WEBVTT

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It was a It was a wonderful trip. Okay, so i'm gonna Start the recording now, and in the chat I'm gonna make sure that you have a copy of the the link to the same thing.

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That we've been using the whole time. here, which is just the the Wasa catchup link, and there'll be a presentation today and feel free to make a copy of it.

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And then, of course, I will post the the recording as soon as it is done.

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So let me make sure that you have this really quickly, and then we will just dive in.

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So, as we go on today, this is all about universal design for learning.

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This is like such a huge passion of mine. How do we design a learning space that allows everyone to learn in ways that truly meet their needs while having access to the materials that support their learning and really having flexibility, and how they share how they have

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met the goal. And so a part of this is recognizing the really significant barriers of one size fits all design, understanding what universal design for learning is, and really thinking about, not only your own practice as a leader or an educator but all

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of your colleagues as well, because a lot of people think of udl really simply as just being choice, and they'll say, Oh, I'm already doing this, because i'm providing choices but those choices may not

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prevent or eliminate barriers may not be authentic for students, and may not allow them to really build agency as learners.

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So we're going to talk a lot about that and Then I want you to again.

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Really think about your current practices and how you can improve accessibility inclusivity, and of course, engagement through these practices.

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So we're gonna start off as always with the welcoming activities.

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And this is going to have us really think about the importance of having a space that works for you.

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And this is a video that was on Youtube and This gentleman is going to imitate very common ways that people come into work.

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So you're gonna watch this little clip and you're gonna think about on a typical day when you show up at work.

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What type of person are you, and certainly we're different all over the time because of this intro personal variability.

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But there is one of these that definitely is more like me than others.

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So we're gonna watch this and then i'm gonna ask you to reflect it.

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To think about. What type of person are you generally is your role in into work in the morning, hey?

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Good morning, Oh, the morning

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Hey? I'm. sorry i'm late I had the If it's cool we have to bring in the dog the dog.

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It would not happen again. I am better than that so I'm, and what i'm here there.

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You just make them all good. you know what i'm gonna finish them.

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I'm gonna finish them all right. No, Okay, You spend more time with me than anyone.

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What type of person am I i'm going to say well, you are the energetic person.

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If we were in real life I would say even bring too much stuff, you're just directly to the point.

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So yeah, I am the classic morning person i'm like hey?

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Good morning. Good morning, and people are like Oh, you're gross no, because I I probably should carry stuff with me.

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But i'm very forgetful. so I often will come into a room, and then don't have what I need but on a typical day, what type of person are you?

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And really think about. what can district you need to thrive when you come to work like some of you might come in and be like.

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I just need people to leave me alone. I have to settle into the morning.

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Some people might be like. I have to have my cup of coffee right.

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I come in and i'm like yeah but you can of course write some notes in the chat.

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If you're with someone have a conversation but if you're not with someone, maybe text a colleague, and be like, Oh, my gosh!

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I feel seen I am the person that carries, too much stuff. So Swift will give us 2 min of music, and then we'll really dive into this waggwag. we're black. we're working to me at the work work.

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Work, work, work, work, work. well, work, work, work, work, working to me at the work, work, work, work.

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Jump so high, touch the cloud all

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Stretch my hands to the sky. we dance with my Aha!

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Never gonna Wow! never gonna give it up. Me Now.

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This is I mean.

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Beautiful day!

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Heart is a blue spread through the story. there's no room so as always, you have a copy of this presentation.

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So feel free to share that video. it's a great way to start a meeting.

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I laugh so hard because my colleague at no back education is my sister.

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She's the chief operating officer and i'm the morning person.

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She's the resting witch face person and so like when we get on a call first thing in the morning.

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I'm like hey? linda what's up sissy and she's like what are we what what do you need me for?

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I'm like, well just want to start my morning right and it's like, says this funny mismatch, and then I have a couple of kids who are morning people, and the one that is decidedly not.

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My daughter where it's like I have to like this morning. I walked behind her to put something away, and she goes stop looking at me.

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Sorry, very, very sorry about that. Just just just trying to put the choose boxes away.

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So. So what we just did there is actually a social and emotional learning activity.

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And some people think of those as like really pointless ideas breakers, but turns out there's a lot of research about the importance of doing those things to create a culture where people build more meaningful personal relationships with one another and So there was this

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huge shift if you worked with me last year I talked about this last year. but I think it's important to kind of reiterate, and I also think it's important that you take these slides and you share them with everyone in

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your district because a lot of people think of social emotional learning as being a curriculum.

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It's something that you have to purchase and if you don't have an advisory block, or if you don't have a morning meeting, and if someone doesn't give you curriculum then you can't

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possibly teach social and emotional learning and i've heard from so many educators who will say things like i'm not a therapist.

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I don't have time to do this and so castle really acknowledged castle is the center for social and emotional learning.

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The importance of creating a click that is conducive to people being a little more self-aware, really understanding themselves and their moods and their strengths and their areas of challenge it's also about recognizing that we are different So anything we can

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do where we can share a part of ourselves, and people are different from us.

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It helps us to build a perspective. but it's also about building these relationships. and so castle talks about.

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There are 3 really critical things that should happen in every single learning, environment, every meeting, every person, development, session, every single class, every single day, which is starting with a couple of minutes welcoming and inclusion activity.

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I am so happy here. Good morning! Why, don't we take a second and turn to each other, and share what did we do yesterday, or what did you remember about yesterday? in class? imagine like every time you come into a meeting?

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There's some sort of thank you for coming i'm sure happy You're here.

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Let's just take a minute and connect then throughout the meeting throughout the class, and of course, like if we're doing like an assessment, maybe there might be one class where we don't do as much of this, but making sure that

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every 10 min. There is an engagement strategy so we're gonna do things like polls and chats, and opportunities to join breakout rooms.

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But what it's doing is it's giving you time to be more reflective, to be more self-aware.

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It's giving you time to make a decision about how do you want to reflect on your learning, but it's also about building relationship with one another.

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It's about saying that we're coming from this work in different places.

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So what happened last year? This was december of 2,021 where castle updated their visual blueprint.

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What You'll notice here on the left is that there is a talk of an scl curriculum and instruction right?

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And so if Sel is something that requires a curriculum, and you, as a district leader, don't buy me, said Curriculum.

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Then I don't have to do it right I Don't have sel curriculum, and the shift was, You have to create a climate that allows people to be more self-aware.

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To listen to their peers to build that social awareness which is about empathy and perspective.

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Taking it's about giving people opportunities, to make decisions so that they can manage their learning better responsibly, and we have to build time for people to build relationships with one another.

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And so any classroom that is universally designed where you're giving students options and choices is the giving them opportunities to be self-reflective is providing them with opportunities to make really responsible decisions So when you can

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universally design a classroom, and then also incorporate those 3 signature practices which is a welcoming activity.

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Lots of opportunities for learners to connect throughout the learning experience.

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And then at the end like, Okay, let's reflect on will be accomplished today, people can actually create this Really, really, you know, this is environment.

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It's really conducive to a community and we have to do this in schools as well.

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So that is why we do this. No, I wanna make a really explicit connection here between social, emotional learning and student agency.

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Because these are going to be really important in a universally designed classroom.

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So you know, we started our saying. we have to make all these changes, so that all students have access to first best instruction.

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That meets their needs academically and behaviorally and socially and emotionally.

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To do that we have to move away from just expecting everyone to do the same exact thing.

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At the same exact time, And so to do that we have to provide students with some options and choices, and a lot of people are really uncomfortable with that, because they say, you know students don't know how to make a

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choices. Now we have to be asset based and say that potentially students know how to make.

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Don't know how to make good decisions yet because they've never had an opportunity to actually make decisions about their learning.

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So in some ways they really don't know what's gonna work best for them.

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But I would argue that much more often they do know what's best for them, but they're not making the responsible decision to do it, because the lack of self regulation.

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So we're going to talk about what that means and then again.

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I want to give you time to kind of reflect on this, and how you can share it with your colleagues, because if you just think that I can go into a classroom and give students.

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A bunch of choices. and then say it's not working it's because I am not taking the time to say let's take a moment and let's think about what's best for us and I want you to connect with one

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another and share what you think is going to be the best thing for you.

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And I want you to really try to make a responsible decision.

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And at the end of this we're gonna reflect on if your decision was responsible or not.

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So what agency is is 4 different things the first is self-awareness.

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It's being really intentional about making a decision based on what I know about myself.

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Now adults, just as students, myself included very much struggle with this so ready at the beginning of this session, right? I say we're in a virtual session. And I really want you to think about the conditions that you

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need to really engage in this session right now, I know, is the learner.

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Keep my camera on, put my phone away. really, really make an effort to get rid of all distractions, Put a note on my office door.

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I do know that about myself, right? So if you say, what do you need to do? to be fully engaged in a virtual session like this?

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I would tell you I needed to turn off the notifications on my watch. I need to put.

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Do not disturb on my computer. I need a notebook where I can take notes right next to me. Right?

