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**Be sure to only spend about 5-6 mins. on the videos so you have 4-5 mins. to reflect & respond...

UDL ES Math:  https://vimeo.com/38021628
UDL MS Science: https://www.edutopia.org/stw-assessment-authentic-student-engagement-video
UDL MS Math: https://www.teachingchannel.org/videos/share-common-core-with-students#video-sidebar_tab_video-guide-tab
UDL MS ELA:  https://www.teachingchannel.org/videos/share-common-core-with-students#video-sidebar_tab_video-guide-tab

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http://www.davidsongifted.org/Search-Database/entry/A10094

Center for Applied Special Technology (CAST)- www.cast.org

National Center on Universal Design for Learning- www.udlcenter.org

UDL Exchange [Lesson plans & Ideas]- http://udlexchange.cast.org/home

EdToolKit on for  UDL help in the classroom- http://udltechtoolkit.wikispaces.com/

Examples of UDL units- http://www.powershow.com/view1/89944-ZTYxZ/Universal_Design_for_Learning_powerpoint_ppt_presentation

Technology Connections:  Reading and Study – Digital Tools

Katie Novak’s, UDL Now:  A Teacher’s Guide to Applying UDL in Today’s Classrooms. (CAST, 2016)

http://katienovakudl.com/

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Learning in order to maximize all learning from students keep in mind what works for them. Allow alternative/choices for completing assignments.  If needed and it is a requirement, students may be asked to complete a standard based task with the knowledge that they can decide for additional methods or in lieu of traditional methods where allowable

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All learners are different and their needs are not the same. When we design our lessons to encompass all learners and their needs, we will be reaching every learner.

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A gifted learner can become bored very easily, so as teachers we must be able to keep them actively engaged in the lessons. Learner availability can help our high and low learners make the gains they need. Time is a definite constraint when it comes to planning these differentiated lessons.

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We need UDL concepts because education is not a "one size fits all" approach. 

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We need UDL concepts because education is not a "one size fits all" approach. 

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When we design for the "outside" edges we can cover all of our students.

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Work smarter not harder... don't recreate the wheel.

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The use of the Rubix cube example was a good way of showing how we may be over looking ways of to differentiate that should be obvious.  We need to open up our ways of thinking and a lot more would be possible.

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It seems easy to understand to allow multiple of learner modalities, but in reality it is challenging as an educator to look past our own learning preference biases.

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I feel this will help integrate differentiation into my lessons.

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I feel this will help integrate differentiation into my lessons.

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Loved how the the rubic cube was used and how not everything fits into a nice lil box.

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The average out

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Using all the different senses to engage students will lead to students being more engaged in their own learning. Modeling is also very important as well as giving students the ability to share and discuss what they learned.

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Ps110 teacher in Manhattan really keeps kids engaged. She scaffolds the information, monitors each level and ability and guides students to the next level in order to maintain engagement. What really struck me was the movement even from base ten blocks to the use of money for the students performing at a higher level. To be able to apply double digit subtraction in second grade and transfer that same concept to a new base (actual units of money) is very challenging. There were some student ready to do that. She had multiple
means of representation she included students in her classroom video.

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I like how she presents the information in various ways and keeps the students engaged with different response mechanisms throughout.

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I like how she presents the information in various ways and keeps the students engaged with different response mechanisms throughout.

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The most moving point made in the video as an educator was that should be focused not on making students better at meeting the average.  If we create a single lesson with a variety of learning styles in mind, then we will help students reach beyond average performance.  Lessons with UDL in mind means, lessons will no longer be average

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So much in science is hard for students to learn because it is difficult for them to see it, hold it, touch it. These are the very things that many students use to learn. The teacher at this school does an excellent job of making an abstract concept like cellular organelles more concrete for his students by turning the entire classroom into a cell and having the students enter into and be inside of a "cell". He then differentiates to let students become owners of small pieces of content by having them design their own lesson plans, activities and assessments for a particular cellular organelle.

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Allowing students to be creative, in any subject area, allows for them to gain a deeper understanding of the material being taught as well as ensures that they remain engaged.

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Allowing for individual creativity and personal voice makes learning more meaningful. Therefore, students learn more at a deeper level.

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Reminds me of Total Physical Response techniques as well. I do like how she keeps the door open for different ways to engage with the math information. That is so crucial in math. 

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Reminds me of Total Physical Response techniques as well. I do like how she keeps the door open for different ways to engage with the math information. That is so crucial in math. 

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I enjoyed watching the teacher's enthusiasm. Her ability to reach the students at all levels was amazing! Using all of their senses was idea and was very effective! Very engaging for the students! #lunchmenu #engagement

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I love the idea of the children playing the role of teacher as it helps the students to learn by experiencing.

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In the middle school science video, the teacher made the lessons extremely engaging since he encompassed art. He also let the students become the teachers, so they had to learn their own content before they could teach the other students in the class. The thing I noticed in the video is that all the students seemed engaged and they seemed truly interested in the lessons. You know all those students weren't on the same level academically, but they were all participating and engaged... and adding their own contributions. I thought it was a very successful lesson.

