# data[].attributes.body
Remember, you can submit in the format that works best - video, audio, written, picture of notes or diagram, etc.

# data[].attributes.body
Share your (roughly) 60-second elevator speeches explaining UDL to a colleague. You can write a response, send a pic of your poster version, or submit an audio or video recording. Make sure to identify your Group # in your post.

# data[].attributes.headline
Go ahead and post questions and comments here throughout the day and I will review them during breaks and lunch. I'll comment on each and, where applicable, I'll bring them up for group discussion. 

# data[].attributes.subject
Go ahead and post questions and comments here throughout the day and I will review them during breaks and lunch. I'll comment on each and, where applicable, I'll bring them up for group discussion. 

# data[].attributes.headline
Post your short-term goal for furthering your UDL practice. 

# data[].attributes.subject
Post your short-term goal for furthering your UDL practice. 

# data[].attributes.body
Example: "By October 1st,  I will have applied the Plus One approach to at least one lesson per week."

# data[].attributes.body
How is the factory model affecting current practice at your school/district?

What judgments are made about students based on average (reading speed, etc.)

What are the negative implications of teaching to average?

You can create your responses digitally (type, audio, video, etc) or physically (chart paper) and then post a photo of it.

# data[].attributes.body
•Describe the identified inequity

•What are you seeing?

•Suggest a possible barrier that could be producing the inequity.

Generate a potential solution to address the barrier

# data[].attributes.body
•Review the lesson plan “Box geometry”

•Highlight what’s working and why

•Provide feedback on how lesson might be made more universally designed

•You can

•Write in margins and/or the blank page provided

•Jot notes on separate paper/post-its

•Create a word or google doc

•Download and annotate the PDF version

# data[].attributes.body
3-5 big picture points and 1 questions you hope to answer in the next 2 days.

# data[].attributes.body
Describe the pinch point in the current lesson design. What barrier(s) exist that are causing it? What one thing will you change and why might that be effective?

# data[].attributes.headline
Where did you see evidence of UDL in the first lesson plan? What possible next step(s) would you recommend to the designer?

# data[].attributes.subject
Where did you see evidence of UDL in the first lesson plan? What possible next step(s) would you recommend to the designer?

# data[].attributes.headline
Where did you see evidence of UDL in the second lesson plan? What possible next step(s) would you recommend to the designer?

# data[].attributes.subject
Where did you see evidence of UDL in the second lesson plan? What possible next step(s) would you recommend to the designer?

# data[].attributes.body
Instructions from Padlet that you can use to "remake" this and other padlets in order to customize them to fit your individual needs.

# data[].attributes.body
To be average means you were "great, good or beautiful." An individual person who does not follow along the lines of average means you were flawed. In the classroom, students are seen as low or struggling if they do not follow the average student. In order to support students, we need to look at their strengths.

# data[].attributes.body
Sample entry using the Padlet drawing pad

# data[].attributes.body
Plus One
Post your +1 Changes here
Avatar of James McKenna
James McKenna
21d
Post your +1 Changes here
Describe the pinch point in the current lesson design. What barrier(s) exist that are causing it? What one thing will you change and why might that be effective?
favorite_border
0
Your avatar
Add comment

# data[].attributes.headline
Primary - We acknowledge that learners do not learn in one linear pathway.  Everybody's brain is unique and processes information differently.  UDL creates expert learners that meet explicit learning goals.  Uniqueness is valued in every learner.

# data[].attributes.subject
Primary - We acknowledge that learners do not learn in one linear pathway.  Everybody's brain is unique and processes information differently.  UDL creates expert learners that meet explicit learning goals.  Uniqueness is valued in every learner.

# data[].attributes.body
Produced by the Valentine Vikings of San Marino Unified School District.

# data[].attributes.body
The factory model has set forth a design to teach to the average. This can still be seen today in the design of classrooms and curriculum, a one size fits all.
Labeling a student as an "average reader" can be detrimental to identifying other areas of strength or weakness.
Teaching to the "average" is impossible. Students have so many dimensions, it is impossible to find an accurate average.

# data[].attributes.body
In this week’s episode John talks about what UDL is.

# data[].attributes.body
Our group discussed the following points:
The factory/production model fostered only the average student who was supposed to fit a certain mode. The Taylor model in the 1900s followed the ideal of creating the masses of students similar to the average workers who were efficient and systematic. This perspective/model is still applied in today's education.

