Welcome to Universal Design for Learning!Summer Session 2009

• If you have a laptop, please make sure it is registered with UD. You need your UDelNetId and password: http://www.udel.edu/network

– If you need a computer, please see the instructor

• Log into Sakai for duration of class (Syllabus available –paper copies available): https://sakai.udel.edu/portal

• If you have not already done so, please take a few minutes to complete– Two surveys

links sent to UD email or in Wiki for Class 1

• Approaches to Education survey

• Instructional Technology survey

Universal Design for Learning

Don’t limit a child to your own learning, for he was born in another time.

Rabindranath TagoreIndian Poet, playwright and essayist

1861-1941

Introductions

• Would you share

– Your name

– Where you were born

State or country

– Places have you lived

States/countries

– Where you work or study

and what you do

– When did you first hear about UDL?

Housekeeping details

• We’ll start promptly @ 9am and will target some time at the end of each day for questions

• Break: target between 10:30 and 11• Please bring computers to each class meeting• Brief field trip July 20th: we’ll meet @ 9am at Morris

Library• Use Sakai Forum for routine communication, especially

for course related questions– For matters of a personal nature, please use email or

phone (contact information in syllabus)

• Please set cell phones on vibrate or silent mode

Introductory exercise

• Log onto Sakai and:– In your Sakai blog, answer the following questions in a post

titled “Introduction exercise”:• What do you like the most about learning new things?• What do you like least?• What would you like to get out of this class?

• With a partner:– Record each others answers to these questions with the

video recorders provided.

• Finally:– Make a note about how you felt when asked to do the

second part of this exercise (be candid). We’ll revisit this in a later class.

UDL Course Intro

Roadmap

– Short format: much to cover in first few classes

– Early lesson plan selection is key

– Lots of hands-on opportunities

– Great student/teacher ratio

– Shifting perspectives

EDUC667-910 UDL Course Goals

• Understand UDL Principles• Demonstrate understanding by transforming a lesson

• Apply UDL principles to curricular design• Recognize different learning styles• Develop teaching skills that reach multiple

learning styles • Learn to identify curricular barriers• Develop strategies to minimize those barriers• Learn pedagogically sound ways to use tools in

support of UDL principles

Learning Management Systems

• Use of Learning Management systems– Open source systems (Moodle, Sakai, Atutor,

OLAT)

– Manages • Content

• Communication

• Users

• Grading

– Facilitates collaboration (Blogs, Forum and Wiki’s)

– Enhances learning experience

Sakai

• What’s in a name?– CHEF Hiroyuki Sakai Sakai

• Cooking/teaching analogy– Need cookware (tools)

– Need ingredients (content)

– Need recipe (process, practice)

• It’s open source freeware – available for use by anyone

• Chosen by UD to replace WebCT

• Sakai around the world: Mashup

Sakai in our course

• Blog– Used to document progress toward course goals (shared)

• Forums– Use to facilitate collaborative learning and sharing– Use to post questions about course (shared)

• Wikis– Used here to share web links and support class meetings

• Grade book– Students only see own grades

• Other Communication– Chat room: archives chats, available to everyone! Use with discretion

• Use email for communication of sensitive topics (private) • Profile info – personalize your work space

– Place for basic info and picture– Global profile: accessed through “My Workspace” tab

Sakai tips

• When posting to your Blog, your entry is not visible to others until you “Publish Entry”. “Save Draft” saves your work, but only you can see it.

• Use “Submit Assignments” tab to submit work for grading. Only assignments that show under the “Submit Assignments” tab need to be handled this way. You do not need to use the “Submit Assignments” function for Blog entries or Forum reflections.

• Only you can see your grades in the Gradebook. They are not visible to others.

• When viewing the Schedule, scroll down to see deadlines that fall after 5pm (click the “Later” hyperlink).

• The Chat Room archives ALL conversations for ALL to see. Use with discretion.

• Use “My Workspace” to manage your personal artifacts. Accessible only to you. Upload documents and store for later use or to make available from multiple locations.

• Don’t use the browser back button – Sakai doesn’t like it.

• When entering voluminous amounts of text, use word processing software and then cut and paste. It will help reduce frustration.

• Use “Paste as plain text” tool to avoid paste issues (next slide).

• Sakai training and support information: Getting Started

Sakai – Cut and paste

Paste as plain text

Course materials

• UDL in action

– Teaching Every Student in the Digital Age*

– Presented on web in digital form

• What’s the benefit???