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I need all of this. Why? Because we have forethought.

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And I say, if I have my phone in front of me, and it gives me a notification.

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I know that I will get distracted if I turn my camera off.

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I know I will be lasting it. I know this about myself right.

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I have really good self-awareness, and I have really good for thought.

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The issue is is, I don't have good self regulation which means I do not deploy the strategies that I know I need to deploy, and we are sometimes so critical about students, but as adult learners, we honestly do the same thing a

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lot right, and I I don't there's no shame or blame or judgment.

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I do it all of the time and and it's like students aren't making responsible decisions. and I say that as i'm like doing online shopping on my phone while i'm on a webinar and it's like Oh.

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my gosh. So when we create this environment, and we slow it down right? and we say, listen like you have these and choices.

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You probably know what's best for you and I want to continually remind you to make the decision that's truly going to serve your learning, and we have to do that with students.

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As well, and it's not a perfect science and it's not about getting it right every time.

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It's about growth. So at the end of this then we become more reflective, and we say, Okay, how do the choices that you made today really serve your learning?

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And what would you do differently? The next time and that's what social emotional learning is all about, and what we know is that a lot of people think of a lack of self-regulation is simply like maladaptive behavior?

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It's not it's just knowing the thing that you should do, and not committing to that thing.

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And sometimes it truly is about like an impulsive emotional response.

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But it's often just about yeah it would be harder to do it that way, and I don't wanna do it that way, right?

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So how do we then bring that together with our staff members? right?

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Because, like what I experience is, I work, you know, mostly with adults. Sometimes I am lucky enough to be in a classroom with students, but for the most part I work with adults and adults will often tell me students are so

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distracted. they don't take make really good decisions about their learning. But I could walk around a faculty meeting when people are on, Facebook and people are checking in their phones, and it's like Okay, So we need to have a little bit more

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empathy for what students are struggling with because it's really hard to be self-regulated in this space, especially when your mood is like I'm.

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Not feeling so hot i'm not feeling super pleasant and so I love this conversation with Staff.

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So when we talk about these 3 signature, practices we're not only saying, we need to connect, we need to be reflective.

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We need to think about our choices, but it's also this huge opportunity to talk about self regulation.

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So, my daughter, who has some pretty significant support, needs can tell you exactly what she should do in any situation, right any of you for a speech language, pathologists, and you're working on pragmatic language.

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And you say to my daughter, if someone took something out of your hand, what would you do?

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I would take a deep breath, and I would say please give that back to me, and if the person didn't, I would just say, wow, i'm really disappointed, and you know how it, goes her brother Take something out of her hand and

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she like pops them, and it's. like she is self aware, and she is incredibly reflective. and she has forethought if she lacks the self-regulation.

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So I find that so flipping fascinating so let's take 2 min here and you have a couple of options.

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You could take notes you could put that in the chat that we can see, or you can just take.

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I love taking notes on paper, you can have a conversation with your colleagues.

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You can post on social media, but I also, in that back channel, put in a link.

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That 3 signature practices guidebook which you if you're not familiar with it might want to poke around in a couple of minutes.

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So just kind of let us know your thoughts or can connect with each other, or reflect just about like this, for me is like every classroom teacher needs this, and if it feels really touchy, feely about moods, then some people are like I

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don't have time for this, but if we don't make time to help students make responsible to decisions and manage themselves in our classroom.

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Our work is so much harder as educators. So 2 min here to reflect

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If you ever find yourself stuck in the men alone the sea i'll sell the world to find you, If you ever find yourself lost in the dog, and you can't see i'll be the line to God you find out what we

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are called to help our friends in me you can't count on wait 2, 3.

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I'll be dead and I know when I need it I can count all you like for 3 2, and you'll be there, cause that's what friends are supposed to do again.

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No was the what's going on

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Just leave shoes goes through the you hold

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All right. So in a universally design classroom we recognize what are some of the barriers that prevent students from learning at high levels, and you know, in addition to accessibility barriers that we can predict like some students are not decoding at

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grade level yet, or some students are multilingual learners. You know.

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We know that some students have support needs. Another barrier of implementing.

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Udl is that maybe students aren't making the most responsible decisions yet.

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But that is even more reason to have them continually make decisions.

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That is not our reason not to provide them with options and choices.

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Is it something that they're maybe not feeling really strong about yet, and so they need more opportunities to practice.

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And we can do that in a way where we're saying what are you going to choose?

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And why? what do you think the most responsible thing for you to do to do is why, recognizing that, it might be hard.

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What are you gonna do? If you find yourself getting off track and then at the end we can say, how did that decision work for you today?

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And I don't think there's enough of that in universal design classrooms.

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So the lack of the social emotional climate prevents students from learning at really high levels.

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When we provide them with options and choices. So building that climate is a really really important step for being able to effectively universally design a classroom.

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Now, when we talk about universal design for learning we're talking about some really significant changes to the way that we design classrooms, we're effectively moving away from this whole group class instruction where everyone does the same thing in the

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same way, and that can be really, really scary for people.

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And so, when we talk about this model of concerns based adoption, it is the very predictable stages that people go through when they are challenged with a change.

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And so we did Talk about complex change in our first session but let's talk about just the personal stages that people go through as we talk about.

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We are now going to universally design instruction, and so some people have no awareness of what universal design for learning is.

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And so when you start talking about Udl. There are some people who are like, what is it they have never they haven't heard of it yet, and some people have heard of Udl.

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They might think it's, the same as differentiated instruction They might have learned about it in like a graduate program, but some people are aware of what they is, but it's like well tell me.

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Everything that I need to know about it. I kind of know what Udl is but like there's this information stage.

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Now, once people understand what Udl actually is right, they start going. Okay.

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So I kind of get what it is, but like, what does that mean for me?

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What am I supposed to do as the tenth grade?

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Pe teacher as the speech and language pathologist as the second grade teacher.

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Right, so it's. like we understand what the framework is and then suddenly it's like, but I want to see what it looks like in second grade.

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I want to see what it looks like in science. I want to see what it looks like with this curriculum. right?

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It's very, very natural to go. Okay, understand the big picture.

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And now I want to know how it translates to my practice.

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Now, once you start seeing examples of what it might look like in your practice, people go into like a freak out mode which is like, How on earth do you expect me to do all this? now?

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This is why I really hesitate. show people model lessons of Udo, because they understand what it is, and they say I want to see what it looks like in my practice.

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And if I were to share, this is what I would do with that lesson.

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This is how I would universally design. It you are looking at an example of something that took me 15 years to figure out how to do, and that would be like if you said, Oh, I wanna learn how to play basketball and then

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It's like, Okay, cool here's a video of Lebron James, do it, and you're like But I I can't do that right, and It's like there's no way I can manage that It's like Well, the

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project. didn't start there, Lebron James started by picking up a basketball and dribbling it right?

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So how do we help people to realize that when you see a lesson that is really universally designed and assumes this blended learning model, where students are working very differently with agency?

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You don't snap your fingers and turn a traditional lesson into that right?

00:25:20.000 --> 00:25:24.000
So when people go, how do I manage it? We have to help people to decide where they're gonna start?

00:25:24.000 --> 00:25:29.000
And I feel like sometimes when I share a lesson. it like pits.

00:25:29.000 --> 00:25:32.000
People in this downward spiral where they start going Oh, i'll never have the time to do that.

00:25:32.000 --> 00:25:43.000
I would never be in it's like you have to start somewhere. And so we're gonna talk about some ways that people can start now once people are in freak out mode then they start going like what if I don't even do

00:25:43.000 --> 00:25:46.000
it What if I don't do it now there's a naughty!

00:25:46.000 --> 00:25:54.000
What if I don't do it and there is like what if I don't do it like what if I can't take it on the much more important question for me is what happens?

00:25:54.000 --> 00:25:59.000
If I do right, like what happens If you do, kids are more engaged.

00:25:59.000 --> 00:26:02.000
You do actually way less work in the long run. Right?

00:26:02.000 --> 00:26:06.000
Because students are taking responsibility for their learning you have deeper relationships with kids.

00:26:06.000 --> 00:26:13.000
They're absolutely more engaged they're learning increases but like people. aren't gonna believe me, and they're not gonna believe a couple of research studies.

00:26:13.000 --> 00:26:17.000
They need to see it in your school. You need early adopters.

00:26:17.000 --> 00:26:25.000
Period end of story. So when people say what happens if I implement it, Sandy, down the hall like you Oh, I can show you.

00:26:25.000 --> 00:26:30.000
Come into my class, and people are like Oh, my word like that's amazing.

00:26:30.000 --> 00:26:34.000
If we can get them over that hump right Then it's like how do we do this together?

00:26:34.000 --> 00:26:41.000
That's when you leverage your repeats your instructional rounds, your classroom visit, and then ultimately, how do we make this better for us?

00:26:41.000 --> 00:26:55.000
And how do we make this better for kids? So what I want to do really quickly is launch a poll, and I want you to think about. Where are the majority of your colleagues in this concerns based adoption? model? So I'll give you about

00:26:55.000 --> 00:27:01.000
a minute to look at your options, and then choose Where are the majority of your colleagues, as it relates to universal design?