The cockpit designed in 1952 for the "average" pilot didn't work for the fighter pilots since the study showed that the average pilot did not exist.
Todd Rose gave an example of a gifted science student in the primary grade may be a struggling reader who just needed other resources to help bring out his potential. Therefore, we need to develop a jagged learning model to foster the individual student.

In today's society, average is no longer desired. Instead, we want to achieve where we want to be--as opposed to trying to fit the stereotype of the norms.

# data[].attributes.body
1. Giving students the control in the classroom, allowing for student autonomy and incorporating their interests.
2. Flexible: the ways students access material, engage in learning, and show what they know.
3. Multiple ways to connect with material and show understanding.

Question: As a district how can we embrace the idea of UDL in our classrooms while also being required to engage in specific curriculum and practices that are very teacher directed and limited in student output (Balanced literacy, GLAD strategies, and newest math adoption)?

# data[].attributes.body
One of the difficult things is that we are trying to expand the minds of teachers who may not be working in the "frontal cortex" so we need to use UDL to help them develop.
We agree that the task is to work together to affect change in a system where there are fixed mindsets around how education is "delivered" and which students "fit" and which don't.

# data[].attributes.body
Hi, my name is Jennifer Chuang, a parent in the San Marino Unified School District. UDL is short for Universal Design for Learning - it’s a new (to us) approach to curriculum that the District is using to create learning environments where all the different kinds of learners in a classroom can be successful, so we can maximize the potential of every student.

The goal is to create lifelong, expert learners. It’s really about eliminating barriers in traditional teaching environments and methods so that learning is accessible for everyone. Our teachers will be able to develop lesson plans and classroom environments that resonate for many different children. So this might mean variability in the activities teachers do in class time, the choice in how kids present the material they’ve learned, and flexibility in how they are assessed to having met the skills or understanding desired. It will look different in every classroom.

We want our kids to be engaged, critical, creative thinkers that are confidently able to adapt and achieve within the changing landscape of the real world, and we need to teach them in a way that fosters that.

# data[].attributes.body
Students learn as individuals in different ways with different strengths and weaknesses. Teachers are trying to educate individually and not to the "average" but we are working in a system that is geared towards the average and holds us accountable to the average.

# data[].attributes.body
How do you discover each students optimal method of engagement? At what point, do you require a student to select a different mode of understanding? For example, a student who always chooses art over writing to demonstrate their understanding.

# data[].attributes.headline
Getting students to care takes more effort now to figure out how to make students care (

# data[].attributes.subject
Getting students to care takes more effort now to figure out how to make students care (

# data[].attributes.body
The idea of average is flawed and causes society to stereotype based on data of averages. Averages do not address the individual needs of students.

# data[].attributes.body
Take away - what if I stopped influencing what the kids used and instead have them figure out how and with whom
Question: Time and money are premiums; how does a school find time and money to recreate the classroom and lessons?

# data[].attributes.body
How is it possible to teach mastery and sophistication of skill within a very specific strand like writing, without regular and frequent practice of writing? That takes time, and how do you appeal to all different types of learners, especially those who do not excel in that area?

# data[].attributes.headline
Hello Everyone!  Happy to learn more about UDL!

# data[].attributes.subject
Hello Everyone!  Happy to learn more about UDL!

# data[].attributes.body
1) Teacher as a trainer: Allow students the opportunity to lift their weights. Don't do all the work and then expect students to lift smaller weights.
2) Empowering students: Every student has their strength. Allow students to believe in themselves by giving them multiple opportunities.
3) Learning as a choice: Students will become motivated when they are given the choice to the input and output.

# data[].attributes.headline
Student variability allows for opening up student learning styles and abilities. Students can face various learning challenges and seeing how other perceive those challenges provides them new approaches.

# data[].attributes.subject
Student variability allows for opening up student learning styles and abilities. Students can face various learning challenges and seeing how other perceive those challenges provides them new approaches.

# data[].attributes.attachment_link.readable_text
Congratulations!
You're almost there. Once your Powtoon is ready to be downloaded we'll send you an email.
If this Powtoon contains live video, the export process may take a bit longer.

# data[].attributes.attachment_link.title
UDL:Explained | Created using Powtoon - The Visual Communication Platform

# data[].attributes.attachment_link.description
Congratulations! You're almost there. Once your Powtoon is ready to be downloaded we'll send you an email. If this Powtoon contains live video, the export process may take a bit longer.