• Who might benefit???

• What supports are built in???

– Provides options for viewing

– Audio format available (mp3’s)

• Check out mp3 files for first readings in Resources

*Mention references to eTrekker and eReader

Student resources

• UD’s Student Multimedia Center– Access to an impressive array of educational technology

– Make PowerPoint come alive with video and animation

– Practice presentation skills in a studio

– Create a custom soundtrack

– Borrow equipment

• Field trip scheduled for July 20th, 9am

Surveying the situation

• Has everyone completed the surveys?? If not, please complete them today.

– Two surveys

• Approaches to Education survey

• Instructional Technology survey

Curriculum development and UDL

• UDL not tied to one method of curriculum development or lesson planning

• UDL stresses importance of– Defining goals

– Evaluating class materials

– Examining instructional methods

– Determining means of assessment

• UDL view is that the curricula is disabled, NOT the student

Curriculum and UDL

• One Approach (CAST Planning for All Learners)

– Set Goals

– Analyze Status

– Apply UDL

– Teach UDL Lessons

Planning for All Learners (PAL) Toolkit

UbD

LearningFocused design

Your design approach

K12:Align Goals toStandards

Curriculum and UDL

• Identifying

– Goals

– Methods

– Materials

– Assessments

• Will help to ultimately

– Identify and minimize barriers

UDL Goal Setting

• Important to define the true purpose of a goal

– Separate the means from the ends

– Be clear on what you want to measure

UDL Goal Setting – Example 1

“My first graders aren’t identifying their phonemes, so I will do flash card exercises with them until they improve.”

• What is the real goal?

• Will performance improve after the proposed exercises?

UDL Goal Setting – Example 1

“My first graders aren’t identifying their phonemes, so I want 100% of my students to be able to identify beginning and ending phonemes by winter break with a 95% accuracy rate.”

• Clearly stated and measurable

• Separates the ends from the means

• Allows for the use of different strategies to reach goal and accommodate different learning styles

UDL Goal Setting – Example 2

Students will demonstrate competence in the general skills and strategies of the writing process by writing a three page essay on the causes of the Civil War using correct sentence structure and punctuation.

• Who might have trouble achieving this goal?

• What is meant by “writing”?– Handwritten only?

– Word processor OK?

– Any other supports OK?

• This might be a good goal.

UDL Goal Setting – Example 2

Students will demonstrate competence in the general skills and strategies of the writing process.

• Does goal state how the student will demonstrate this knowledge?

• Gives student some flexibility to demonstrate knowledge.– Oral presentation

– Multimedia presentation

• You may want the goal to be a written essay.

Preparing for UDL: Lesson analysis and mapping

• Lesson plan primer available in Resources– Use of this particular template is not required– Modified version of CAST template

• Lesson design varies widely across organizations– Makes level setting a challenge– Wide variety of experience with lesson planning

• To apply UDL principles we first must identify core elements of lesson

• Delaware teachers may have added step of aligning goals to standards (TES Chapter 5)

Planning exercise

• Set up squirrel video– Assume the big squirrel is the instructor– Let’s say the big squirrel placed the scaffolds used– Assume the little squirrel can learn

• Analyze this lesson (template available in Resources or hardcopy) – What are the goals of the lesson?– How is it being delivered? (teaching methods)– What “stuff” is being used? (materials)– How do you determine if the lesson was effective?

(assessments)

Lesson Plan selection

• Part of your final assignment • Select a lesson that has been a challenge• Reflect on the lesson

– What were some of the challenges that you faced? – That the learners faced? – How did you try to overcome the challenges?– What worked? – What didn’t?

• In Blog post describe (due tomorrow by 8pm):– Describe lesson, include goals, assessments, materials and methods. – Outline your reason for selecting this particular lesson. – Articulate some of the challenges that you have had (or expect to

have) delivering this lesson.

A brief look at assignments*

• Complete two surveys (Due today)• Lesson plan selection

– First blog post (due 7/14)• Check Sakai regularly for comments on post after it’s submitted

– Outline lesson description, goals, materials, methods and assessments

– Address your reasons for selecting the lesson– Discuss some of the challenges you have experienced with

this lesson (or expect to experience)

• Reflection #1 (due 7/16)• Mapping blueprint (due 7/19)• Review final assignment for next class

*Does not include reading assignments