Academy 2:Academy 2:
Building UDL into Curriculum andInstruction Building UDL into Curriculum andInstruction
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Introductions
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Leadership Academies
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Roles
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Outcomes
•Identify applications of UDL in differentcontent areas
•Be able to design a classroom learningenvironment based on a UDL approach
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Agenda
•Introductions, Greetings, & Warm-Up ………………………………...............15 min
•Activity 1: Jigsaw a Lesson Plan………………………………..……………… 30 min
•Lecturette 1: Applying UDL to Instruction ……………….…………………...20 min
•Activity 2: Completing and Improving Your Lesson Plan. ............................. 30 min
•Break ……….……………………………………………………...……………….10 min
•Lecturette 2: UDL and the Social Learning Environment……………….....….15 min
•Activity 3: Presentation, Expression, and Engagement  ……………..……… 20 min
•Leave-taking and Feedback ……………………….………………………...…...30 min
Lecturette 1:Applying UDL to InstructionLecturette 1:Applying UDL to Instruction
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Great Urban Schools:  Learning Together Builds Strong CommunitiesGreat Urban Schools:  Learning Together Builds Strong Communities
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Student-
Centered
Media, &MaterialsMedia,Methods &Materials
Outcomes
Assessment
UniversallyUniversally
DesignedDesigned
 Curriculum Curriculum
A Review: UDL CurriculumA Review: UDL Curriculum
Providesflexibility foraccess &participation
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Great Urban Schools:  Learning Together Builds Strong CommunitiesGreat Urban Schools:  Learning Together Builds Strong Communities
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AssessmentsAssessments
MethodsMethods
Media and MaterialsMedia and Materials
Student-centered focusStudent-centered focus
OutcomesOutcomes
Grade/ Age LevelGrade/ Age Level
TopicTopic
Components of a UDLLesson PlanComponents of a UDLLesson Plan
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Great Urban Schools:  Learning Together Builds Strong CommunitiesGreat Urban Schools:  Learning Together Builds Strong Communities
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Applying the Components ofUDL Lesson Plans: For All, For Most, For SomeApplying the Components ofUDL Lesson Plans: For All, For Most, For Some
FORALLFORALL
FORMOSTFORMOST
FORSOMEFORSOME
All students inany givenclassroom haveaccess to thecomponents ofthe lesson plan.This isrepresented bythe undergroundroots and thetree trunk. Somestudents willchoose orrequireadditionalelements (treebranches) andfinally, somestudents willrequire thecomponentsleaves
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Great Urban Schools:  Learning Together Builds Strong CommunitiesGreat Urban Schools:  Learning Together Builds Strong Communities
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Applying Standards to Outcomes of UDLCurriculum: Transcending the Constraintsof Predetermined StandardsApplying Standards to Outcomes of UDLCurriculum: Transcending the Constraintsof Predetermined Standards
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RelevantStandardsRelevantStandards
•National, state & local•National, state & local
•Relevant to students in context(TESOL, multicultural education,standards of cultural responsiveness).•Relevant to students in context(TESOL, multicultural education,standards of cultural responsiveness).
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UDL OutcomesUDL Outcomes
OutcomesDesired Outcomesshould include:
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•Engagement of allstudents
•Students applyingunderstanding ofcontent to a taskobservable by theteacher
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Great Urban Schools:  Learning Together Builds Strong CommunitiesGreat Urban Schools:  Learning Together Builds Strong Communities
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UDL Media, Materials &MethodsUDL Media, Materials &Methods
Methods: the instructionalapproaches teachers take tofacilitate students’ learning.These include the socialorganization of theclassroom aroundparticipation in learningand inquiry.
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The “Backbone” ofUDL Curriculum:Medium &Materials
Media: the means ofsymbolic or physicalrepresentation throughwhich knowledge iscommunicated.
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The “Delivery” ofUDL Curriculum:Methods
Materials: Students areable to see themselves andtheir viewpoint in physicalobjects utilized in thecurriculum.
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Great Urban Schools:  Learning Together Builds Strong CommunitiesGreat Urban Schools:  Learning Together Builds Strong Communities
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UDL Student-CenteredLearning EnvironmentsUDL Student-CenteredLearning Environments
Student Centered LearningEnvironments are supported throughthe use of the other three aspects of UDLcurriculum, so that students are a part ofcreating, rather than simply recipients ofcurriculum.
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Consider:
The ways of participating
The representation of students in materials
The input of students to shape future learning endeavors.
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Great Urban Schools:  Learning Together Builds Strong CommunitiesGreat Urban Schools:  Learning Together Builds Strong Communities
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UDL Outcome in Language ArtsUDL Outcome in Language Arts
LessonLesson: Explore the text of a folktale
 in two languages.
Examples of supports:
Text-to-speech software in English & Spanish
Animations
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Outcome: Students will demonstrateOutcome: Students will demonstrate
knowledge of a culturally relevantknowledge of a culturally relevant
folktale by making inferencesfolktale by making inferences
& predictions.& predictions.
Alvarez, J. (2002). LasHuellas Secretas (TheSecret Footprints). NewYork: Dragonfly Books.
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Great Urban Schools:  Learning Together Builds Strong CommunitiesGreat Urban Schools:  Learning Together Builds Strong Communities
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UDL Media, Materials &Methods in HistoryUDL Media, Materials &Methods in History
Outcome: Compare and contrast the industrial North withthe agricultural South in the 1800s. (Hitchcock, Meyer, Rose & Jackson, 2002)
Different methods toapproach the taskDifferent methods toapproach the task
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Thinking tools:Outlines, diagrams,recording
think-alouds
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Process: Templates, peer
 work and review,presentation
of completed work in a
variety of ways.