00:27:01.000 --> 00:27:07.000
For learning.

00:27:07.000 --> 00:27:20.000
Is a little song I wrote, You might want to sing it not for no, don't worry to be happy.

00:27:20.000 --> 00:27:43.000
Every life we have some trouble. when you where you make it double don't worry if you feel like

00:27:43.000 --> 00:28:01.000
Me like got some happiness. you you like that's what you own alrighty.

00:28:01.000 --> 00:28:12.000
So you can see that Many of your schools and districts are in the very, very early stages, where people don't know what universal design for learning is.

00:28:12.000 --> 00:28:20.000
They might not know what the letters stand for, and so just to know that certainly I know that you have people in all different stages.

00:28:20.000 --> 00:28:32.000
But you know, if the majority of your staff is like what is Udl, that's a great time to have like a shared professional development experience, just to like get on the same page about what do we mean when we're talking about

00:28:32.000 --> 00:28:39.000
universal design for learning, so having some professional development to build that awareness, to build that information.

00:28:39.000 --> 00:28:50.000
And then, when you start to say, what does this mean for me that's often when you have people kind of breaking up into groups and talking about like, how are we gonna try this in science, or how are we gonna try this in nursing

00:28:50.000 --> 00:28:58.000
so and so forth. But it's really interesting just to see that we're all in these very different stages, and it also, I think, makes it a lot safer to ask these questions.

00:28:58.000 --> 00:29:06.000
If you know about this as an educator, because we've all gone through this like you're asking for a tremendous amount of change.

00:29:06.000 --> 00:29:09.000
I don't know if I can take all this on and we need to be more clear about.

00:29:09.000 --> 00:29:23.000
We're not asking you to make all of these changes overnight. So I learned to ski when I was 39, and if you had said to me at 39 i'm like, Oh, I have to learn how to ski all my kids are learning to ski like I

00:29:23.000 --> 00:29:26.000
just wanna know how to ski. Can you just show me a video?

00:29:26.000 --> 00:29:31.000
And then you show me a video of Bodey Miller, who is like arguably one of the greatest gears of all time.

00:29:31.000 --> 00:29:36.000
I would look at it and I would say I can't do that like if that's skiing I can't do it.

00:29:36.000 --> 00:29:48.000
And yet when I presented about udl people always say I want a lesson, and i'm like but that is the fastest way to get you to say there's no possible way that I could do it as opposed to what are

00:29:48.000 --> 00:29:53.000
some of the barriers that students are facing. and how can you begin to provide flexibility?

00:29:53.000 --> 00:30:00.000
So that more students have opportunities to be self-aware, to make responsible decisions, to reflect on those decisions.

00:30:00.000 --> 00:30:05.000
And then every single time to make decisions that are a little more responsible.

00:30:05.000 --> 00:30:18.000
So before we really dive in I want to ask you Why is it so helpful to understand the concerns based adoption stages as you are really trying to make the district more inclusive?

00:30:18.000 --> 00:30:22.000
Because, like we've already talked about you're making changes with Mtss.

00:30:22.000 --> 00:30:27.000
And that brings changes with scheduling and curriculum, adoption, and leadership.

00:30:27.000 --> 00:30:35.000
And now you're like Oh, also by the way you're all gonna universally design people are drowning they're like, Oh, my gosh!

00:30:35.000 --> 00:30:42.000
I can't possibly take this on and so helping people to know that you're feeling overwhelmed is perfectly natural.

00:30:42.000 --> 00:30:47.000
You questioning what this looks like in your third grade classroom is perfectly natural.

00:30:47.000 --> 00:30:53.000
We're gonna come up with those answers together? and the expectation Is not that you become an expert in this overnight?

00:30:53.000 --> 00:31:03.000
That would be unreasonable. that doesn't honor learning and so we're gonna lean into learning about this together. The first thing we're gonna do is learn what it is learn what it means for us learn how we can manage

00:31:03.000 --> 00:31:08.000
it, and then we start sharing that with each other. So So you know.

00:31:08.000 --> 00:31:17.000
What I want you to do now is ideally we would have Everybody join some sort of small group discussion, and I can see like Jeff Brown.

00:31:17.000 --> 00:31:20.000
I can see there's already like a bunch of people in that room together.

00:31:20.000 --> 00:31:26.000
Of course, that discussion needs to happen in person. so I just want to give you the opportunity to join a breakout room.

00:31:26.000 --> 00:31:35.000
If you're not with anyone, and again going back to agency, here is like what is like a really good way for you to connect with other people.

00:31:35.000 --> 00:31:40.000
So again, I can see some of you are already with someone in your office. That's fantastic.

00:31:40.000 --> 00:31:47.000
Otherwise we're gonna do a 5 min breakout room and the way that i'm gonna open them up is just simply

00:31:47.000 --> 00:31:52.000
Let's see. Okay, the only way that I can put you in a breakout room to the easiest way.

00:31:52.000 --> 00:32:05.000
Rather it's not the only way the easiest way is just to set up a breakout room where I put the name of your district on the top, and then you can join that one so what i'll do is i'll say let participants choose

00:32:05.000 --> 00:32:11.000
the room, and then, if you just let me know in the chat what you want the rooms to say so.

00:32:11.000 --> 00:32:17.000
Room. One I'm gonna put a Psd and then room 2.

00:32:17.000 --> 00:32:24.000
Let's see, Rochester, Sher thing. Okay, Yeah, this is the easiest way to do it. I love it.

00:32:24.000 --> 00:32:26.000
We're cooking with gas ferndale nice keep it coming!

00:32:26.000 --> 00:32:34.000
Keep it coming. right, Osd wonder I got all those.

00:32:34.000 --> 00:32:38.000
Okay, I have. I have Psd. Rochester, C. E.

00:32:38.000 --> 00:32:54.000
R. Sd. Burndale osd and Then i'll just put like a couple of rooms, because some of you might just be here by yourself while the Wallo got you okay perfect.

00:32:54.000 --> 00:33:03.000
Let me know if there's any others and I can easily. Put that together, so we'll just do 5 min for this first check in, and if you like, love the breakout rooms the next one.

00:33:03.000 --> 00:33:08.000
We can make them longer, especially if you're having an opportunity to talk with colleagues.

00:33:08.000 --> 00:33:15.000
So after we do this first one i'll check in on was the time too short, and if so, we could just extend it out the next ones.

00:33:15.000 --> 00:33:19.000
So I'm gonna do a 5 min one here. if you are not in one of the districts that is named.

00:33:19.000 --> 00:33:31.000
You can just join one of the regular rooms so there's a a room 8, 9, and 10 that are just open, and anyone can go into them, so you can join the rooms. yourself.

00:33:31.000 --> 00:33:38.000
Dive into the one that makes the most sense and i'll see you back in 5 min.

00:33:38.000 --> 00:33:43.000
Yeah.

00:33:43.000 --> 00:34:11.000
Gotta pick, and I gotta know

00:34:11.000 --> 00:34:23.000
And I gotta love. I know

00:34:23.000 --> 00:34:53.000
Say so got up a big I gotta love

00:35:04.000 --> 00:35:18.000
Was the Father.

00:35:18.000 --> 00:35:22.000
People.

00:35:22.000 --> 00:35:37.000
Man selling Guys dream, singing Italian song

00:35:37.000 --> 00:35:49.000
Been waiting such a long time

00:35:49.000 --> 00:35:56.000
Do you hear me talking to you across the water, across the deep?

00:35:56.000 --> 00:36:11.000
Oh, shown under the open sky. Oh, my baby, i'm trying boil here in my dreams, fear you whisper across the sea.

00:36:11.000 --> 00:36:19.000
Keep your with me in my heart. you make it easier when life is hard.

00:36:19.000 --> 00:36:40.000
Okay, I'm, in love with my best friend to have been to be coming home again

00:36:40.000 --> 00:36:51.000
They don't know

00:36:51.000 --> 00:37:04.000
I wish we had one like this i'll wait for you I promise you

00:37:04.000 --> 00:37:14.000
I'm in love with best friend to Have been you'll be coming?

00:37:14.000 --> 00:37:39.000
A where we love it to. get to be coming some day

00:37:39.000 --> 00:38:07.000
Was gonna be long time. God, Emma!

00:38:07.000 --> 00:38:24.000
Gonna be a long, long time to jump down, brings me around and get to find, and not a man home

00:38:24.000 --> 00:38:35.000
Rocket, man.

00:38:35.000 --> 00:38:49.000
Causing kind of please to raise your kids in fact it's cold hell

00:38:49.000 --> 00:39:03.000
And there's no one there raise them if you did

00:39:03.000 --> 00:39:13.000
And all the science I don't understand

00:39:13.000 --> 00:39:22.000
Dt. ddosing the breakout rooms and 5 s, and then everybody in the virtual breakout rooms will come back in, and then we will get cooking.

