Powerpoint for a presentation on Universal Design for Learning in Lake City, FL.

1. www.FLDOE.org
1
UDL: Universal Design for Learning

2. www.FLDOE.org
2
Overview
• 8:30-8:45 Introductions, Overview and Goals
• 8:45-9:30 The Faux Flipped Classroom
• 9:30-10:00 UDL Tips & Resources Jigsaw Activity
• 10:00-10:30 UDL Barriers & Bridges Small Group Activity
• 10:30-11:30 UDL & the Florida Standards Activity
• 11:30-1:00: Lunch
• 1:00-1:30 Implementation Guidance
• 1:30-2:30 Implementation Planning
• 2:30-3:00 Share Out Time
• 3:00-3:30 Finalize Implementation Plan

3. www.FLDOE.org
3
Learning Goals
By the end of this workshop, participants will be able to:
Graphically display and explain to a partner key information
about the faux-flipped classroom model, the three UDL
principles, learning styles, and barriers to learning.
Analyze classroom scenarios to hypothesize what barriers to
learning might exist for students with various learning styles
and develop a list of ways the given activities could be
universally designed to provide access to the activity for all
learners.
Design a lesson that incorporates the three main UDL
principles, given a LAFS and Social Studies Next Generation
Sunshine State Standard.
Create an implementation plan for promoting the use of UDL
at your school.

4. www.FLDOE.org
4
The Faux-Flipped Classroom

5. www.FLDOE.org
5
Your Mission:
• Visit the Wiki page created for today’s training at
http://udltrainingresources.wikispaces.com/
• Complete each step found under the section “Faux-
Flipped Classroom.”

6. www.FLDOE.org
6
UDL Tips & Resources

7. www.FLDOE.org
7
Your Mission:
• Each school-based team will be assigned 1 of 15
resources to research. Each participant is
responsible for reviewing their assigned resource(s)
and summarizing the key features on the provided
graphic organizer.
• Scavenger Hunt: Work with other participants to fill
in as many summaries as possible during the
allotted time.

8. www.FLDOE.org
8
UDL: Barriers & Bridges

9. www.FLDOE.org
9
Set your timers!
• Each table has a task card that says Activity 1, 2, or
3. Have someone read the task card aloud. Each
group will have 15 minutes to complete the task.
• http://www.online-stopwatch.com/countdown-
timer/

10. www.FLDOE.org
10
Activity 1: Search and Find
• At your table, find a shoulder partner. Each pair should take a picture from the stack and
spend one minute discussing any barriers to learning they see in the picture. At the end of
the minute, place a post-it note on the back of the card and take one minute to jot down
the barriers you and your partner identified. Continue this process until each pair has
reviewed all of the pictures. When you receive a card that already has a post-it note on
the back, add any barriers not listed and place a checkmark next to those already listed
that you and your partner also identified as barriers (8 min.).
• When you receive the card you started with, you and your partner will have six minutes to
list ideas/solutions to address the barriers listed on the card using the provided graphic
organizer. How can the UDL principles you learned about earlier help address the barriers
to learning? If you finish early, switch cards with a different pair and take turns orally
brainstorming ideas/solutions to the barriers listed on their card (6 min.).
• When finished, put the materials back into the envelope and put it in the center of the
table. Work with your opposite shoulder partner to discuss how a similar activity would or
would not support the learners listed on slide 13 and how you could use UDL principles to
support those learners.

11. www.FLDOE.org
11
Activity 2: Scenario Sort
• Each table will be given several different classroom scenarios to sort through. Starting
with the person at the table with the shortest hair and rotating clockwise, each person at
the table will take turns reading a scenario aloud. Working with a shoulder partner,
discuss whether you think it is an inclusive practice or non-inclusive practice. The person
who read the scenarios aloud will ask for feedback after shoulder partners have time to
discuss. Each person should respond with a thumbs up (for inclusive) or a thumbs down
(for non-inclusive) when prompted (8 min).
• Each person should take a piece of paper from the middle of the table, write their name at
the top, and write down one to two common barriers to inclusion found in their
district/school/classroom (2 min.). At the end of two minutes, each person should crumple
up their paper and toss it lightly into the air above their table towards another tablemate.
Each person should grab a paper ball, unfold it, and respond to the barriers with possible
solutions (2 min.). Repeat once more until everyone has responded to at least two
different people. Return papers to original owners (6 min. total).
• When finished, put the materials back into the envelope and put it in the center of the
table. Work with your opposite shoulder partner to discuss how a similar activity would or
would not support the learners listed on slide 13 and how you could use UDL principles to
support those learners.
•

