Roselle NJ August PD - Universal Design For Learning

UDL Across the Curriculum
Roselle Public Schools

Tracy Amerman, Ed.D.
Chris Shamburg, Ed.D.
New Jersey Coalition for Inclusive Education

Universal Design for Learning (UDL)
Anticipatory Sets
The Big Idea
Station Teaching
UDL Literacy Across the Curriculum
Universal Design for Learning:
The Big Picture

30 years ago

Today

100 years ago

1900-1930
Legal Immigration to the United
States Immigration 1820-1930
Department of Homeland Security, Office of Immigration Statistics, Yearbook of Immigration Statistics (various years). Available at
http://www.dhs.gov/files/statistics/publications/yearbook.shtm.)
Efficiency and Industrialization
1994: SCANS Report
The Secretary's Commission on
Achieving Necessary Skills (SCANS)
was appointed by the Secretary of
Labor to determine the skills our young
people need to succeed in the world of
work. The Commission's fundamental
purpose is to encourage a high-
performance economy characterized by
high-skill, high-wage employment
Student-Centered
Teacher-Centered
UDL:
Big Ideas and Method is the Message
You have to hook them first!
The HOOK
Vital to lessons and units
Sets the stage
Engages the students
Activates prior knowledge
Activates thinking

ENGAGE!
Appeal to their emotions Video showing
various examples of lands devastated by weather.
Appeal to their curiosity Show a picture

Appeal to their interests What can go faster, a
Mako shark or a horse? What would you need to
know about them?
Ho Hum Anticipatory Sets
Remind the students of animals and plants they have
studied earlier in the year.
Ask the class to raise their hands to contribute to a
discussion of what they already know about plants.
Write a list on the blackboard of the characteristics they
name, while prompting them and offering ideas and
comments as needed. Repeat the process for a discussion
of the properties of animals. Point out major similarities
and differences.
Tell the students that it is important to learn about plants
and animals because we share the earth with them and
depend upon each other for survival.

Pre-Cognitive
How do you hook the
students on the topic:

Visually
Emotionally
Physically
With their natural
curiosity?

Your turn
Come up with 2-3 more engaging
anticipatory sets for the lesson on
plants
UbD: The Big Idea
Powerful Ideas: An idea that can be used as a
lens to look at the world for the rest of your life
(Papert)
Whats the Big Idea: Density

The volume of
a solution was measured
in a graduated cylinder. If
the mass of solution is
measured to be 60.75
grams, what is
the density of the
solution?
Whats the Big Idea: Research
PAPER REFERENCES
[Remember to double space and indent all but first lines]

BOOK, ONE AUTHOR MLA 5.6.1
Kaku, Michio. Hyperspace: A Scientific Odyssey through Parallel
Universes, Time Warps and the Enth Dimension. New York:
Oxford UP, 1994.

BOOK, TWO OR THREE AUTHORS MLA 5.6.4
Maddock, Richard C., and Richard L. Fulton. Marketing to the
Mind: Right Brain Strategies for Advertising and Marketing.
Westport, CT: Quorum, 1996.
BOOK, MORE THAN THREE AUTHORS MLA 5.6.4

Gilman, Sandra, et al. Hysteria Beyond Freud. Berkeley: U of
California P, 1993.

BOOK, AN EDITOR MLA 5.6.2
Lopate, Philip, ed. The Art of the Personal Essay: an Anthology
from the Classical Era to the Present. New York: Anchor-
Doubleday, 1994.

http://youtu.be/idh5-P2fmQM
The Method is the Message: The
Hidden Curriculum

The Mechanic is the Message

The Civil Rights of Inclusion
1954: Brown vs. Board of Education

1973: FAPE Free Appropriate Public Education
(FAPE)
for Students With Disabilities

1975: Individuals with Disabilities Act
requires testing and resources for all students

1999: Americans with Disabilities Act gives
students with special needs more rights and a
greater access to resources

2012: The majority of students with disabilities
are now educated in their neighborhood school
with non-disabled peers (US Department of
Education)

Universal Design

Has ADHD and
gets extra time
on tests
Visually
impaired and
uses books on
tape
Cognitively impaired, has
folder for class specially
Rephrasing a new term so
all kids can understand it
better
Content specialist, using
overhead so he can write
in color and improve
handwriting so all kids
can understand him better.
UDL in Plain Language
Think of a teacher
who communicates
clearly, sparks
student interest, and
cares about every
student in his or her
classroom.
Give that teacher the tools and encouragement
to do all of these things better and then make
this a systematic model for a school.