00:39:22.000 --> 00:39:46.000
So here we go, just about 10 more seconds with

00:39:46.000 --> 00:39:52.000
Okay, It's gonna be a long time okay here we go Paul, real quick.

00:39:52.000 --> 00:39:56.000
I wanna know if we need more time and breakouts.

00:39:56.000 --> 00:40:06.000
And again. we did 5 min, but I always find that when you're with your team and not mix team people often want a little bit more time, So I just want to check in.

00:40:06.000 --> 00:40:15.000
And we can adapt business necessary. So a quick minute. here just let me know if you would prefer to extend it to 10 min or 15 min. or you think it's fine the way.

00:40:15.000 --> 00:40:36.000
It is or if it's too long here we go your eyes in the bone and silent, I feel you touch me in the barn, Ready, love, and you wonder, want a thing you in my arms again.

00:40:36.000 --> 00:40:49.000
You come to me on some braves, Keep it bombing your love, and you saw that you need to show.

00:40:49.000 --> 00:40:59.000
Keep the children this one deep, so

00:40:59.000 --> 00:41:13.000
This right here is like the most perfect example of variability ever and that the same exact amount of people said to extend it to 10 min, as they said, to keep it at 5 min.

00:41:13.000 --> 00:41:22.000
This is What's so typical and beautiful and amazing about universal design for learning is that you know as instructors.

00:41:22.000 --> 00:41:29.000
It's like. Oh, gosh how do I provide both the 5 min breakout room, and the 10 min breakout room.

00:41:29.000 --> 00:41:36.000
And what i'm thinking is is that potentially what might work is, if it is 10 min.

00:41:36.000 --> 00:41:40.000
But if you are in a group where you say you know, 5 min is good.

00:41:40.000 --> 00:41:52.000
We spend a lot of time together already. Then you could maybe all like, leave your breakout room after 5 min, and, you know, explore potentially some of the resources, or take a quick break.

00:41:52.000 --> 00:42:03.000
But given that it's, like so in the middle i'll probably do like a 10 min, and then the next one I'll go back to a 5 min, and then know that if you're in a 10 min and

00:42:03.000 --> 00:42:09.000
It's like getting a little bit too, long and it's not serving your learning anymore, or you feel like you're kind of talking in circles.

00:42:09.000 --> 00:42:12.000
You can absolutely. I encourage you to say to your colleagues.

00:42:12.000 --> 00:42:20.000
I know I just need a minute. i'll be back in a few, and that's beautiful, because you are advocating for what you need for your learning.

00:42:20.000 --> 00:42:26.000
So. you know, if anyone has any better ideas than that, please, please.

00:42:26.000 --> 00:42:40.000
Oh, I like that, we have a 7 min one that's so funny that my brain didn't go there at all it didn't go there, and that's like such an interesting perspective that I didn't consider averaging It out but now

00:42:40.000 --> 00:42:47.000
I love that. And now i'm gonna steal it so for the next one we're gonna try 7 and see how 7.

00:42:47.000 --> 00:42:57.000
Goes. And then again, that's a great idea thank you so much So let's dive in what is everything that you need to know about universal design for learning.

00:42:57.000 --> 00:43:04.000
If you are here as a professional development provider, please feel free to take this and make it your own.

00:43:04.000 --> 00:43:16.000
Start taking notes potentially on making a copy of the slides as i'm talking, because you might want to take notes for yourself of like, How could I use this in a faculty meeting. or I don't wanna forget what to say about

00:43:16.000 --> 00:43:25.000
this, so feel free to make a copy of that again, and you do you I'm gonna put that link in one more time for you, and then again feel free to use it also.

00:43:25.000 --> 00:43:40.000
Feel free to ask me any questions while i'm going because This is an opportunity to get clarity, because you have the opportunity to go back to your district and do this exact thing to help to build that understanding so traditionally let me

00:43:40.000 --> 00:43:48.000
talk about udl and it's origins because it might help to address some of the misconceptions about what universal design is.

00:43:48.000 --> 00:44:06.000
The first thing is that universal design is originally a concept in architecture, so an architect name Ron Mace was charged with ensuring that Federal buildings after Vietnam could be accessible to all of the

00:44:06.000 --> 00:44:11.000
veterans that were coming back and we're in with real chairs, and have like mobility challenges and things like that.

00:44:11.000 --> 00:44:21.000
So there was this big movement that Federal buildings had to be completely accessible, and Ron Mace was shocked at how many buildings a lot of people couldn't get into.

00:44:21.000 --> 00:44:31.000
And he basically said that we know that stairs exclude a lot of people, not just people who might have a wheelchair for movement, not just people who might have like mobility challenges.

00:44:31.000 --> 00:44:36.000
But like what if you have like a really heavy suitcase? or what if you're your mom with a stroller?

00:44:36.000 --> 00:44:45.000
Or sometimes it's really contextual so you know even though, in most cases I could do stairs, you know I broke my foot a couple of years ago, and then the stairs are really exclusionary to me.

00:44:45.000 --> 00:44:56.000
And so he's like it's just so interesting that we designed these buildings, knowing that some people can't do stairs, and yet there was never, It was never designed otherwise.

00:44:56.000 --> 00:45:02.000
And so we talked about how we have to universally design build things so anyone can get into them.

00:45:02.000 --> 00:45:13.000
And that's why all of these buildings suddenly have ramps and elevators, and you can push a button, and the door opens for you, and all of that as a result for universal design, and architecture, so in the

00:45:13.000 --> 00:45:17.000
19 nineties. There was 4 professors at Harvard University, and they started.

00:45:17.000 --> 00:45:21.000
Something called the spinner, the Senator for applied special technologies cast.

00:45:21.000 --> 00:45:32.000
They just go by casts now. But originally it was the center for applied special technologies, and they were doing a bunch of research about how can they create assistive tech?

00:45:32.000 --> 00:45:42.000
So all students who have really significant support needs are able to get into a class and learn and share what they know.

00:45:42.000 --> 00:45:46.000
So they did a lot of original research on things like screen readers, and how your eyes can move.

00:45:46.000 --> 00:45:52.000
And you can actually create text with eye movements. And that was what their research was.

00:45:52.000 --> 00:46:02.000
So they started in this realm of like really significant needs and special education and assistant technology, and they've had a really hard time shaking that.

00:46:02.000 --> 00:46:09.000
But universal design for learning is not a framework only for students with disabilities, but it started there, and that's how some people learned about it.

00:46:09.000 --> 00:46:13.000
In the nineties, and then they go. Oh, udl, no, I do.

00:46:13.000 --> 00:46:22.000
General education, and it's like Nope because universal design has a evolved, because what Ron Mace noticed is when they put in ramps. Tons of people used them.

00:46:22.000 --> 00:46:34.000
They did not have mobility impairment and when we started universally designing classrooms. A lot of kids learning increased and not just those students who had more support needs. right?

00:46:34.000 --> 00:46:44.000
So that's the origin are there. any questions about the origin and why you probably bump into a lot of people who think that it's a special education initiative.

00:46:44.000 --> 00:46:53.000
It did start there, and that's Why, I think sometimes it's it's difficult to move beyond to say no what is necessary for some students actually creates a much better learning environment.

00:46:53.000 --> 00:47:03.000
For everyone. So now universal design for learning is about, How do we make sure that when we have a general education classroom, everyone can get into it?

00:47:03.000 --> 00:47:12.000
Everyone can learn, and everyone can share their learning so Imagine like this building where we're thinking about ramps and elevators.

00:47:12.000 --> 00:47:15.000
What are our ramps and elevators in our lesson?

00:47:15.000 --> 00:47:19.000
Design, and to do that we have to think about 3 settings.

00:47:19.000 --> 00:47:30.000
The first is that students are different from one another they're unique. But every student is actually always changing their dynamic and a traditional education.

00:47:30.000 --> 00:47:39.000
Space add us as educators, making a lot of decisions for students which did recognize the variability between them, but not within each child.

00:47:39.000 --> 00:47:46.000
Because what a child needs is different today. and if we're always saying, This is what I know.

00:47:46.000 --> 00:47:50.000
You need number one. We're probably not gonna get it right a lot of the times, and worse off.

00:47:50.000 --> 00:47:59.000
They don't learn to advocate for themselves. they don't learn to be self-aware. They don't learn to make responsible decisions Right? and that's that social emotional piece that's lacking So the first

00:47:59.000 --> 00:48:03.000
is, we understand variability. We know that lots of people need to get into buildings, right?

00:48:03.000 --> 00:48:10.000
We know lots of different kids need to get into classrooms, multilingual learners, students who are significantly above grade level students have some support needs.

00:48:10.000 --> 00:48:15.000
We have different students when we're talking about linguistically and culturally.

00:48:15.000 --> 00:48:22.000
Now, that being said, we all have the same goal right so it's not about having different expectations.

00:48:22.000 --> 00:48:28.000
It's, saying, This is the goal the goal does not move you might have different access and entry points.

