Transcript Duplin County Schools Module I: Universal Design Learning UDL

Duplin County Schools
Module 1: Universal Design for Learning (UDL)
ESL Department
October, 2012
Outcomes
At the end of this webinar you should be able to:
-Name the three UDL principles and match them with
WIDA supports.
-List and describe students’ needs and strengths based
on data and daily contact.
-Design a lesson plan based on students’ needs and
strengths.
-Deliver a lesson using UDL principles that fit the needs
of ELLs while the other students benefit from the
approach.
How can
Universal Design for Learning (UDL)
help English Language Learners
(ELLs)?
Universal Design for Learning (UDL)
• A set of principles for curriculum development
that applies to the general education
curriculum to promote learning environments
that meet the needs of all learners.
Curb Cuts
Closed-caption
What is WIDA and what does it have to
do with UDL?
• WIDA (World-class Instructional Design and
Assessment) Consortium is the model
instrument that the NCDPI has selected to be
implemented throughout North Carolina.
• Among the many resources that WIDA offers
we can mention the W-APT identification
assessment, the ACCESS assessment, and the
ELP Standards.
WIDA Supports
• Another tool that WIDA has developed is the
“supports.”
• Support is an instructional strategy or tool used
to assist students in accessing content necessary
for classroom understanding or communication.
• Some support may include teaching techniques
such as modeling, feedback or questioning.
Others involve the students using visuals,
interacting with others, or using their senses to
construct oral or written meaning.
WIDA Supports
• If my classroom looks like this…
Using WIDA Supports/UDL might help
so that it looks like this…
UDL Principles are aligned with
WIDA Supports
UDL
WIDA
Principle I: Multiple Means of
Representation
Sensory Supports
Principle II: Multiple Means of Action and
Expression
Graphic Supports
Principle III: Multiple Means of
Engagement
Interactive Support
UDL At Glance
UDL Principle I:
Multiple Means of
Representation
• Realia
• Manipulative
•Visuals
• Music
• Modeling
• Thinking map
• Graphic organizers
• Role play
• Games
•Technology
• Cooperative learning
WIDA
Sensory Supports
• Real-life objects (realia)
• Manipulative
• Pictures & photographs
• Illustrations, diagrams & drawings
• Magazines & newspapers
• Physical activities
• Videos & Films
• Broadcasts
• Models & figures
UDL Principle II:
Multiple Means of
Action and Expression
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Authentic product creation
Role play
Multimedia product
Podcasting
Music/Rap
Online projects
Charts
Oral telling
Total physical response (TPR)
Interpretive dance
Interactive stations
WIDA
Graphic Support
• Charts
• Graphic organizers
• Tables
• Graphs
• Timelines
• Number lines
UDL Principle III:
Multiple Means
of Engagement
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Real-life examples
Personal relationship
Authentic grouping
Virtual fieldtrips
Virtual guests speakers
Project-based learning
Student centered activities
Interviews
Active interaction
Technology
WIDA
Interactive Support
•In pairs or partners
• In triads or small groups
• In a whole group
• Using cooperative group
Structures
• With the Internet (Web
sites) or software programs
• In the native language (L1)
• With mentors
UDL: Principles and Practices
Video
• UDL: Principles and Practice
Math Lesson Video
UDL Intervention/Math Lesson
TASK 1 (Reflection)
for Teachers and Administrators
• After watching the videos reflect EITHER on
the math lesson delivery and name some UDL
Principle strategies used throughout the
lesson OR you may rather reflect on the
interview with Dr. Rose.
• To access the Reflection Sheet, go to the
module 1 page and click on “Module 1
Documents.”
Getting to Know your Students
Need/Strength Chart (Sample)
Teacher Name: Carlos Sosa
Duplin County Schools
Module I: Universal Design for Learning (UDL)
Needs/Strengths Chart
Subject: ESL
Grade: 9
STUDENT NAME
1.Alvarez, Juana
School: BOE
NEEDS
STRENGTHS
EOC/EOG/EVAAS/ACCESS/Daily
contact
EOC/EOG/EEVAAS/ACCESS/Daily
contact
low reading level, 2 in EOC
Loves singing/music, energetic
Shy, doesn’t talk much
good test scores, Likes sports , EVAAs
projections: 3 to 4 in EOC
Impatient, gets bored easily
4 in EOC, Excellent EVAAS projections,
talkative
4.Gonzalez, Carlos
New to the country and to English,
low ACCESS scores (read/writ)
Good at drawing,
5.Hines, Samantha
Poor writing skills
Loves music and technology
2.Burgos, Luis
3.Draughn, Jennifer
-You can access the Need/Strength Chart by going to the
Module 1 page and clicking on Module 1 Documents
Task 2: For Teachers
Choose one of the groups you teach and create a
Need/Strength chart similar to the sample to
incorporate UDL strategies to your lesson plan.
You may create a modified version of your regular
lesson plan format for this task.
(2hrs.)/***Product of Learning: Need/Strength
Chart and Lesson Plan
Task 2: For Administrators
• Use one of your teachers’ lesson plans and
explain how it can be improved by using UDL
Principles. Give suggestions as to some of the
things you would like the teacher to
incorporate in the lesson delivery when you
come to observe the lesson.
• You can access the Administrator’s Reflection
Sheet on the Module 1 page.
Task 3: For Teachers
• Use the lesson plan you have created to teach a
lesson using UDL principles. After delivering,
write a reflective paragraph on your lesson. Tell
us about the challenges, outcomes, and how the
lesson benefited both ELLs and mainstream
students.
• The Reflection sheet can be found on the Module
1 page, by clicking on Module 1 Documents (1hr.)
Task 3: For Administrators
• From an administrator’s point of view, and
based on your school’s reality, do you think
UDL can be a good instrument at your learning
center? Why? Why not?
Outcomes
At the end of this webinar you should be able to:
-Name the three UDL principles and match them
with WIDA supports.
-List and describe students’ needs and strengths
based on data and daily contact.
-Design a lesson plan based on students’ needs
and strengths.
-Deliver a lesson using UDL principles that fit the
needs of ELLs while the other students benefit
from the approach.
Evaluation
• DCS Director of Federal Programs and the ESL
Department would like to thank you for
signing up for this webinar.
• Complete the evaluation sheet. Please, be
honest on your evaluation for it WILL be used
to improve our staff development workshops.
Your feedback is truly appreciated.
Instructions for Turning in
Products of Learning
• Complete Tasks 1, 2 and 3 as well as the
Evaluation sheet and submit via email to
[email protected] .
More Resources!
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Realia
Podcasting in plain English
Podcasting in the Classroom
Math + PE = Fun
Total Physical Response (TPR)
Product Creation
Virtual Field Trips
More Video Resources!
• National Center on UDL
After you have accessed the website, go to
Playlist for: UDL Principles and Practice.
Below the title you will find picture links to
Mathematics, ELA, and Science UDL lesson
deliveries.
Thank You!