mission: • Each school-based team will be assigned 1 of 15 resources to research. Each participant is responsible for reviewing their assigned resource(s) and summarizing the key features on the provided graphic organizer. • Scavenger Hunt: Work with other participants to fill in as many summaries as possible during the allotted time.
  8. 8. www.FLDOE.org 8 UDL: Barriers & Bridges
  9. 9. www.FLDOE.org 9 Set your timers! • Each table has a task card that says Activity 1, 2, or 3. Have someone read the task card aloud. Each group will have 15 minutes to complete the task. • http://www.online-stopwatch.com/countdown- timer/
  10. 10. www.FLDOE.org 10 Activity 1: Search and Find • At your table, find a shoulder partner. Each pair should take a picture from the stack and spend one minute discussing any barriers to learning they see in the picture. At the end of the minute, place a post-it note on the back of the card and take one minute to jot down the barriers you and your partner identified. Continue this process until each pair has reviewed all of the pictures. When you receive a card that already has a post-it note on the back, add any barriers not listed and place a checkmark next to those already listed that you and your partner also identified as barriers (8 min.). • When you receive the card you started with, you and your partner will have six minutes to list ideas/solutions to address the barriers listed on the card using the provided graphic organizer. How can the UDL principles you learned about earlier help address the barriers to learning? If you finish early, switch cards with a different pair and take turns orally brainstorming ideas/solutions to the barriers listed on their card (6 min.). • When finished, put the materials back into the envelope and put it in the center of the table. Work with your opposite shoulder partner to discuss how a similar activity would or would not support the learners listed on slide 13 and how you could use UDL principles to support those learners.
  11. 11. www.FLDOE.org 11 Activity 2: Scenario Sort • Each table will be given several different classroom scenarios to sort through. Starting with the person at the table with the shortest hair and rotating clockwise, each person at the table will take turns reading a scenario aloud. Working with a shoulder partner, discuss whether you think it is an inclusive practice or non-inclusive practice. The person who read the scenarios aloud will ask for feedback after shoulder partners have time to discuss. Each person should respond with a thumbs up (for inclusive) or a thumbs down (for non-inclusive) when prompted (8 min). • Each person should take a piece of paper from the middle of the table, write their name at the top, and write down one to two common barriers to inclusion found in their district/school/classroom (2 min.). At the end of two minutes, each person should crumple up their paper and toss it lightly into the air above their table towards another tablemate. Each person should grab a paper ball, unfold it, and respond to the barriers with possible solutions (2 min.). Repeat once more until everyone has responded to at least two different people. Return papers to original owners (6 min. total). • When finished, put the materials back into the envelope and put it in the center of the table. Work with your opposite shoulder partner to discuss how a similar activity would or would not support the learners listed on slide 13 and how you could use UDL principles to support those learners. •
  12. 12. www.FLDOE.org 12 Activity 3: Read & Respond • READ: Read the fable The Animal School. You may choose to read the poem individually, with a partner, or as a group (4 min.). • SPEAK: In groups of 2 to 3 at your table, use the discussion cards to reflect on the fable (5 min). • WRITE: Complete the reflection questions at the end of the fable either independently or with a partner(s) from your district at your table (5 min.). • When finished, put the materials back into the envelope and put it in the center of the table. Work with a partner to discuss how a similar activity would or would not support the learners listed on slide 13 and how you could use UDL principles to support those learners.
  13. 13. www.FLDOE.org 13 Finished Early? Discuss with a partner the different ways the activity you participated in could be universally designed to meet the needs of the following learners. 1 visual learning style 2 auditory learning style 3 kinesthetic learning style 4 tactile learning style 5 student with a reading disability 6 student who communicates through assistive technology 7 student with a significant cognitive disability 8 gifted student
  14. 14. www.FLDOE.org 14 Get Up & “Movingle!” (Move & Mingle) • If you completed activity 1, you are now a #1 (activity 2 = #2, activity 3 = #3). When the signal “Movingle” is given, get up and form groups of 9 (3 of each number). Try and find partners from different table groups from your own. • Once groups have been formed, take 10 minutes to share about the activities you had to do. One person from each activity should summarize the activity, one should list the barriers to learning discussed at your table, and the other should give a description of the accommodations offered during the activity. Alternate roles until all activities have been discussed. If your group does not have 9 participants (3 from each activity), use your problem-solving skills to determine an effective plan to make sure all information is covered (summary, barriers, accommodations). • Once everyone has shared, return to your seat and wait quietly until all table members return. • Take a minute and brainstorm with a shoulder partner how this activity could be used in a reading class to support a student with a reading disability. Now turn to your opposite shoulder partner and brainstorm with them how this activity would fit into a content area class to support a student with a reading disability.
  15. 15. www.FLDOE.org 15 “Movingle” (Modifed) • Time to share! Let’s have one person from each of the three activities share out the following: • Summary of activity • Barriers for learners discussed • Accommodations provided
  16. 16. www.FLDOE.org 16 UDL & the Florida Standards
  17. 17. www.FLDOE.org 17 Activity 1 LAFS.3.RI.3.7 Activity 3 LAFS.910.RI.3.7 Activity 2 LAFS.7.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. Connecting Standards: SS.3.G.2.2 SS.3.G.2.4 SS.3.G.2.5 SS.3.G.2.6 Connecting Standards: SS.7.C.2.10 SS.7.C.2.11 SS.7.C.2.13 SS.7.C.2.9 Connecting Standards: SS.912.A.1.2 SS.912.A.1.4 SS.912.A.1.5 SS.912.A.1.7
  18. 18. www.FLDOE.org 18 LUNCH
  19. 19. www.FLDOE.org 19 Implementation Planning 1:00-1:30: Implementation Guidance 1:30-2:30: Implementation Planning 2:30-3:00: Share Out Time 3:00-3:30: Finalize Implementation Plan
  20. 20. www.FLDOE.org 20 UDL Implementation
  21. 21. www.FLDOE.org 21 Implementation Planning 1:00-1:30: Implementation Guidance 1:30-2:30: Implementation Planning 2:30-3:00: Share Out Time 3:00-3:30: Finalize Implementation Plan
  22. 22. www.FLDOE.org 22 www.FLDOE.org

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