00:48:28.000 --> 00:48:48.000
But we're all working towards this goal. and How do we design a classroom where everyone can work towards the same firm goals, while we really embrace variability, and that means that we have to value experts learning expert learning is students

00:48:48.000 --> 00:49:06.000
who are self-aware. self-regulated, make responsible decisions, and expert learner has strong social and emotional competencies which allow them to make responsible decisions about how they learn the scaffolds they need and how they share their

00:49:06.000 --> 00:49:13.000
learning it's about advocating for the support you need it's about advocating for feedback.

00:49:13.000 --> 00:49:25.000
You cannot universally design a classroom without a culture of social and emotional learning, because continuing just to give students options and not thinking about what is the barrier that's preventing success.

00:49:25.000 --> 00:49:35.000
And how do I slow down and provide students with the opportunities to be more self-aware to think about their starting point so that they can choose exactly what they need and continue to experience?

00:49:35.000 --> 00:49:48.000
Growth. This is a huge shift, because teachers who often say i'm already doing this, I absolutely believe, are providing some students with options and choices.

00:49:48.000 --> 00:49:55.000
However, those options and choices are not allowing students to have been historically excluded.

00:49:55.000 --> 00:50:00.000
To enter into a classroom space. So so we're gonna talk a little bit more about that.

00:50:00.000 --> 00:50:13.000
But when you're thinking about, universal design for learning it's recognizing variability, disability identity, it's absolutely diverse, it's to be expected, and we can design for it given that we have to believe that all students can work

00:50:13.000 --> 00:50:29.000
towards great level standards. But if we're gonna create all these different pathways for students to do that, we cannot be the ones carrying the cognitive load for making the decision for students, they have to be to reflect to think about their pathways

00:50:29.000 --> 00:50:33.000
and to make choices about how they're going to move forward and then we provide them with feedback.

00:50:33.000 --> 00:50:41.000
Now, if you're looking for an analogy to share this with your staff, you can just think about there is our examples of universal design all around us.

00:50:41.000 --> 00:50:46.000
Right. So any online shopping space has So many options and choices.

00:50:46.000 --> 00:50:50.000
It's ridiculous right? so if I wanted to buy a lamp, and I go to Target.

00:50:50.000 --> 00:50:56.000
I can choose the number of lamps I want. I can choose like to view it in my own space.

00:50:56.000 --> 00:50:58.000
I can buy it with a light bulb. I can pick it up right.

00:50:58.000 --> 00:51:12.000
So what this is is target is recognizing. if target was just like a mom and pop shop, and there was no ability to get anything from target unless you lived near a target.

00:51:12.000 --> 00:51:16.000
They're not gonna have the same sales so when we look at this, right?

00:51:16.000 --> 00:51:21.000
What does Target really do? They start off and say what really is our goal?

00:51:21.000 --> 00:51:26.000
We need a ton of people to buy this lamp. Their goal is sales.

00:51:26.000 --> 00:51:34.000
This is about more people purchasing and that's their goal, and so they start to say, Gosh!

00:51:34.000 --> 00:51:40.000
Who would be excluded for buying this lamp if we didn't provide all these options into spaces, right?

00:51:40.000 --> 00:51:44.000
Some people don't live near a target so we have to offer delivery.

00:51:44.000 --> 00:51:48.000
Some people are not gonna buy it because they simply don't know exactly what it looks like in their space.

00:51:48.000 --> 00:51:54.000
So we want to make sure that we're providing an option to upload a picture of your room and look at the lamp.

00:51:54.000 --> 00:51:59.000
Some people won't buy it, because they're like i'm. not exactly sure what light Bulb it's gonna use.

00:51:59.000 --> 00:52:01.000
I don't want to get it? and then? not have the right stuff right?

00:52:01.000 --> 00:52:04.000
So what do they do? They provide us with these flexible pathways?

00:52:04.000 --> 00:52:08.000
Now here is the thing. here is the distinction if you're taking notes.

00:52:08.000 --> 00:52:15.000
Take these notes. What is necessary for some is provided to all of us.

00:52:15.000 --> 00:52:27.000
The delivery option at target was not meant for those of you who live 5 min away from a target, but you can still use it, and too often I see teachers go.

00:52:27.000 --> 00:52:34.000
I already do this. I offer a translation for students who are English language learners.

00:52:34.000 --> 00:52:47.000
I offer an audio for students who are reading below grade level. that's not universal design for learning universal design for learning is saying, I can predict that some students are going to need a translation so i'm going to make

00:52:47.000 --> 00:52:52.000
sure that all of my students know how to translate text if they need to build background knowledge.

00:52:52.000 --> 00:52:55.000
I'm gonna have all of them try it out experience it see how to do it.

00:52:55.000 --> 00:53:06.000
And then, when I provide that options, and choice i'm going to provide that option to everyone and say, what do you need to do today that really challenges you as a learner that supports you as a learner, tell me what you're

00:53:06.000 --> 00:53:10.000
choosing, and why, you're choosing it and over time kids will get better at that.

00:53:10.000 --> 00:53:14.000
So when we see examples like this, we go. Oh, okay, this makes so much sense.

00:53:14.000 --> 00:53:20.000
We think about like what is the goal. We recognize the variability and the potential barriers, and then we provide these pathways.

00:53:20.000 --> 00:53:29.000
So sometimes people go Well, students don't know what they want Okay, So you got a Goldilocks this a little bit right.

00:53:29.000 --> 00:53:37.000
Let's say that you want to give students 3 different options to take notes, and they have never ever taken notes.

00:53:37.000 --> 00:53:48.000
You can't just be like all right everyone so i'm gonna do like a little lecture, and you can either do 2 column notes, or you can do sketch notes. or you can do a digital note picture, and they're all looking at

00:53:48.000 --> 00:54:01.000
you like this? What? So you say? Okay, this week we're all going to take 2 column notes, and we're really gonna think about like, Does this serve your learning Now, even with 2 column notes?

00:54:01.000 --> 00:54:04.000
You can take it digitally, or you can take it in hard copy.

00:54:04.000 --> 00:54:14.000
You can do like a combination of sketch noting let's really take the time to explore this, and I used to call it No, thank you, bye, because, as you remember, Goldilocks tries like one porridge

00:54:14.000 --> 00:54:19.000
and it's like not too hot another port that's too cold, but she tried them.

00:54:19.000 --> 00:54:26.000
She gave them all the world, and we just need our students to explore what their options are to try different things.

00:54:26.000 --> 00:54:30.000
And then to really reflect, How are you going to challenge yourself? now?

00:54:30.000 --> 00:54:38.000
One thing that drives me absolutely bananas is when people say to me, we can't provide all this flexibility because we're preparing students for college.

00:54:38.000 --> 00:54:46.000
We are not preparing students for college. We are preparing students to get into college last year.

00:54:46.000 --> 00:54:54.000
29 point. 1% of freshman dropped out we're not preparing the students for college.

00:54:54.000 --> 00:55:06.000
We are getting them into college, of which one and 3 of them in the first year can't finished because they lack the ability to make responsible decisions about their learning.

00:55:06.000 --> 00:55:18.000
They don't yet have the ability to challenge themselves to seek out the supports they need, because they have spent so much time just depending on us to provide us than with that.

00:55:18.000 --> 00:55:27.000
Right, and so it's like there's so much value of having all students together, because you can say listen these are life skills.

00:55:27.000 --> 00:55:32.000
I want you to know how to challenge yourself right, and so we have to do a little Goldilocks.

00:55:32.000 --> 00:55:40.000
So expert learners are always saying what really is my goal here and let me try out these strategies right.

00:55:40.000 --> 00:55:43.000
So they're purposeful what is my goal they're resourceful.

00:55:43.000 --> 00:55:54.000
Let's see what I have available and they're strategic This is the one that i'm gonna choose because I have the forethought to recognize that this will help me to be successful.

00:55:54.000 --> 00:56:07.000
And i'm gonna make sure that I stick with it and then, when i'm done, i'm gonna monitor my progress and reflect. and to continue to make decisions that serve my learning this is what successful people do and we could do it when kids

00:56:07.000 --> 00:56:12.000
are in preschool, and we can do it all the way up until kids are in their Ap. classes, and we can do it with adult learning.

00:56:12.000 --> 00:56:20.000
But think about this fairy tale of trying out different things and saying, Yeah, this is the one for me.

00:56:20.000 --> 00:56:47.000
Here we go. 2 min

00:56:47.000 --> 00:57:04.000
Me coming out, and I and I positive i'm gonna do it

00:57:04.000 --> 00:57:34.000
Make it true. man.

00:57:39.000 --> 00:57:43.000
A man walks down the street, he says, why am I soft in the middle now?

00:57:43.000 --> 00:57:47.000
Why am I soft in the middle of the rest of my life is so hard.

00:57:47.000 --> 00:57:59.000
I need a photo opportunity. I want to shot a redemption don't want to end up a cartoon in a cartoon braveyard folded only dogs in the light far away.

00:57:59.000 --> 00:58:05.000
My well to do just to feel lovely beer and get these mutts away from me.