This is UDL
Why We Need UDL:
A Student's Perspective
View the video at:
http://www.youtube.com/watch?v=iFsRirR17oU
UDL is
A set of research-based guidelines for curriculum development.
Guidelines that focus on:

Multiple means of representationwhat is learned

Multiple means of expressionhow its learned

Multiple means of engagement --why its learned
--Arne Duncan, US Secretary of Education
Letter to Congress Introducing
the National Educational Technology Plan
http://www.ed.gov/technology/netp-2010/letter-secretary
The model of learning described in
this plan calls for engaging and
empowering personalized learning
experiences for learners of all ages...It
calls for using state-of-the-art
technology and Universal Design for
Learning (UDL) concepts to enable,
motivate, and inspire all students to
achieve, regardless of background,
languages, or disabilities.
A National Imperative:
National Educational Technology Plan
UDL Guidelines
Multiple Means of
Representation
Multiple Means for Action
and Expression
Multiple Means of Engagement
1. Options for Perception
2. Options for Language,
Expression and Symbols
3. Options for
Comprehension
4. Options for Physical
Action
5. Options for Expression
and Communication.
6. Options for Executive
Function

7. Options for Recruiting Interest
8. Options for Sustaining Effort
and Persistence
9. Options for Self-Regulation
Case Study in UDL
Multiple Means of
Representation
and Expression
3. Options for Comprehension
4. Options for Physical Action
5. Options for Expression and
Communication.
Function

8. Options for Sustaining Effort and
Persistence
Mr. Mooks Stairway to Algebra UDL Guidelines
____________
A 7
th
grade algebra teacher teaches slope by having students review
common mistakes and then apply the slope formula to real life
problems involving building codes.
Case Study in UDL
Mr. Mooks Stairway to Algebra
Case Study in UDL
Multiple Means of
Representation
and Expression
3. Options for Comprehension
4. Options for Physical Action
5. Options for Expression and
Communication.
Function

8. Options for Sustaining Effort and
Persistence
Mr. Mooks Stairway to Algebra UDL Guidelines
____________
A 7
th
grade algebra teacher teaches slope by having students review
common mistakes and then apply the slope formula to real life
problems involving building codes.
Multiple Means of
Representation
and Expression
3. Options for
Comprehension
Action
and Communication.
Function

and Persistence
Cases in UDL
Case 1: Household Vocabulary UDL Guidelines ________________

Ms. Fernandez teaches Spanish. She is introducing students to the
vocabulary of the household. She gives students a list of vocabulary
words and 4 different optionsdraw a diagram, create a short skit, write a
poem, or create a comiceach must include the set of household
vocabulary words
3, 5, 7
Multiple Means of
Representation
and Expression
3. Options for
Comprehension
Action
and Communication.
Function

and Persistence
Cases in UDL
Case 2: Unlike Denominators UDL Guidelines ________________
Mr. Kouse teaches a sixth-grade mathematics class. He notices many
students have problems adding and subtracting fractions with unlike
denominators. He gets a bunch of pebbles and puts them in plastic mixing
cups and demonstrates adding amounts with unlike denominators (e.g. 1/4
of a cup and 3/8 of a cup). He sets this up as a station and rotates groups
of students through as other groups do different activities.
2,3,4
Case 3: Enacting Novels
Case 4: Feedback on Cards
Case 5: Audio Tour
Case 6: Figurative Language Contract
Case 7: Pictures and Labels
Case 8: Cheat Sheet
Case 9: EROX Learning System
Case 10 Remixing Fables with Speech to Text

Other Cases
Multiple Means of
Representation
Multiple Means for
Action and
Expression
Multiple Means of
Engagement
1. Options for
Perception
2. Options for
Language,
Expression and
Symbols
3. Options for
Comprehension
4. Options for
Physical Action
5. Options for
Expression and
Communication.
6. Options for
Executive Function

7. Options for
Recruiting Interest
8. Options for
Sustaining Effort and
Persistence
9. Options for Self-
Regulation
NOTE: The difference between UDL
and differentiation

UDL works on curriculum from the
ground up. It's bigger, better, and
more ambitious.

Differentiation makes adaptations
to the existing curriculum, without
demanding the curriculum
changes for all students.

More Information: UDLcenter.org
UDL Without Technology
Talk slowly
Be aware of terms that are unfamiliar to students and take
time to explain them.
Have interesting projects
Make quickstart guides or cheat sheets for complicated or
extensive topics.
Start with a hook
Use clear large fonts
Giving learners multiple options to choose from
Provide multiple learning centers to incorporate different
learning styles.

http://is.gd/udlwithouttechnology
Station Teaching
An Overview

Stations are spots in the
classroom where small
groups of students can
work on various tasks
simultaneously and then
rotate.
Station Teaching
Station 2
Station 3
Station 4
Station 5
Station 1
Can be teacher-led or student-directed, independent,
or collaborate.
Students should work at a station for no longer than
15 minutes (at secondary level).
Stations can focus on the same topic in different
ways or different parts of a larger topic.
Stations cannot be sequential.
Stations need to be varied in the type of tasks.
Rigor and engagement are important.

