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"Whole cities of instruction that kids want to be in and where we are able to, depending on the need of a kid,  be able find a space where they belong or find a space where they want to be."

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Not always necessary
Doesn't always make it UDL

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Helps kids make a tangible connection

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Target key vocabulary
Don'e let the language or syntax or structure get in the way of learning

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Find multiple ways for kids to experience the concept

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How much time do you have?
In a lesson?
In a unit?
Trying not to over or under design

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How can they show you that they understand?

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How are we going to teach this

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Needs to be specific to the goal but not specific with the means

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What absolutely has to be there?
What is negotiable?

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Connect assessment to goal and incorporate multiple means of expression, action, representation, and engagement

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When you get there
Examples:
Exit tickets
Formal
State test

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Done as you are going
Examples:
Checking for understanding
White boards
Pair shares
Quick CFUs

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Formative & Summative

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THE STUDENTS and the teachers

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Know the content matter, how to teach it, and how to connect it to the next unit/other content areas

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Creative, thinking outside the box, allowing multiple means of expression for credit, and use to creating lessons for all types of learners

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GE & SPED coming together and working together

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This is what the kids are doing to show their understanding of concepts and to meet their own goals

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This is what the kids are doing to show their understanding of concepts and to meet their own goals

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Making connections to your students memories

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Making connections to your students memories

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Affective network holds up the other networks

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Affective network holds up the other networks

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Make connections to context that they are interested in

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Purposeful, motivated learners

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Provide multiple means of action and expression

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Provide multiple means of action and expression

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Strategic goal-directed learners

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Provide multiple means of representation 

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Provide multiple means of representation 

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Resourceful knowledgeable learners

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3 major principles

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Clear goals with loose means for obtaining those goals (i.e. - giving options)

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Context Matters
Some context you will be high and some you may be low, or even in the middle

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Embracing Variability

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1. Relationships matter
2. Set high expectations
3. Understand the UDL foundations

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Designing lessons that support a varied array of learners is important.

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Designing lessons that support a varied array of learners is important.

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Different kids have different support needs.