00:58:05.000 --> 00:58:11.000
You know. find this stuff i'm using anymore. if you see my body your act.

00:58:11.000 --> 00:58:20.000
I can be alone spell. I can solve you, Betty, Betty, when you call me.

00:58:20.000 --> 00:58:35.000
Yeah. a man walks down the street says, why.

00:58:35.000 --> 00:58:45.000
Alright, my God, I love love love the comments in the chat it's right on.

00:58:45.000 --> 00:58:51.000
And again us these analogies. take the slide. Share them with your colleagues, because so much of it is just.

00:58:51.000 --> 00:59:00.000
This assumption of like how is me giving choices to student that's gonna really increase their learning. I mean if you don't take the time to do the self-reflection to give feedback.

00:59:00.000 --> 00:59:12.000
It probably won't right. We have to create this climate in this community, and to slow down and have people really think about what do you need to do to serve your learning Now, what I love about target I'm gonna go back here?

00:59:12.000 --> 00:59:18.000
Just a pinch because target doesn't assume they're gonna get it right all the first time, and I mean they have billions of dollars.

00:59:18.000 --> 00:59:24.000
Probably in marketing is, Look at this right here. Help us to improve this page.

00:59:24.000 --> 00:59:38.000
So target doesn't, only provide us choice is they actually encourage us to share our voice. and this is a big part of a University design classroom as well. It's not only about providing the options and choices but the end

00:59:38.000 --> 00:59:41.000
saying like, How did these options and choices serve your learning?

00:59:41.000 --> 00:59:47.000
Help me improve my practice. Let me know what you need that I might not provide.

00:59:47.000 --> 00:59:56.000
And if we have really young learners, we might need to ask families, and if we are working with students who have some significant needs, we might need to ask our colleagues.

00:59:56.000 --> 01:00:01.000
So as a general education teacher, if I had an opportunity to be in a Plc.

01:00:01.000 --> 01:00:06.000
With a special education teacher for an English learner teacher, or an adjustment, counselor.

01:00:06.000 --> 01:00:11.000
And I say, Okay, here's my lessons here's the barriers that I have anticipated.

01:00:11.000 --> 01:00:16.000
These are the options and choices that I provided. Help me improve this right?

01:00:16.000 --> 01:00:29.000
What option the choices up by not providing yet and So it's very much something that we build over time, and we have to make sure that when we have options that we allow students to experience those options, So what

01:00:29.000 --> 01:00:39.000
we're gonna do now, is we're going to go into an opportunity for you to explore a resource that allows you to learn a little bit more about Udl.

01:00:39.000 --> 01:00:48.000
So we're gonna go through and i'm gonna give you a couple of different options, and then we're going to go back into the breakout rooms, which I don't have a 7 min timer So i'm

01:00:48.000 --> 01:00:55.000
just gonna drag it forward. So we have 7 min but you're gonna take 10 min, and on your own.

01:00:55.000 --> 01:01:03.000
You're going to explore more about universal design for learning, and there are both things that you can read there's in multiple languages.

01:01:03.000 --> 01:01:09.000
And then there's also a couple of videos all of which are really short, and that way you can get it through them.

01:01:09.000 --> 01:01:15.000
We're not gonna play music during this 10 min simply because there are 3 videos that we want to encourage you to see.

01:01:15.000 --> 01:01:20.000
So what you can see here is that that you deal in flow?

01:01:20.000 --> 01:01:24.000
Chart did not link for English. So let me find that for you.

01:01:24.000 --> 01:01:39.000
So go through those and you're just going to peak and kind of start looking at some of these resources, so you can create kind of a better understanding of what universal design for learning is, and what are some of the practices and what are some

01:01:39.000 --> 01:01:49.000
of the guidelines. So again, feel free to dive into all of those things right there. i'm gonna make sure that you have that in the chat, and then you know if for some reason you don't all have a device

01:01:49.000 --> 01:01:59.000
on you. You can extend your conversation from before here we go. But I'm going to give you 10 min for you to explore multiple resources. right?

01:01:59.000 --> 01:02:07.000
So this is giving you flexibility for you to think about like Well, which of these things might help me to better understand what Udl is.

01:02:07.000 --> 01:02:15.000
They're also all really really short they're all like one page or 2 min, so you could easily incorporate these into meeting structures.

01:02:15.000 --> 01:02:18.000
So let's put on 10 min swift you can go stretch.

01:02:18.000 --> 01:02:26.000
When we come back from this 10 min. we'll do a 7 min breakout room, and then we'll actually take a 10 min break, because that's our halfway.

01:02:26.000 --> 01:02:41.000
Point. So let's explore. Then connect then take a little break so 10 min tier.

01:02:41.000 --> 01:02:42.000
That's right everyone we are back let me get this recording going again.

01:02:42.000 --> 01:02:49.000
Now this is gonna seem ridiculous. but I swear there's a method to my madness.

01:02:49.000 --> 01:03:04.000
Here. So welcome back it is let's. see 2 10 We're gonna go until about 25 past 11 until we get about an hour again, hour and 10 min. But when I travel Pan, there were so many things that I saw

01:03:04.000 --> 01:03:12.000
that made it like so accessible to so many different people, because they really had thought about like, What are some potential barriers?

01:03:12.000 --> 01:03:15.000
And how do you eliminate those barriers through design?

01:03:15.000 --> 01:03:27.000
And the bathrooms in the Japanese University that I presented were like the most beautiful example of the thinking required and universal design that I have like ever experienced.

01:03:27.000 --> 01:03:39.000
And so one of the things that I know as just a mom is like one of my children will not go to the bathroom at school, will not go, comes home every single day like Rush is in the house You know.

01:03:39.000 --> 01:03:43.000
Takes over one of the bathrooms and it's like when we start thinking about it.

01:03:43.000 --> 01:03:48.000
One of the goals of school, of course, is that students have their very basic needs.

01:03:48.000 --> 01:03:53.000
Now we're talking maslow's hierarchy of needs that we make sure that we provide breakfast and lunch.

01:03:53.000 --> 01:03:59.000
You know, we make sure that hopefully, if they have to have these, like, you know, bottily functions that they can actually take care of them.

01:03:59.000 --> 01:04:03.000
We have nursing, and we have restrooms and a lot of students won't use them.

01:04:03.000 --> 01:04:05.000
And so I went into this university, and I saw this in.

01:04:05.000 --> 01:04:16.000
This was on the wall in every single one of the restrooms that I use, and I was just so enamored by the thoughtfulness of this design, and that when you think about like, why don't people like to use you know

01:04:16.000 --> 01:04:22.000
public bathrooms, you know it's like there's very little privacy.

01:04:22.000 --> 01:04:25.000
They're dirty like like there's a lot of different things right?

01:04:25.000 --> 01:04:30.000
And so, as i'm looking at this first of all just the multi-language is really impressive, so you have the braille.

01:04:30.000 --> 01:04:37.000
You have the symbol that's japanese you have the English and then you also have these symbols which are fairly universal. and i'm gonna tell you what's happening here.

01:04:37.000 --> 01:04:41.000
And then i'm gonna have you think through like how the design process.

01:04:41.000 --> 01:04:46.000
We went for this, but you know eventually, if you if you look on the right of the top

01:04:46.000 --> 01:04:54.000
It's you have the opportunity to play music in your doll, and that means it can get really loud, because if you look at the volume on that bottom row.

01:04:54.000 --> 01:04:56.000
So like when you go into your stall and it feels like this is so awkward.

01:04:56.000 --> 01:05:06.000
It's very quiet in here. I don't want to be in here, You can like blast this view Zack, or elevator music within your stall.

01:05:06.000 --> 01:05:10.000
There's also an opportunity to have the whole thing steamed and sanitized.

01:05:10.000 --> 01:05:14.000
Right. So you and the whole thing sanitizes itself.

01:05:14.000 --> 01:05:17.000
And then, just for cleanliness, you have it's like you know a day.

01:05:17.000 --> 01:05:27.000
But like there's front there. is back. you could change the pressure, and there's just so many personalization here. But really the process of thinking about the design is firm. Cl.

01:05:27.000 --> 01:05:35.000
Is, we want to make sure that if people are going to take care of their basic means, they feel comfortable doing that.

01:05:35.000 --> 01:05:44.000
And what are the potential barriers? Is a lot of people are very uncomfortable with like the lack of privacy or the fact that they don't feel like it's really cleanly, or that they don't feel really cleanly

01:05:44.000 --> 01:05:57.000
or never happens to be so. how do we provide these pathways and it's such a great example of like pro actively thinking about what would prevent people from using this, And how do we get ahead of it?

01:05:57.000 --> 01:06:14.000
And the same thing is actually happening in our classrooms all the time is, you know, sub shortages have been our reality, for, like the past couple of years, and many of us, regardless of our role in education, have been covering for copies and spaces, that were

01:06:14.000 --> 01:06:22.000
very different from the places that we are actually qualified to be. and so like, if you were to get in a a third grade classroom right?