How do theperspectivesrepresented in thecurriculum reflect thehistorical experiencesof diverse groups?How do theperspectivesrepresented in thecurriculum reflect thehistorical experiencesof diverse groups?
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UDL Materials in Social StudiesUDL Materials in Social Studies
Outcome: Examine ecotourism; connectingconservation, communities, and sustainabletravel.
Student withcognitivedisability
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Great Urban Schools:  Learning Together Builds Strong CommunitiesGreat Urban Schools:  Learning Together Builds Strong Communities
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UDL Materials in Social StudiesUDL Materials in Social Studies
Outcome: Describe the impact of Americaninvolvement in World War II and describethe changing roles of women and minorities.
Student withdifficulty withhand coordination
Logitech-trackball
(AZ Academic Standard /Strand One / ConceptEight / PO 2c)
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Great Urban Schools:  Learning Together Builds Strong CommunitiesGreat Urban Schools:  Learning Together Builds Strong Communities
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UDL Materials in Social StudiesUDL Materials in Social Studies
Outcome: Examine what events increasetourism and why?
ttsicon1
Student learningEnglish
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Great Urban Schools:  Learning Together Builds Strong CommunitiesGreat Urban Schools:  Learning Together Builds Strong Communities
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UDL Materials in Social StudiesUDL Materials in Social Studies
Outcome: Discuss connections betweenAfrican American youth culture andadvertising, fashion, and pop culture.
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Student withAttention DeficitHyperactivityDisorder
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Great Urban Schools:  Learning Together Builds Strong CommunitiesGreat Urban Schools:  Learning Together Builds Strong Communities
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A UDL Curriculum ToolA UDL Curriculum Tool
Thinking Reader product image
THINKINGREADER
Center for AppliedSpecial Technology
Founded in 1984, CASThas earned internationalrecognition for itsdevelopment ofinnovative, technology-based educationalresources and strategiesbased on the principles ofUniversal Design forLearning (UDL).
©
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Great Urban Schools:  Learning Together Builds Strong CommunitiesGreat Urban Schools:  Learning Together Builds Strong Communities
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Applying the Components ofUDL Lesson Plans: For All, For Most,For SomeApplying the Components ofUDL Lesson Plans: For All, For Most,For Some
FORMOSTFORMOST
FORALLFORALL
FORSOMEFORSOME
Lecturette 2:UDL and the Social Learning EnvironmentLecturette 2:UDL and the Social Learning Environment
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Great Urban Schools:  Learning Together Builds Strong CommunitiesGreat Urban Schools:  Learning Together Builds Strong Communities
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UDL is Culturally ResponsiveUDL is Culturally Responsive
 
Culturallyresponsive,appropriate,qualityCulturallyresponsive,appropriate,quality
instructionensures thatstudents haveadequateopportunitiesto learn.instructionensures thatstudents haveadequateopportunitiesto learn.
  
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Great Urban Schools:  Learning Together Builds Strong CommunitiesGreat Urban Schools:  Learning Together Builds Strong Communities
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Applying the UDL Framework to anInclusive Social Learning EnvironmentApplying the UDL Framework to anInclusive Social Learning Environment
Presentation
Expression
Engagement
(Rose and Meyer,2002)
InclusiveSocialLearningEnvironment
RecognitionLearningRecognitionLearning
AffectiveLearningAffectiveLearning
StrategicLearningStrategicLearning
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Great Urban Schools:  Learning Together Builds Strong CommunitiesGreat Urban Schools:  Learning Together Builds Strong Communities
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Applying the UDL Framework to theSocial Learning EnvironmentApplying the UDL Framework to theSocial Learning Environment
SpaceSpace
CommunicationCommunication
ParticipationParticipation
FeedbackFeedback
EngagementEngagement
MotivationMotivation
RegardRegard
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Great Urban Schools:  Learning Together Builds Strong CommunitiesGreat Urban Schools:  Learning Together Builds Strong Communities
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Applying the UDL Framework to theSocial Learning EnvironmentApplying the UDL Framework to theSocial Learning Environment
(Rose and Meyer, 2002)
RecognitionLearningRecognitionLearning
Presentation
Digital Text Features:
Size
Color
Read Aloud
Conversion to
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Great Urban Schools:  Learning Together Builds Strong CommunitiesGreat Urban Schools:  Learning Together Builds Strong Communities
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Applying the UDL Framework to theSocial Learning EnvironmentApplying the UDL Framework to theSocial Learning Environment
Expression
StrategicLearningStrategicLearning
Digital Text StudentResponses
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Voice
Recording
Drawingsoftware
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Note-takingAlternatives
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Great Urban Schools:  Learning Together Builds Strong CommunitiesGreat Urban Schools:  Learning Together Builds Strong Communities
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Applying the UDL Framework to theSocial Learning EnvironmentApplying the UDL Framework to theSocial Learning Environment
Engagement
computer screen
AffectiveAffective
LearningLearning
^More Challenging
v Less Challenging
         LOOK up a word
          Find out more
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Great Urban Schools:  Learning Together Builds Strong CommunitiesGreat Urban Schools:  Learning Together Builds Strong Communities
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UDL: Focus on Multiple Means forAction and ExpressionUDL: Focus on Multiple Means forAction and Expression
How does the social environment in yourclassroom or school support multiple meansof student participation?How does the social environment in yourclassroom or school support multiple meansof student participation?
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Great Urban Schools:  Learning Together Builds Strong CommunitiesGreat Urban Schools:  Learning Together Builds Strong Communities
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UDL: Focus on Multiple Means ofEngaging Your StudentsUDL: Focus on Multiple Means ofEngaging Your Students
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