# data[].attributes.body
·         How is the factory model affecting current practice at your school?

o   The average person is someone who is successful at the very basic of what we consider life skills.

o   At our school, it is the kid who does their homework, can read/write, and does their work. Does not go beyond the requirement.

o   Students are used to being told what to do, lacks problem solving (independent skills).

o   The factory model encourages followers not creators

·         What judgements are made about students based on average?

o   Students are viewed as minimally successful

o   They are easy to work with, they are teachable

o   An ideal student

o   Good support systems

·         What are the negative implications of teaching to average?

o   Students who are not within the average frame, get sidelined

o   These could be the GATE students, or the Tier 2/3 students

o   Their needs do not get addressed

# data[].attributes.body
Flexibility and creativity are important.

Students need information in different formats. Teachers need to present information in different ways, and students need choice in how they access the information.

Assessment looks different for different students. Students need flexibility in how they demonstrate their understanding of information.

# data[].attributes.headline
Each person brings in a strength that may not be the next person's strength.  Together, the team is stronger; the impact on each other can be greater. 

# data[].attributes.subject
Each person brings in a strength that may not be the next person's strength.  Together, the team is stronger; the impact on each other can be greater. 

# data[].attributes.body
by Gabrielle, Candace, Claudia, kym and Jennifer

# data[].attributes.attachment_link.readable_text
Congratulations!
You're almost there. Once your Powtoon is ready to be downloaded we'll send you an email.
If this Powtoon contains live video, the export process may take a bit longer.

# data[].attributes.attachment_link.title
UDL:Explained | Created using Powtoon - The Visual Communication Platform

# data[].attributes.attachment_link.description
Congratulations! You're almost there. Once your Powtoon is ready to be downloaded we'll send you an email. If this Powtoon contains live video, the export process may take a bit longer.

# data[].attributes.body
It's difficult to deviate from the factory model due to standardized testing formats.  Our school does try to appeal to different learners through dual enrollments, collaboration with outside institutions, and individual department projects.
"Average" in our community--amongst students and parents--means "not good enough," as they believe their students should be in honors/AP.
Our school is concerned with students falling in between the achievement gap--but maybe their achievements and learning styles are just different from the average student?

# data[].attributes.body
Questions: What does this look in the classroom? How much prep time will this involve? How do we use our current resources? What is the special educators role in the design?

# data[].attributes.headline
Not everything in life is fun, what happened to learning for learning sake?  

# data[].attributes.subject
Not everything in life is fun, what happened to learning for learning sake?  

# data[].attributes.headline
Average is so ingrained that it is difficult to move away even for educators who "know better" but we have to keep delivering the message and restructure our education system to find the brilliance of each individual learner.

# data[].attributes.subject
Average is so ingrained that it is difficult to move away even for educators who "know better" but we have to keep delivering the message and restructure our education system to find the brilliance of each individual learner.

# data[].attributes.headline
As educators, we should tailor our curriculum to accommodate for various learners. Taking into consideration the varying styles of student learning (ie kinesthetic, verbal, visual) and abilities.

# data[].attributes.subject
As educators, we should tailor our curriculum to accommodate for various learners. Taking into consideration the varying styles of student learning (ie kinesthetic, verbal, visual) and abilities.

# data[].attributes.body
My fellow esteemed educators, I come to you today to implore you to begin your journey of utilizing UDL in your classroom.  UDL classrooms are highly diverse places where all student’s variabilities are met.  UDL designs curriculum from the start to meet the diversity of each student in the classroom. This is an approach to minimize barriers and provide options to students.  UDL focuses on strengths, needs and interests to maximize student learning.  Implementing and utilizing UDL is making sure you conquer the 7 ten split and through this all students will begin on their life long cycle of learning.

# data[].attributes.headline
UDL is not something that can be purchased.  It is a way of thinking about teaching and learning that helps give all students equal opportunity to succeed. 

# data[].attributes.subject
UDL is not something that can be purchased.  It is a way of thinking about teaching and learning that helps give all students equal opportunity to succeed. 

# data[].attributes.headline
Good morning...looking forward to learning about UDL!

# data[].attributes.subject
Good morning...looking forward to learning about UDL!

# data[].attributes.body
Seeing UDL in Action-Creating an environment for engagement and motivation

# data[].attributes.body
It was nice to see the examples and strategies that different teachers use in their classrooms. Many of these things we already do and its nice to get validation that we are doing many of these things already.

# data[].attributes.headline
I enjoyed the cartoon script. It was fun to watch.  Great job!

# data[].attributes.subject
I enjoyed the cartoon script. It was fun to watch.  Great job!

# data[].attributes.headline
1. All students are on task and learning at their pace and level.

# data[].attributes.subject
1. All students are on task and learning at their pace and level.

# data[].attributes.body
2. Exploration with direction. The students are allowed to choose their avenue to learn the skill so that it interests them.
3. Engagement. Because there is choice in how to gain knowledge, they are actively engaged.