01:06:22.000 --> 01:06:27.000
And I love this example because it shows how quickly we can universally design.

01:06:27.000 --> 01:06:37.000
And people are always like I don't have time I don't have time. and so it's like let's say you go into a third grade class, and you look around the room and you know it isn't inclusive class

01:06:37.000 --> 01:06:40.000
right, you know who these kids are, and there are students who are multilingual.

01:06:40.000 --> 01:06:50.000
Their students who have some support needs their students who are accelerated, and you walk in, and you look at the Sub plans really quickly, and they say, hand everybody a hard copy of the book.

01:06:50.000 --> 01:06:58.000
Charlotte Web. have them read signsly for a half hour, and then have them answer a question.

01:06:58.000 --> 01:07:06.000
In writing about how fern who's the little girl in that picture, like what her character is like.

01:07:06.000 --> 01:07:13.000
Now you, as a teacher, would know the characterization is actions thoughts and feelings in third grade.

01:07:13.000 --> 01:07:18.000
So really it's about reading charlotte's web and then what is fern doing?

01:07:18.000 --> 01:07:27.000
What is for insane or thinking? And how do you think she is feeling based on your inferences from what she is doing and what she is saying?

01:07:27.000 --> 01:07:31.000
Or if we get like an omnipresent point of view, what she is thinking.

01:07:31.000 --> 01:07:41.000
And so that is the task right? And when we think about that first of all, reading, comprehension, scandals are not the same as foundational reading standards.

01:07:41.000 --> 01:07:51.000
So what the goal of this really is is to understand this grade, level text, and to be able to respond with an understanding of who fern is as a character.

01:07:51.000 --> 01:08:03.000
And when we look at that, and we say so you want me to hand every student a hard copy of a book and just put it in front of them, and then you want them to have line to paper and write the response.

01:08:03.000 --> 01:08:06.000
We all know that's just not going to work in an inclusive class.

01:08:06.000 --> 01:08:15.000
Now traditional models were like, I will pull a group of students who are not reading a grade level, and I will read it out loud.

01:08:15.000 --> 01:08:20.000
I will allow those students to tell me the answer okay that is differentiated instruction.

01:08:20.000 --> 01:08:33.000
We'll get a little bit more into that we're not doing that. We're saying what really are the goals. the standard say makes sense of an understand tax comprehension means being able to paraphrase summarize

01:08:33.000 --> 01:08:37.000
you know, make connections to specifically looking at character right?

01:08:37.000 --> 01:08:39.000
And we go. Well, what are the barriers to this?

01:08:39.000 --> 01:08:49.000
So all of us could really quickly we know who's excluded if you're visually, if you have a visual impairment, you're excluded if you're not decoding at grade level you're

01:08:49.000 --> 01:08:54.000
excluded right you don't have fine motor skills to turn the page to your. We know this right.

01:08:54.000 --> 01:09:09.000
So let's do this. A little bit more like target Let's do this a little bit more like you know the Japanese University in saying like, what could be the pathways that we could provide on the spot. This is key we don't have time to plan we are We

01:09:09.000 --> 01:09:14.000
have walked into a classroom, and we now have an opportunity to make it more inclusive.

01:09:14.000 --> 01:09:20.000
We're still going to use charlotte's web and we're still gonna have the students respond with characterization.

01:09:20.000 --> 01:09:25.000
But those are all reading comprehension, standards they're not foundational reading standards, and they're not writing standards.

01:09:25.000 --> 01:09:30.000
Right. So in 5 min, what can we come up with here?

01:09:30.000 --> 01:09:36.000
So use the chat box, or have a conversation, and really think about like, what is the goal?

01:09:36.000 --> 01:09:46.000
What are the barriers and what are the pathways that we can provide on the spot, so that more students can comprehend Charlotte's web and understand the character of fern 5 min.

01:09:46.000 --> 01:09:58.000
Let's see what We got

01:09:58.000 --> 01:10:07.000
Come up with being silent

01:10:07.000 --> 01:10:17.000
Last night I dreamt of something

01:10:17.000 --> 01:10:22.000
With eyes like

01:10:22.000 --> 01:10:28.000
It

01:10:28.000 --> 01:10:42.000
All of to be that is not only love

01:10:42.000 --> 01:10:56.000
Your Spanish love.

01:10:56.000 --> 01:11:04.000
Something

01:11:04.000 --> 01:11:21.000
Behold.

01:11:21.000 --> 01:11:30.000
He's now e and when

01:11:30.000 --> 01:11:48.000
And has come a long way since yesterday. say and it's not the same on things back end.

01:11:48.000 --> 01:12:07.000
I said, Just do what you feel and don't you fool yourself say

01:12:07.000 --> 01:12:27.000
I see I see you. Truth got to be true. Sin, that is the true to said got to be true.

01:12:27.000 --> 01:12:35.000
Say.

01:12:35.000 --> 01:12:59.000
Starbucks.

01:12:59.000 --> 01:13:28.000
I see

01:13:28.000 --> 01:13:36.000
On 5

01:13:36.000 --> 01:13:42.000
To me, wild

01:13:42.000 --> 01:13:48.000
You've come

01:13:48.000 --> 01:14:01.000
E a lot and a world

01:14:01.000 --> 01:14:17.000
Speaker, line, love.

01:14:17.000 --> 01:14:44.000
3 more.

01:14:44.000 --> 01:14:58.000
Bye. So this is like a great thing that you could do again. If you were at like a faculty, meeting, you put something like this, and it's not so much about the exact content.

01:14:58.000 --> 01:15:07.000
People are like. I want to see something in science. I want to see something anybody could imagine walking into this class being asked to cover this class.

01:15:07.000 --> 01:15:10.000
And then being like, Oh, my goodness, this is not gonna work out that!

01:15:10.000 --> 01:15:15.000
Well, and certainly if I had time I could do something incredibly robust.

01:15:15.000 --> 01:15:20.000
But even on the spot I could say, Okay, it says that you need to

01:15:20.000 --> 01:15:33.000
You need to to go through and read this passage, so would you rather read it silently, and start noticing what Spurn is doing and what she is thinking, and how she is feeling?

01:15:33.000 --> 01:15:39.000
Or would you rather maybe have a partner read, or would you rather come over in a small group?

01:15:39.000 --> 01:15:45.000
And I could read the section out loud right that's something you can do on the spot requires no preparation at all.

01:15:45.000 --> 01:15:52.000
You might say, you know, before we start let's just do a quick 5 min like what is characterization?

01:15:52.000 --> 01:16:02.000
Because you're gonna be responding to characterization and So i'm just gonna put an anchor chart on the board, and it might be helpful for you to copy this down in your notebook.

01:16:02.000 --> 01:16:07.000
So that as you are reading or listening you can like think about what she's doing what she's feeling right

01:16:07.000 --> 01:16:11.000
And then, when you get to the sharing, you know it could be, you know.

01:16:11.000 --> 01:16:16.000
Would you rather write about Fern? Would you rather act out firm?

01:16:16.000 --> 01:16:31.000
Would you rather, you know, have a quick chart right those are things that you could do right in the moment, and a lot of people think about universal design for learning as being this, like I don't have hours and hours and hours to create all of

01:16:31.000 --> 01:16:37.000
these opportunities, but I don't Need to spend hours and hours to make the lesson more accessible.

01:16:37.000 --> 01:16:50.000
That if I walk into a classroom even if all of the students potentially buy universal screen, or are reading a grade level, you don't know if they forgot their glasses that day, you don't know if they have a

01:16:50.000 --> 01:16:54.000
headache. right? So that interpersonal variability is the same all right, everyone.

01:16:54.000 --> 01:16:59.000
I'm so happy to be here? with you let's take a minute and introduce ourselves.

01:16:59.000 --> 01:17:04.000
Why don't you take 2 min and think about what do you already know about characterization?

01:17:04.000 --> 01:17:11.000
So you could talk about it with a partner. you can draw a picture, and then I'm gonna give you like a quick anchor chart, and then we're gonna make some choices.

01:17:11.000 --> 01:17:15.000
Do you want to create, or you want to Listen Okay, and Then when you're done?

01:17:15.000 --> 01:17:18.000
Do you want to write about it, or do you want to talk about it right?

01:17:18.000 --> 01:17:26.000
It's a totally different lesson right because you have not only kids who have more access to have more control, who have more agency.

01:17:26.000 --> 01:17:32.000
But it's also about getting them to practice these social emotional competencies.

01:17:32.000 --> 01:17:35.000
And I always say to students, Which are you going to choose?

01:17:35.000 --> 01:17:40.000
And why are you going to choose it? And then at the end, I say, what did you choose?

01:17:40.000 --> 01:17:44.000
Do you feel like you were challenged, and you feel like that was a good choice or a bad choice.

01:17:44.000 --> 01:17:57.000
Now I do this all the time with my own kids. I have a second grader, who's perfectly capable every single night of telling me exactly how he's going to handle his homework. So in the second grade every single night they do a little bit

01:17:57.000 --> 01:18:04.000
of math practice, and they can choose to do it online, but they can also choose to take home a hard copy.