12. www.FLDOE.org
12
Activity 3: Read & Respond
• READ: Read the fable The Animal School. You may choose to read the
poem individually, with a partner, or as a group (4 min.).
• SPEAK: In groups of 2 to 3 at your table, use the discussion cards to
reflect on the fable (5 min).
• WRITE: Complete the reflection questions at the end of the fable either
independently or with a partner(s) from your district at your table (5
min.).
• When finished, put the materials back into the envelope and put it in
the center of the table. Work with a partner to discuss how a similar
activity would or would not support the learners listed on slide 13 and
how you could use UDL principles to support those learners.

13. www.FLDOE.org
13
Finished Early? Discuss with a partner the
different ways the activity you participated
in could be universally designed to meet the
needs of the following learners.
1
visual learning style
2
auditory learning style
3
kinesthetic learning style
4
tactile learning style
5
student with a reading disability
6
student who communicates through assistive
technology
7
student with a significant cognitive disability
8
gifted student

14. www.FLDOE.org
14
Get Up & “Movingle!”
(Move & Mingle)
• If you completed activity 1, you are now a #1 (activity 2 = #2, activity 3 = #3).
When the signal “Movingle” is given, get up and form groups of 9 (3 of each
number). Try and find partners from different table groups from your own.
• Once groups have been formed, take 10 minutes to share about the activities
you had to do. One person from each activity should summarize the activity,
one should list the barriers to learning discussed at your table, and the other
should give a description of the accommodations offered during the activity.
Alternate roles until all activities have been discussed. If your group does not
have 9 participants (3 from each activity), use your problem-solving skills to
determine an effective plan to make sure all information is covered (summary,
barriers, accommodations).
• Once everyone has shared, return to your seat and wait quietly until all table
members return.
• Take a minute and brainstorm with a shoulder partner how this activity could be
used in a reading class to support a student with a reading disability. Now turn
to your opposite shoulder partner and brainstorm with them how this activity
would fit into a content area class to support a student with a reading disability.

15. www.FLDOE.org
15
“Movingle” (Modifed)
• Time to share! Let’s have one person from each of
the three activities share out the following:
• Summary of activity
• Barriers for learners discussed
• Accommodations provided

16. www.FLDOE.org
16
UDL & the Florida Standards

17. www.FLDOE.org
17
Activity 1
LAFS.3.RI.3.7
Activity 3
LAFS.910.RI.3.7
Activity 2
LAFS.7.RI.3.7
Use information gained
from illustrations (e.g.,
maps, photographs)
and the words in a text
to demonstrate
understanding of the
text (e.g., where, when,
why, and how key
events occur).
Compare and contrast
a text to an audio,
video, or multimedia
version of the text,
analyzing each
medium’s portrayal of
the subject (e.g., how
the delivery of a speech
affects the impact of
the words).
Analyze various
accounts of a subject
told in different
mediums (e.g., a
person’s life story in
both print and
multimedia),
determining which
details are emphasized
in each account.
Connecting Standards:
SS.3.G.2.2
SS.3.G.2.4
SS.3.G.2.5
SS.3.G.2.6
Connecting Standards:
SS.7.C.2.10
SS.7.C.2.11
SS.7.C.2.13
SS.7.C.2.9
Connecting Standards:
SS.912.A.1.2
SS.912.A.1.4
SS.912.A.1.5
SS.912.A.1.7

18. www.FLDOE.org
18
LUNCH

19. www.FLDOE.org
19
Implementation Planning
1:00-1:30: Implementation Guidance
1:30-2:30: Implementation Planning
2:30-3:00: Share Out Time
3:00-3:30: Finalize Implementation Plan

20. www.FLDOE.org
20
UDL Implementation

21. www.FLDOE.org
21
Implementation Planning
1:00-1:30: Implementation Guidance
1:30-2:30: Implementation Planning
2:30-3:00: Share Out Time
3:00-3:30: Finalize Implementation Plan

22. www.FLDOE.org
22
www.FLDOE.org