# data[].attributes.headline
Building a community of learners allow students to have choices in learning their materials and working with peers. This takes planning, timing, learning environment, and opportunities. Providing extension menus is a relevant option.

# data[].attributes.subject
Building a community of learners allow students to have choices in learning their materials and working with peers. This takes planning, timing, learning environment, and opportunities. Providing extension menus is a relevant option.

# data[].attributes.body
Have you ever used a curb cut? Have you ever wondered who they are helpful too? You might think for a specific group of people, but have you ever noticed how helpful it was to you in your own life. For example, pushing a stroller, riding a bike, or pulling a cart. In actuality, curb cuts are useful to everyone!

Imagine this design being used in a classroom. Students working on the same concept, but showing their learning in various ways. Some may be using technology, others writing, art, or even dance.

This is UDL. A framework for developing expert learners by changing how they access curriculum and demonstrate their knowledge through choice.

Implementing UDL allows teachers to really assess what students know. Students can showcase their knowledge in their preferred method. In the classrooms, you will see students choosing how they can show their learning. Talking to your child at home, you will hear about the choices they got to make to learn about the content and demonstrate their understanding.

We invite you to come to the classroom and check it out!

# data[].attributes.body
The teacher's focus is on the big question that kids should learn, but allow the kids to drive the learning. We need to take baby steps to work towards the ultimate goal.
Question: Where do baby steps start? What are baby steps to choice for kids and ensuring they work to their potential?

# data[].attributes.body
Hey kids! How was everything with the sub? We missed you while we were away on training. We know how sometimes school can be very boring if all you do is sit there and listen to me talk ALL DAY LONG. Well, I have great news for you! Some changes will be coming and I am excited to show you what I learned while I was away. I know how each of you are one of a kind in your own way. And I want to make sure that you are given the choice to shine and become an expert learner. An expert learner is someone who makes goals for themselves and takes responsibility for their own learning. During the training, we learned about UDL which stands for Universal Design for Learning. What this means is that from now on, we will be focused on making sure that each of you understand what you are learning. We are going to do this because I know that not everyone learns the same or understands the material at the same speed. Just like in reader’s workshop, where you get to choose your own books, you’ll be able to show what you know by choosing your own learning method. So for example, instead of writing a book report, you will be able to choose from a variety of choices based on what works for you. UDL is also about being taught in a way that helps you understand. I know how some of you are very artistic, while others of you are hands on and then there are those of you who need to copy notes. My goal is for each of you to walk out of the classroom feeling like you belong. Because UDL begins and ends with you.

# data[].attributes.headline
Let students take control of their learning by honor them learn at their pace, their own style and their own learning community where they find their belonging. 

# data[].attributes.subject
Let students take control of their learning by honor them learn at their pace, their own style and their own learning community where they find their belonging. 

# data[].attributes.headline
Would you believe that at one time, being “average” meant that anyone who was not “average” was perceived to be imperfect? If only one student in your classroom was considered to be perfectly average, would you agree that the rest of your students are imperfect?  As passionate educators who believe in education, we value all students of all ages and  abilities. Hence, the idea that anyone who is not average is imperfect, is ridiculous to us. Though this notion may seem obvious to us, the problem is that we have created a learning environment designed to target the “average” student, resulting in minimal educational access for most students.  That’s where UDL comes in. UDL Universal Design for Learning provides multiple opportunities for students to engage, access, and demonstrate their learning in a variety of ways. UDLs goal is to develop expert learners who are purposeful and motivated, resourceful and knowledgeable, strategic and goal oriented.  UDL practices support these goals by recognizing learner variability and valuing student difference.

# data[].attributes.subject
Would you believe that at one time, being “average” meant that anyone who was not “average” was perceived to be imperfect? If only one student in your classroom was considered to be perfectly average, would you agree that the rest of your students are imperfect?  As passionate educators who believe in education, we value all students of all ages and  abilities. Hence, the idea that anyone who is not average is imperfect, is ridiculous to us. Though this notion may seem obvious to us, the problem is that we have created a learning environment designed to target the “average” student, resulting in minimal educational access for most students.  That’s where UDL comes in. UDL Universal Design for Learning provides multiple opportunities for students to engage, access, and demonstrate their learning in a variety of ways. UDLs goal is to develop expert learners who are purposeful and motivated, resourceful and knowledgeable, strategic and goal oriented.  UDL practices support these goals by recognizing learner variability and valuing student difference.

