Forum3 udl progress
- 1. Hoover Elementary School Universal Design for Learning (UDL) and Progress in the General Education Classroom SUMMARY OF WHAT IS TO BE SHARED WITH STAFF: 1. Opening remarks: In previous sessions, we have discussed how that one of IDEA’s goals is progress in the general education curriculum. Finding ways to include all students in the general education curriculum and facilitate students meeting standards, benchmarks and indicators along the way has been specifically stated in the Hoover Elementary School mission statement. Today we are going to discuss how Universal Design for Learning can help our students achieve these standards, benchmarks and indicators all while remaining part of the general education curriculum. 2. What is UDL?: a. What do I know? b. How did I learn it? c. Share examples of UDL in your classroom or one you know of. Staff will informally break into groups of 2 or 3 to discuss and take notes on what they already know about Universal Design for Learning and how they learned it. They will also share an example, if they have one, of how UDL might look in their classroom or one they may know about. 3. 3 UDL Principles a. MULTIPLE MEANS OF REPRESENTATION (Recognition: the WHAT of learning) i. Present content and information in different ways b. MULTIPLE MEANS OF ACTION AND EXPRESSION (Strategic: the HOW of learning) i. Offer students options in how they can express and represent what they know c. MULTIPLE MEANS OF ENGAGEMENT (Affective: the WHY of learning) i. stimulate interest and motivation for the students to engage in their learning I will lead discussion about the 3 principles of UDL and how that impacts students and learning 4. GROUP ACTIVITY: a. A worksheet will be passed out and staff will break into new groups of 2 or 3 (at least one new partner) to fill out this worksheet. b. Worksheet will contain places for staff to fill out examples of how the following is addressed:
- 2. i. REPRESENTATION 1. Examples of different ways to see, hear and perceive information (Video, lecture, demonstration, diagram, chart, story, textbook, website or ?) ii. ACTION/EXPRESSION 1. Examples of different ways students can express the knowledge they have gained (Journals, oral presentations, timelines, worksheets, portfolio, creation of website, creation of video or online poster (Glogster) or ?) iii. ENGAGEMENT 1. Examples of different ways to engage students and motivate them to learn (Guest speaker, experiments, small group activities, using the Internet, creating and filling out surveys to share with peers or ?) Staff will informally break into groups of 2 or 3 to fill out a worksheet that asks them to brainstorm different examples of how the three (3) principles of UDL might look in the classroom. Groups will then be able to share in an informal way what examples they came up with. I have provided some ideas of what these examples might be in bold after each point and would add these, when necessary, to the group follow up. 5. HOW DO WE TAKE THIS FROM THEORY TO PRACTICE IN OUR CLASSROOMS? a. Focus on one lesson or unit of study, not an entire curriculum b. Reflect on previous lessons and what some different options may have been to addressing REPRESENTATION of lesson, EXPRESSION of knowledge and understanding, and ENGAGEMENT of students c. Apply this reflection to the new unit or lesson d. Take time to evaluate AFTER the lesson is completed i. Take notes on what worked, what didn’t and how things could be modified to further benefit all students ii. SHARE with colleagues Share some very simple steps in taking these principles to instruction in the classroom. STAFF ENGAGEMENT: The staff will be engaged throughout this simple presentation as they informally gather to share knowledge about what they already know about UDL and how it looks in the classroom. They will again be called on to share their ideas and thoughts about UDL when they come up with examples of how UDL might look in the classroom to benefit any of their learners.