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Create a range of assessment approaches that meet the criteria allowing student agency

Develop authentic assessment that connects to learning experiences through the criteria

Reflect upon implementation of UDL in your own school context

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In your group/subject group, look at an example of a lesson plan or learning engagement and review it together.

What levels of variability could you predict?

What adjustments could you make to it?

Post your reflection here!

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Explore the barriers to learning

Develop strategies for effective classroom planning

Understand cultural competency and UDL

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Explore the UDL approach to teaching and learning
Understand the variability of a student and the ‘mythical average’
Develop our understanding of variability in the context of our learners

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Create a learning experience using UDL

Develop current practice to utilise elements of UDL framework

Consider vertical articulation building a ‘toolbox’ of strategies

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Create a resource that uses this flexible approach adapted from your current unit/lesson plan

Use the following to help you

Consider materials

Textbook, Overhead projector , Lecture and chalkboard, other potential Barriers

Evaluate the materials

List at least one potential barrier for each.

Generate

Three possible universally designed materials or media that you can use and explain why each will more flexibly meet the students’ needs.

What would be the UDL materials

What is your rationale for use

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In the traditional classroom
Teaching focuses on what is taught.

1. The primary focus is on teaching the subject matter students need to learn. Lessons are designed and taught with a “typical” student in mind.

2. That often means the teacher will present the material in one way for the entire class.

3. A lesson on the Civil War, for instance, might involve the teacher lecturing the class and writing facts and dates on the board.

In the UDL classroom?

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In the traditional classroom
Inclusion for specific students.

1. Inclusion is only for identified students, the goal being to help these students learn the same material as their classmates.

2. For instance, a student might get an alternate format for a book, like an audiobook. But alternate formats aren’t available to the whole class.

In the UDL classroom?

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Common Barriers and UDL Strategies for Workshop

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6 UDL best practices for online learning

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Access Hofstede's comparison tool here and explore your home country and another contry you connect with in some way!
Reflect on your learning!

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Read the article by Joni
Add your reflection here!

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With your group consider your context and that of your students

Consider any areas of common context

Explore the area where their may be differing context

Create strategies to identify context, possible conflict and solutions

Post your groups reflectins here!

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Offer authentic opportunities for assessment.

Include frequent formative assessments.

Reduce unnecessary barriers to access.

Support learner variability through flexible assessments.

Use and share rubrics to clarify expectations.

Involve learners in assessing their learning progress.

Reflect on summative assessments for future design.

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A great website for all things UDL.

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What is Universal Design for Learning (UDL)?

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Universal Design for Learning (UDL) is a teaching approach to help all learners be successful. Read about UDL principals and the benefits of UDL for students.

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Session 1
Explore the UDL approach to teaching and learning
Understand the variability of a student and the ‘mythical average’
Develop our understanding of variability in the context of our learners
Session 2
Explore the barriers to learning and consider how to remove them through the development of practice.
Develop strategies for effective classroom planning
Understand cultural competency and UDL
Session 3
Create a learning experience using UDL
Develop current practice to utilise elements of the UDL framework
Consider vertical articulation building a ‘toolbox’ of strategies
Session 4
Create a range of assessment approaches that meet the criteria allowing student agency
Develop authentic assessment that connects to learning experiences through the criteria
Reflect upon implementation of UDL in your own school context

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Why should we change what we are currently doing?

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Why should we change what we are currently doing?

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Here you will find links to resources to use as you develop your practice

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Here you will find links to resources to use as you develop your practice

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UDL Guidelines with examples
Cast.org
IB case studies
Meeting student learning diversity in the classroom
Collective Vertical articulation of UDL
Language Acquisition examples
Goalbook

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EXPLORE the barriers to learning and consider how to remove them

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EXPLORE the barriers to learning and consider how to remove them

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Add to the map barriers to learning
Read your colleagues comments, can you provide strategies to remove barriers to learning?
Access the Mindmeister here!

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Select a range of learning experiences/teacher strategies that can be developed to further develop your ‘toolbox’

Adapt an assessment

Use the checklist to develop the assessment with your group

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Consider and the diverse people the design benefits and state how these people benefit

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What does UDL look like in the classroom?

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What does UDL look like in the classroom?

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Examples

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Download and create your Action Plan here

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https://docs.google.com/document/d/1n9_kqETEeeRUXlfxVkEdgUa2hnGRfQwA8LrsU2asCVI/edit?usp=sharing

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Which stakeholders in your school are responsible for inclusion and learning diversity?

What will be each person's role in making UDL a sustainable part of teaching, learning, and professional development?

Identify the possible bottlenecks and roadblocks to making UDL happen in your schools

Create a graphic to illustrate your answers!

