lesson planning using universal design for learning

Step-by-Step: Lesson Planning Using Universal Design for Learning

Wednesday, August 3, 2016

Presented by

Dr. Patti Ralabate, Ed.D. Faculty at The George Washington University

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Dr. Patti Ralabate, Ed.D.

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Dr. Patti Ralabate teaches for the George Washington University and CAST. In 2011, she completed a Boston College postdoctoral UDL leadership fellowship then worked as CAST Director of the National Center on UDL, co-chair of the National UDL Task Force, and director for the Bill and Melinda Gates Foundation funded UDL Professional Development System project. Previously, she taught for 25 years in Connecticut and served as Senior Policy Analyst for the National Education Association.


Welcome!

Dr. Patti Kelly RalabateUDL Implementation Specialist

Step-by-Step: Lesson Planningusing Universal Design for Learning

What is your Personal

Learning Goal?

• Take a moment to define what you want to learn during this session.

• Take the poll: What’s your understanding of Universal Design for Learning (UDL)?

© Ralabate, 2016 7

“How do I do this?”

“What’s my next step?”

© Ralabate, 2016 8

MEET MARIA

© Ralabate, 2016 9

Your UDL Lesson Planner:The Step-by-Step

Guide for Teaching All Learners

• Available from Brookes Publishing

• http://products.brookespublishing.com/Your-UDL-Lesson-Planner-P896.aspx

http://products.brookespublishing.com/Your-UDL-Lesson-Planner-P896.aspx

© Ralabate, 2016 10

6 Steps of UDL Lesson Planning

• Define flexible, clear, SMART learning goals

• Consider the impact of learner variability

• Determine meaningful, informative assessments

• Choose effective instructional methods and materials/media that add value

• Teach and assess student learning

• Refine lessons through reflection


Fist to Five

6-Steps: UDL Lesson Planning


STANDARD = PURPOSE Derive lesson purpose from standards.

LEARNING GOALS Focus on what learners need to knowor understand or what they need to be able to do.

USE BACKWARD DESIGN Build big ideas, knowledge &/or skills


Think About Learning Goals

Can learners articulate a clear purpose & endpoint?

How will I know they learned it?

Are they flexible enough to offer options?


MathELA

Find the Constrictive Verbs


Math

Construct Define

Explain Write

Compose Present

Clarify Read

Describe Produce

Express State

ELA



Math

Construct Define

Explain Write

Compose Present

Clarify Read

Describe Produce

Express State

ELA

Formulate Add

Analyze Multiply

Divide Predict

Calculate Compare

Apply Solve

Appraise Deduce



MathELA



Math

Construct Define

Explain Write

Compose Present

Clarify Read

Describe Produce

Express State

ELA



Math

Construct Define

Explain Write

Compose Present

Clarify Read

Describe Produce

Express State

ELA

Formulate Add

Analyze Multiply

Divide Predict

Calculate Compare

Apply Solve

Appraise Deduce


Start S.M.A.R.T.

© Ralabate, 2016

21

S

M

A

R

T

Start S.M.A.R.T.

© Ralabate, 2016

22

S • SPECIFIC

M

A

R

T

Start S.M.A.R.T.

© Ralabate, 2016

23

S • SPECIFIC

M • MEASURABLE

A

R

T

Start S.M.A.R.T.

© Ralabate, 2016

24

S • SPECIFIC

M • MEASURABLE

A • ATTAINABLE

R

T

Start S.M.A.R.T.

© Ralabate, 2016

25

S • SPECIFIC

M • MEASURABLE

A • ATTAINABLE

R • RESULTS-ORIENTED

T

Start S.M.A.R.T.

© Ralabate, 2016

26

S • SPECIFIC

M • MEASURABLE

A • ATTAINABLE

R • RESULTS-ORIENTED

T • TIME-BOUND

S.M.A.R.T. Goals - ExamplesS.M.A.R.T.

Learner(s) will readvocabulary words presented on cards.

Learner(s) will write an essay that describes characters,settings, & major events.

Learner(s) will state the days of the week.

Not so smart


S.M.A.R.T. Goals - ExamplesS.M.A.R.T.

Learner(s) will identify at least 10 vocabulary words using contextual sentence cues from (book) in 8 out of 10 trials.Learner(s) will describe 2 main characters & 3 major events using key details from a grade level fictional text.Learner(s) will express the daysof the week given picture/ symbol cues with 95% accuracy.

Not so smart


Learner(s) will readvocabulary words presented on cards.

Learner(s) will write an essay that describes characters,settings, & major events.

Learner(s) will state the days of the week.

YOU HAVE A CHOICE!

YOU HAVE A CHOICE!

Use a FLEXIBLE

VERB

YOU HAVE A CHOICE!

Use a FLEXIBLE

VERB

Add SCAFFOLD (s)

10 Questions for Goal Development• Are my learners clear

about the purpose of my lesson?