Station Options
Students need training in on strategies for station and group
work:

-Remind students to read directions

-Go over strategies for staying on track during stations

-Consider providing incentives for station completion

Hint: Have one student stay back when stations rotate to explain
the station to the next group.

Simple Tips for Management

You cannot do something sequential as there is no order to the stations (e.g.
you cannot have kids brainstorm, draft, revise, etc,)

Judiciously group the students.
Heterogeneous in literacy skills
Personalities that mesh (common interests?) Pay attention to students who
interact well together; placement of outcasts and bullies?
Technology skills

Retain right to change groups if misbehavior interferes with activity

Consider making a station outside of the classroomthe gym, an empty
room, outside, the auditorium (if you have the supervision or co-teacher)

Developing Stations: Considerations
Example: 5
th
Grade Math : Fractions
with unlike denominators
Station 1: Students will complete a worksheet with the teachers
assistance, if needed.

Station 2: Students will make a stone soup recipe and adjust for
different size groups.

Station 3: Students will make a short video explaining the LCD of
different problems, starting simple and getting more difficult

Station 4: Students will complete SmartBoard activity where they
have to mix different amounts of nuts.
Example: 5
th
Grade Language Arts/
Figurative Language
CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words
and phrases as they are used in a text, including figurative
language such as metaphors and similes.

Station 1: Students are given a list of figures of speech and must enact them and
record (e.g. busy as bees)

Station 2: Students are given red index cards with the first half of a simile and
yellow index cards with the second half. Then need to appropriately connect the
cards working as a group. Then can then level up to a bonus round of more
complex similes.

Station 3: Student must collaborate and write a short story using epic similes.

Station 4: Students are given pictures of natural phenomenon and use them to
describe the actions of people (e.g. he made a mess like a hurricane)

Station 5: Students will do a variety of activities on the Smartboard relating to
Idiomatic Expressions.
Example: Language Arts/ Figurative
Language

Short readings
Web-searches or WebQuests
Small group discussions
Paper-and-pencil tasks
Hands-on activities
Small projects
Independent or partner reading
Cartoons
Graphic Organizers
Smart Board Activities
Technology (Kindles, Ipods,
Video-streaming, Garageband)
Listening Activities

Limitless Possibilities for Activities
Art or drama exercises
Puzzles
Interpersonal reflection
Mini-lessons
Games
Chalkboard work
Brainstorming
Video or DVD viewing
Observations or examinations of
processes or materials
Puddle Questions
Models

Friend & Cook, 2003
MORE STATION EXAMPLES

What students will need to know and be
able to do
(knowledge and skills):

STATIONS CONCEPTS:
1. Design an experiment proving membranes can be
selectively permeable.
2. Explain the process of diffusion.
3. Describe how osmosis occurs.
4. Compare and contrast diffusion and osmosis.
5. Identify a concentration gradient and its
relationship to transport

Station Ideas:

A. Students explore the effect of different concentrations of
salt solution on Elodea cells under the microscope (Slides are
prepared in advance). Students are encouraged to sketch the
cells and make observations on their appearance. The post-
activity discussion should focus on the student's explanations
of the changes they observed. simulated dialysis mechanism
B. Students work in groups of 2-3 to design and test their own
hypothesis regarding the effects of various salt solutions on
the mass and appearance of potato slices.
C. Use a case study that focuses on the development of
dehydration in a vomiting person.
D. Give students choice on how to show
difference/similarities of osmosis and diffusion (e.g. Venn
Diagram, Tri-fold paper, narrative)
E. Using Promethean Board; students will evaluate permeable
membranes and the concentration gradient predicting how
movement will occur.
EXAMPLE: Biology: Osmosis and Diffusion
Big Ideas:
1. Molecules move into and out of cells along a concentration gradient
2. Cells have semi-permeable boundaries
3. Molecules are constantly in motion
4. The concentration of cells change with their changing environment
I mportance: You are what you eat.
Essential Questions:
1. Why do we say, You are what you eat?
2. Why do cells transport molecules in and out of their membranes?
3. How do cells adapt to their environments?