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Todd Rose
Shelley Moore
UDL Assessment

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Top 10 UDL Tips for Designing an Engaging Learning Environment

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Top 10 UDL Tips for Designing an Engaging Learning Environment

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1. Support risk-taking

2. Offer time for active reflection on learning and engagement

3. Share examples and non-examples

4. Increase opportunities for collaboration

5. Ensure resources and supports meet the demands of a task

6. Incorporate authentic and relevant examples

7. Provide frequent, formative feedback

8. Present flexible assessment options

9. Minimize distractions

10. Create clear, specific goals

Add your own in the comments box

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In the traditional classroom
The classroom has a fixed setup.

1. It looks like a traditional classroom—desks lined up in rows or grouped in pods.

2. The teacher stands in front and teaches to the whole class at once.

In the UDL classroom?

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See?
Think?
Wonder?

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In your group create a student who has all the variables we should consider!

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In your group create a student who has all the variables we should consider!

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E = Excited
What excites you? What’s the upside?
W = Worrisome
What do you find worrisome? What’s the downside?
N = Need to Know
What else do you need to know or find out about? What additional information would help you?
S = Suggestion for Moving Forward
What is your suggestion for moving forward?

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In the traditional classroom
Grades are used to measure performance.

Students get periodic feedback on how they’re doing through tests, quizzes, projects and assignments.

Grades typically aren’t used as part of an ongoing discussion about goals and learning.

In the UDL classroom?

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As a grade level group, select an area of UDL practice as a focus

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As a grade level group, select an area of UDL practice as a focus

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Select a range of learning experiences/teacher strategies that can be developed to start our ‘toolbox’

Share out your strategies and explain your choice

Use the table in the post above as a template to start

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Traditional instruction
Students learn content by independently reading their textbook chapter on Ancient Egypt.
Barriers
Requires students to:
Understand and learn the content, regardless of background knowledge or cultural experiences
Extract the relevant information in the text
Your UDL solution?

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Traditional instruction
During whole-group instruction, the teacher shows a twenty-minute video on archaeological finds and follows it with class discussion.
Barriers
Requires students to:
Engage or participate in whole-class discussion, regardless of disposition (e.g., shy students)
Whole-group instruction usually targets the middle 50 percent of the class (not all ability levels)
UDL Solution?

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Traditional instruction
During classroom lecture, the teacher summarizes information in the textbook.
Barriers
Requires students to:
Learn by the limited examples in the textbook
Be physically or cognitively able to take notes
Your UDL solution?

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Traditional instruction
Students complete worksheets about pyramids and mummies as independent class work.
Barriers
Geared toward memorization rather than the transfer of knowledge
Ignores students’ learning preferences
UDL Solution?

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Create a resource that uses this flexible approach adapted from your current unit/lesson plan

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Create a resource that uses this flexible approach adapted from your current unit/lesson plan

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Consider materials
Textbook, Overhead projector , Lecture and chalkboard, other potential Barriers
Evaluate the materials
List at least one potential barrier for each.
Generate
Three possible universally designed materials or media that you can use and explain why each will more flexibly meet the students’ needs.

What would be the UDL materials?
What is your rationale for use?

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Choose a sub-category and design a learning engagement aligned to that strategy

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Choose a sub-category and design a learning engagement aligned to that strategy

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Access the guidelines here

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How was today’s workshop? Comment below with two stars from today´s workshop and one wish for tomorrow!

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How do you see a UDL planning process best being documented and shared? I am thinking about how do you see the more traditional unit planners - which tend to have differentiation as a kind of add on developing to reflect this shift? 

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How do you see a UDL planning process best being documented and shared? I am thinking about how do you see the more traditional unit planners - which tend to have differentiation as a kind of add on developing to reflect this shift? 

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I like the way the resources are organised on the padlet. 

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I like the way the resources are organised on the padlet. 

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I also like that this is a small course and the breakout rooms allow a good exchange of ideas and thoughts.

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I also like that this is a small course and the breakout rooms allow a good exchange of ideas and thoughts.

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I would also like to see some exemplars of some "best practice" UDL units in an IB MYP context

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I would also like to see some exemplars of some "best practice" UDL units in an IB MYP context

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In the traditional classroom
The teacher decides how the material is taught and what the assessment will look like.

1. The teacher teaches in one way for the whole class, and all students are expected to learn in that way.

2. The teacher prescribes the type of product or response for the assessment

In the UDL classroom?

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Online Forums and Class Discussions

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Parlay is an AI-powered instructional platform that helps teachers facilitate meaningful, measurable, and inclusive class discussions. Join over a million teachers and students. Start using Parlay for free in your class today.

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Copy of Drawing Lines - Student Planning Document

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If you have seen this implemented befor, how long did the process take? any lessons learned ?

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If you have seen this implemented befor, how long did the process take? any lessons learned ?

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The weather in Ireland, how would you prepare?

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The weather in Ireland, how would you prepare?