• Are my goals flexible?• Are my goals rigorous?• To what extent are they

meaningful & relevant?• How am I involving my

learners in personal goal setting?


• How much scaffolding do I need to include?

• How do my goals allow for learner choice?

• How do my goals guidelearners to success?

• How are my goals alignedwith standards?

• How S.M.A.R.T. are my learning goals?

Consider Learner Variability


Take a variability perspective


Match clearly defined learning goals with flexible, meaningful assessments.

Measure both products & process.

Assessments should be accessible, valid, reliable, & unbiased.


Assessment


CATEGORY 4 3 2 1Using self-correcting word solving strategies

Student independently uses self-correcting word solving strategies to recognize new words.

Student uses self-correcting word solving strategies to recognize new words; prompting cues may be used.

Student uses self-correcting word solving strategies to recognize new words with prompting cues.

Student does not use self-correcting word solving strategies to recognize new words with prompting cues.

Student Name _________________________________________

Adapted from http://rubistar.4teachers.org/index.php

http://rubistar.4teachers.org/index.php


Thumbs up – Thumbs down

10 Questions for Assessment• How much flexibility is

there?• How accessible are they?• How can I control for

bias?• To what extent are they

meaningful & relevant?• How can learners

monitor progress?


• How will learners correct errors?

• How am I offering choice/options?

• How am I offering incentives?

• How can I minimize anxiety & distractions?

• How balanced are my scaffolds?

TOP TEN: Methods© Ralabate, 2016 45

Direct Instruction – LectureQ & ADrill & PracticeDiscussionReciprocal TeachingCooperative LearningMental Modeling & Problem-

solvingDiscovery LearningInquiry-based/Problem-based

LearningCase-based Learning

UDL Infused Methods

Direct InstructionLecture

• Which UDL Guidelines?

Discussion

• Which UDL Guidelines?




• Activate background- KWL

• Sustain interest - Break into segments

• Clarify vocabulary with glossary

• Optimize relevance - Create time to reflect & ask questions

• Highlight features & ideas –Use bullets, graphics, notetaking guide

• Display info in alternative ways- Provide short videos

Discussion



• Activate background- KWL

• Sustain interest - Break into segments

• Clarify vocabulary with glossary

• Optimize relevance - Create time to reflect & ask questions

• Highlight features & ideas –Use bullets, graphics, notetaking guide

• Display info in alternative ways- Provide short videos

Discussion

• Optimize choice & autonomy–Give participation options

• Highlight patterns, critical features & big ideas – Use organizers, summaries

• Guide information processing –Provide discussion guide & probes

• Use multi -media – Offer choice of expression

• Foster collaboration & community – Provide Q structures

Add Value with Media

Engagement

Do they:

offer flexibility, choice & options for self-regulation?

Representation

Do they:

highlight big ideas, patterns, critical features, & relationships?


Action & Expression

Are they:physically accessible, easy to navigate & supportive of planning?


How does it sound?

Nails on chalkboard

Music to my ears

Remember…



Expert Lesson Analysis & Reflection

• Is the learning goal flexible, clearly defined & SMART?

• Does it address learner variability including gaps & barriers?

• Is your assessment accessible, informative, flexible & aligned with the goal?

• Are your methods, materials and media engaging, meaningful & goal-oriented?

• Does your lesson collect relevant data about learner progress for teacher and student progress?

© Ralabate, 2016

58

http://www.brookespublishing.com/downloads/online-materials-your-udl-lesson-planner/

http://www.brookespublishing.com/downloads/online-materials-your-udl-lesson-planner/


Summary

It’s a process:Define clear, flexible, SMART goalsConsider & plan for learner variabilitySelect meaningful, informative assessmentsChoose methods infused with UDL strategies and materials/media that add valueTeach and assess learning with ongoing dataRefine lessons through reflection


Summary

It’s a process:Define clear, flexible, SMART goalsConsider & plan for learner variabilitySelect meaningful, informative assessmentsChoose methods infused with UDL strategies and materials/media that add valueTeach and assess learning with ongoing dataRefine lessons through reflection

THANK YOU!

Q&A Session

20% OFF*Use code: EDWEBPR

Expires 9/3/16

*Not to be combined with any other discounts or offers. Consumer orders only, please. Excludes BOL training, pre-discounted bundles, and online products such as ASQ Online and AEPSinteractive™.

www.brookespublishing.com

[email protected]

mailto:[email protected]

If you logged in live with your email address, your certificate will be emailed to you within 24 hours.

If you joined live by phone, take the CE quiz.If you’re watching the recording, take the CE quiz.

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Six Steps to Inclusive Preschool CurriculumPresented by Dr. Eva Horn

Professor in the Dept. of Special Education and Program Coordinator for the Early Childhood Unified program at the University of Kansas

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