Now go back to your stations; keep in mind
Big Idea and UDL
KIDS WORK HARDER, TEACHERS
WORK SMARTER: STATION
TEACHING

Work on Your STATION!
Choral Readings
Tableaux Vivants (Living Pictures)
Audio Technologies
Video Applications

Tool 1: Choral Reading
When language is dense
with unfamiliar syntax,
such as a primary source,
textbook, or piece of
literature, you can
organize it into a choral
reading and have students
work in groups to
organize choral readings.
From Frankenstein
Tool: Tableaux Vivants

In a Tableaux Vivant a group of
students pose in a living picture
of an event or idea. It can be
used for, timelines or events or it
can be used in more abstract
ideas such as the Bill or Rights
or the Laws of Motion. The
teacher or a student will read the
scene then freeze. You can take
a picture of the tableaux
afterwards.
See: Rome Wasnt Built in a Day

Technology Applications

Tool 2: Audio Editing

How do we

Improve students reading of difficult
informational texts?

Use primary sources of historic documents?

Teach 21
st
Century skills?

Work in inclusive settings?

Do this with easily available and learnable
technology?

Paul Reveres Affidavit, 1783
--Full text and transcription available at the Library of Congress (www.loc.gov)
Paul Reveres Affidavit, 1783
[I], PAUL REVERE, of Boston do testify that I was sent to go to
Lexington, and inform Mr. Samuel Adams and the Honorable John
Hancock Esquire that there was a number of soldiers going to Lexington to
destroy the colony stores. I set off, it was then about 11 o'clock, the moon
shone bright. I had got almost over Charlestown Common, towards
Cambridge, when I saw two officers on horse-back, standing under the
shade of a tree. One of them started his horse towards me, the other up the
road. I turned my horse short about, and rode upon a full gallop for Mistick
Road. He followed me about 300 yards, and finding he could not catch me,
returned. I proceeded to Lexington...

Audacity

Audio Tour

Video
Remix to Research
Digital Documentaries

Create a Persuasive
Video / Send a Video
to your Representative

http://www.youtube.com/watch?v=idh5-P2fmQM

Organizer for Digital Storytelling
Projects

Assessment
Rubric
Movie Trailers

http://www.youtube.com/playlist?list=PLD41EDDA0908BB486

Common Elements of a Movie Trailer
Stuff from the Movie
a.k.a
The Content
a.k.a
Source Material
a.k.a
Primary Source

Added Narration
a.k.a
Explanation
a.k.a
Analysis
a.k.a
A way of organizing and
contextualizing the Content,
Source Material, or Primary
Source
Whats There What Gets Put There Afterwards
Brainstorming Trailer:
Dred Scott, the Movie
Dred Scott: The Movie
Stuff from the Movie
Quotes from Primary Source:

The Legislation of the Republic is in
the hands of this handful of
Slaveholders!

The conspiracy is nearly completed.

etc

From http://history.furman.edu/benson/docs/nyajds57309a.htm
(Enlivened by students)

Added Narration (student created or teacher
suggested)
He was a man yearning for freedom and
his family

In a world consumed by slavery

He took his case to the highest court in
the land

But some battles need to be lost, so the
war can be won

Trailer Elements
Compelling Title

Images, Video, Titles

First Line Hook

Narrator Description

Alternating with

Quotes/Scenes from the Movie
(we will use primary sources

Other Elements

Parts of reviews, cast, director, etc
The Preview has been Approved message
Film Company Logo

Dred Scott Trailer
Pi Trailer

4-5 lines about the story.
Lines the narrator will say

http://youtu.be/7QPMvj_xejg
Write 4-5 lines from primary sources
Lines people said or wrote during the time that the characters
say.

The Legislation of the Republic is in the hands of this handful of
Slaveholders!

The conspiracy is nearly completed.

The American Congress has no power to prevent the enslavement
of men?

Compact yourselves together for the struggle which threatens your
liberty and will test your manhood!

" want freedom from myself and my family! (hypothetical)
Dred Scott Example
http://www.youtube.com/watch?v=xJAMD2yvRIk&feature=share&lis
t=PLD41EDDA0908BB486

Primary Source from The Evening Journal of Albany, New York, March 9, 1857
http://history.furman.edu/benson/docs/nyajds57309a.htm

Make a Trailer for a Movie

Topics:

Dred Scott
Whiskey Rebellion
1776, 1876 or any particular year.
Amistad Uprising
War of 1812
The Expedition of Lewis and Clark
etc

For Dred Scott, look here for some starter media
http://is.gd/trailermedia

Historic Interview / Character
Autobiography/Character Interview
Conclusion
Universal Design for Learning (UDL)
Anticipatory Sets
The Big Idea
Station Teaching
End

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UDL Across the Curriculum

Roselle Public Schools

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