# data[].attributes.headline
Providing more learning opportunities, student autonomy, and letting them take charge of their learning.

# data[].attributes.subject
Providing more learning opportunities, student autonomy, and letting them take charge of their learning.

# data[].attributes.body
Big Idea #1: Learning the Brain

Based on the framework of three networks of learning: strategic, affective and recognition. Each of these addresses a different area, but it is important for these three networks to interact simultaneously.

Big Idea #2: 7-10 Split

Changing your aim to get to the kids who are hardest to access. The strategies used to allow the most challenging students to learn, are beneficial for the whole.

Big Idea #3: Student Strengths and Talents

UDL helps students maximize their strengths and talents while focusing on their areas of challenge. The strengths and talents will drive their learning.

Big Question:

Where is the time to design these lessons, and the time to allow the kids to master what we are trying to teach them. What supports do we need/will get to change our aim?

# data[].attributes.body
UDL Infomercial (with trailer)

# data[].attributes.headline
UDL Guest Post: The Little School That Could

# data[].attributes.subject
UDL Guest Post: The Little School That Could

# data[].attributes.body
Who: Teachers
What is UDL / Why Implement UDL/ What Changes to Bring: The ultimate goal of education is to foster expert learners who are purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed. These learners are prepared for the 21st century and they will contribute to the society in a meaningful way.
UDL allows educators to change their mindsets/perspectives on how children learn. To break down barriers by providing opportunities to all students of different needs and learning styles. Lead them to believe that they have the potential to succeed and contribute to society.

# data[].attributes.body
We are group of newer and established educators, who are passionate about providing learning opportunities that are universal in design. By utilizing the Universal Design for Learning framework, we are able to create and foster learning environments that encourage goal-directed and resourceful learners. Transferring accountability to the students, changes your aim to meet the needs of all learners, regardless of their learner variabilities. In doing so, we help develop students who are motivated, knowledgeable and strategic with their learning. Incorporating UDL into your pedagogical philosophies will help you empower young learners.

# data[].attributes.body
We are your colleagues who have attended the UDL bootcamp training. UDL is for universal design learning, which is simply identifying possible barriers to our students' learning and coming up with ways to overcome them as we plan lessons so that they aren't obstacles to our kids' ability to learn. This is not a change, but rather a continuation on the path that we have been traveling. This is the teacher becoming more of a facilitator with students taking more responsibility for their own learning and being flexible with how students demonstrate their understanding. Together we will collaborate on the next steps to take as a Ramona family.
-Ramona Cowgirls

# data[].attributes.body
Big Picture Points:
-Students are given the tools and freedom to explore the same concepts in a way they feel most comfortable learning
-Teacher acts more as a facilitator in the learning process
-Learning is more real-world application

Big Question(s)...Sorry...We have more than one:
-What would this look like in a high school classroom?
-How can we let students take the time to discover when the curriculum we must cover is so in-depth, and time is a precious commodity to cover everything?

# data[].attributes.body
In case the video does not work, here is the shared link:
https://drive.google.com/file/d/12mzJN7XaKBA_VVL9jxiJSunrNW7paJ0b/view?usp=sharing

# data[].attributes.headline
Will you be having any upcoming bootcamps? It would be great for more staff to be able to attend!! 

# data[].attributes.subject
Will you be having any upcoming bootcamps? It would be great for more staff to be able to attend!! 

# data[].attributes.body
Target audience: Teachers at Repetto

Hey, so I know there’s a lot on our plates already, but here we go again… another change.This is not a monumental change, it’s a slight adjustment.  Like changing from canned cranberries to homemade cranberry sauce.  It’s a little more work but ultimately more people will partake in the homemade item. UDL is the homemade sauce, it is richer with more texture and variety.

UDL is not Special Education, nor is it differentiated instruction.  UDL is an approach to teaching that recognizes and addresses the variances among learners so that all have a greater likelihood of success.

GLAD is a wonderful example of UDL.  Students are learning strategically, emphasizing their strengths, and using their power of choice to make them active and engaged learners.

Some of the changes you will see in your classroom will be:

more active engagement

creativity

Interest

more assessment options

autonomy

More student-directed goals and progress monitoring

The goal is to produce expert learners.

For you, your goal is to do one small block using UDL during your day and learn to do it well, just like we did with GLAD.  When you feel comfortable, add more UDL to your day/lessons/plans.