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What really stuck with me about the UDL in the context of Middle School Science is how when kids make the content their own, the way they represent it comes from the heart, and how greatly this contrasts with rote note-taking.

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Structuring your environment in a way that gives the entire process to the kids makes learning authentic, engaging, and motivating.

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Using hands on activities to promote engagement!

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What really stuck with me about the UDL in the context of Middle School Science is how when kids make the content their own, the way they represent it comes from the heart, and how greatly this contrasts with rote note-taking.

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The strategies she used helped the students access the rigorous text while still reaching the standards

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Make it Authentic

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Great idea tying the parts of a cell to a city.

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Great idea tying the parts of a cell to a city.

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I noticed that in this lesson, the class was using a lot of visuals and cooperative learning. Students were constantly being engaged and questioned in the lesson.

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Having the students become the teacher of their topic gives them ownership of their learning. It also makes them accountable for the quality of their work since they will have to present it and defend it (answering questions). Students were all engaged throughout.

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I was inspired in the video because the teacher proves that Engagement is essential and providing students just an opportunity early on to select a menu item helped students be hooked early on.

However, the teacher launched from there with having students express their understanding of imagery with the bag item.  Then she went on to have them paraphrase sections of complex text in a number of ways.  The teacher provided rubrics, model, think aloud for creating a paraphrase.

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Helping students to reach their potential by planning for the students who need more support and you can reach all kids.

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I think that this goes back to having a growth mindset. Teachers need to develop this before we push it on students. The minute we define ourselves or students to an average, UDL will be a struggle.

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I'm sold. What does it look like in practice?

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The video really resonated with me the idea of making one thing that is applicable to be changed depending on the user verses making a variety of versions of one thing.

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How does OCPS take care of ELL gifted students who have not been tested with a tool they actually can comprehend?   Our district is very diverse (100s of nationalities), in how many different languages the gifted tools used to diagnose a kid is provided, or are me neglecting 100s or more different nationalities?

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How does OCPS take care of ELL gifted students who have not been tested with a tool they actually can comprehend?   Our district is very diverse (100s of nationalities), in how many different languages the gifted tools used to diagnose a kid is provided, or are me neglecting 100s or more different nationalities?

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Advanced HS Courses Pushback against UDL

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Advanced HS Courses Pushback against UDL

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I have found that advanced high school courses (AP/IB) often reject the UDL model because they feel that they HAVE to get through all the content that is being tested on the final AP/IB exam. We have to make a concerted effort to help these teachers understand that by addressing the variability in their classrooms, they can address the content more effectively.

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Passion Projects with one rubric all students must follow. Context is the variable.

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-ELA: She answers all the whys before starting the lesson and reviewing the standard which is awesome so they understand what they're expected to learn and how they need to show their knowledge.
-Science: Engaging environment where students cannot escape the learning. I liked that he made it physically available, hands on approach. They also have more ownership of their learning. Great for kenisthetic learners.

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The need to be flexible and let go of the control of one path learning is critical to making this transition to UDL

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The teacher displayed the standard that the students were responsible for learning, broke it down for them, and defined unknown terms. She showed them that not only they were accountable for learning the standard, but she was also accountable for teaching them the standard. With this accountability

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while it is obvious who is in charge he shares the leadership role with every student in the room and it is done so effortlessly and so successfully.

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There is something truly engaging having your classroom transformed into a cell. I have done this activity and even as the kids enter I give them ribosome necklaces so they all are part of the "classroom - cell"

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She broke the process into steps and modeled her expectations.
Why -
She was clear on why they were completing each step.
Choice -
The students had some choice.

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The imagery/menu activity was very engaging- even for me as I was viewing it! It did feel a bit disjointed from the Beowulf lesson, but it was moderately effective in bringing Shakespeare to a modern day setting. She was covering quite a few standards in this lesson, so it felt a bit all over the place.

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i'm not sure i'm comfortable with placing the all the "blame" on the teachers of the AP/IB courses. I believe that the majority of IB fits perfectly with UDL, however AP and the College Board training experience does not lend itself to UDL and it should. Maybe we need to find a method to mutate the AP training experience.

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Students are literally in the topic. It's an escape from their normal, distracting environment.

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For a small group, with no time pressure it will be great to use.

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For a small group, with no time pressure it will be great to use.

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Students were able to take ownership over their own learning through understanding the standard they would be learning. This gives the reasoning for the lesson to get buy-in from the students.

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This teacher believes that informing students of the standards will help motivate them to want to learn the material she is using to fulfill the requirements of that standard.  Personally, I have not found this meaningful to students.  I think that although informing them of the standard may help them focus on what the goal is, it doesn't do much to engage students.  Much more is necessary.

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It is important the students understand what they need to learn. In the video I like how the teacher took the standard and went over it wth the students so they understood why and what they were learning.

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Giving the students the role of teacher was such a great way to engage the students in learning a new topic/lesson, the students engaged in creative thinking and all the students were actively learning.

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I agree that taking the time to teach common language and how and why of what they are going to learn is important. Student's understanding of the Common Core standards helps them to know their target.