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 • • • • • • • • • • • 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 • • • • • • • • • • 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@example.com . More Resources! • • • • • • • 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!