01:18:04.000 --> 01:18:09.000
So every day. My second grader, the teacher, says, All right.

01:18:09.000 --> 01:18:12.000
Who wants to take one home and harder copy, and some do it.

01:18:12.000 --> 01:18:21.000
It is also in the Google classroom, which they can do it digitally on something called Class Kick, Or we can print it off on class kick.

01:18:21.000 --> 01:18:28.000
Now, why does the teacher do it? let's look at this chart? firm goal, As many kids completed as possible potential barriers?

01:18:28.000 --> 01:18:39.000
You hand out a hard copy to everyone some of them are never ever getting home, you all know, like for a second graders you put something in a backpack.

01:18:39.000 --> 01:18:45.000
There's like potentially a wormhole in there it will never, ever actually like get to where it's going

01:18:45.000 --> 01:18:59.000
And so it's like it's a great option to have it in hard copy, but also it's like she let all of us know as families at the beginning of the year. I'm always gonna give them the option to take it home. it's always 2 sided they can choose

01:18:59.000 --> 01:19:01.000
one side or the other side. They can do it in hard copy.

01:19:01.000 --> 01:19:05.000
They can do it online, or if they can print it off online, right?

01:19:05.000 --> 01:19:10.000
And they have all these options and choices and i'll sit down with voting, and i'll be like, all right, everyone.

01:19:10.000 --> 01:19:15.000
Let's do homework, which one of these sides are you gonna do, and why? And he can always give me an answer.

01:19:15.000 --> 01:19:20.000
And sometimes the answer is this side because it's easier well, that's an answer.

01:19:20.000 --> 01:19:25.000
It's not an answer that makes my heart sing but at least it's a reason, right?

01:19:25.000 --> 01:19:29.000
So as we think about this work, a lot of people get really nervous about.

01:19:29.000 --> 01:19:41.000
How can I possibly manage this? because they're imagining having to like sit and provide a 1 million choices for all of these different things?

01:19:41.000 --> 01:19:52.000
So i'm gonna talk to you just a little bit about the importance of really understanding the firm goals because we're not in any way decreasing academic rigor by universally designing.

01:19:52.000 --> 01:19:57.000
We are increasing access, we are increasing engagement and agency in expert learning.

01:19:57.000 --> 01:20:12.000
And so how do we do this? the first thing that we're going to do? If we're working with teachers is to say, really look at your standards, And you need to decide which of these standards are things that students, just have to

01:20:12.000 --> 01:20:17.000
know, And which of these standards actually require students to do something?

01:20:17.000 --> 01:20:28.000
Because sometimes choices can actually derail learning they prevent students from learning at high levels, and i'm going to share a little bit about that.

01:20:28.000 --> 01:20:36.000
So when we talk about learning right, we realize that one size, one size fits All is not going to work.

01:20:36.000 --> 01:20:43.000
If we say i'm handled hard copy of a novel to all students, it's not going to work right.

01:20:43.000 --> 01:20:49.000
We know if the class is inclusive, that some students will need more support than that right?

01:20:49.000 --> 01:20:53.000
And so we start going. We need options and choices now.

01:20:53.000 --> 01:20:56.000
The first thing we're going to do is really think about what the goals are right.

01:20:56.000 --> 01:21:05.000
But I want to caution you that once you understand that this is a goal that requires students to build knowledge, or this is a goal that requires students to do something.

01:21:05.000 --> 01:21:11.000
There is a threshold of which too much choice decreases.

01:21:11.000 --> 01:21:16.000
Learning, and It's really important to know what that threshold is i'm not gonna show you this whole video.

01:21:16.000 --> 01:21:21.000
It's a 19 min Ted talk it might be interesting for your colleagues.

01:21:21.000 --> 01:21:33.000
I'm going to put in the the same document that you've had access to this whole time here. if you want to go in, you can actually access that full Ted talk it's 19 min and you can also access a

01:21:33.000 --> 01:21:38.000
peer reviewed study that answers the question how much choice is too much choice.

01:21:38.000 --> 01:21:48.000
But essentially everything he talks about is really trying to elevate what we do as practitioners and universal design, which is what really is the goal.

01:21:48.000 --> 01:22:04.000
What really is the barrier? And is it necessary to have another pathway so that people can work towards the same goal? And the scenario that he gives here is that he talks about how, like if we were to have a party and I was going to

01:22:04.000 --> 01:22:07.000
make a salad, and I pre-dressed to that salad and ranch.

01:22:07.000 --> 01:22:12.000
I totally already dressed it for you, and you get a bowl of salad with ranch.

01:22:12.000 --> 01:22:18.000
I know not everyone's gonna eat it because I can predict some of your lectures intolerant some of you might be Vegan.

01:22:18.000 --> 01:22:20.000
Some of you might just not even like salad dressing some of you.

01:22:20.000 --> 01:22:24.000
It might be too much salad dressing right so that's not gonna work.

01:22:24.000 --> 01:22:30.000
So I say you know i'm gonna have salad and i'll put the things you know like some nuts and meet some things on the side.

01:22:30.000 --> 01:22:35.000
But I might go. Not everyone likes ranch so i'm gonna have ranch, and i'm also gonna have oil and vinegar.

01:22:35.000 --> 01:22:40.000
I'm gonna let you know those are your options and if you bring a different thing up right?

01:22:40.000 --> 01:22:44.000
That's not that much work for me, however, he talks about that like.

01:22:44.000 --> 01:22:50.000
If you go into the grocery store there's like a 180 salad dressings, and that's asinine right?

01:22:50.000 --> 01:23:03.000
Because what it does, is it actually prevents us from being able to do the cognitive work of thinking about? which of these is better for me, because there's too many things that you have to consider?

01:23:03.000 --> 01:23:16.000
And you waste all your cognitive load, trying to remember what your options are which prevents you from being able to actually make a responsible decision. And that is so fascinating to me.

01:23:16.000 --> 01:23:20.000
So I see a lot of elementary school teachers use these tic taco boards.

01:23:20.000 --> 01:23:38.000
They are not evidence-based. Why is because the ideal number of choices that you need to provide are 2 to 4, and they have to eliminate the barrier. And then start thinking about like how that makes sense right?

01:23:38.000 --> 01:23:42.000
So technically you could have up to 6 cognitive load.

01:23:42.000 --> 01:23:47.000
Scenery is very clear that you cannot hold more than 6 things in your mind.

01:23:47.000 --> 01:23:50.000
At the same time. So what happens is you start going in loops.

01:23:50.000 --> 01:23:57.000
So this is the best example of a scenario. You go to a restaurant, you say, What are your specials?

01:23:57.000 --> 01:24:00.000
Nice start listing the specials by the time they get to 4 you're like.

01:24:00.000 --> 01:24:04.000
Wait. Did you say salmon for that first one? Hold on!

01:24:04.000 --> 01:24:14.000
What was with that? What was the second one again right you cannot keep them all on your head, and so you're looping. you're looping, and then it's your frustrating, because you don't know if you

01:24:14.000 --> 01:24:20.000
chose the right thing because you forgot what the other options were It's like a real psychological issue.

01:24:20.000 --> 01:24:23.000
It's called analysis, paralysis, or he calls it the paradox of choice.

01:24:23.000 --> 01:24:29.000
So he's done his studies on saying that we feel like choices are really good thing for the sake of choice.

01:24:29.000 --> 01:24:48.000
It's not. It is that we want to provide agency in working towards a goal, and so to do that the most important thing for us to realize is that some pathways prevent learning. and when we can predict that we can create another pathway and then we

01:24:48.000 --> 01:24:54.000
can say which of these is better for you now, we can chunk choice, certainly.

01:24:54.000 --> 01:25:01.000
And we could say, like, Okay, let's all make this first decision, and once you make this first decision, now we're gonna make another decision.

01:25:01.000 --> 01:25:08.000
But I think that a lot of the times we provide too many choices, and then that varies students.

01:25:08.000 --> 01:25:14.000
But it also varies us as designers, because we feel like we have to come up with all of these options.

01:25:14.000 --> 01:25:17.000
So it's so freeing to be like Oh, it's like another option.

01:25:17.000 --> 01:25:27.000
Do you want to read or listen to it? Do you want to write it, or do you want to make a video of it right like those are the places that we begin and as learners become more expert?

01:25:27.000 --> 01:25:31.000
You can have, like a third option, which is like, Choose your way.

01:25:31.000 --> 01:25:41.000
If these ways don't work for you so it requires these firm goals and flexible means, so let's now talk about the different types of standards.

01:25:41.000 --> 01:25:53.000
The Washington curriculum frameworks. all say this is what students have to know, and this is what students have to be able to do, and those are incredibly different things and lend themselves to very different options. And choices.

01:25:53.000 --> 01:25:57.000
So if you were to work with any teacher in any space, you could talk about guidance counselors.

01:25:57.000 --> 01:26:01.000
You can talk about pre-k right, and you look through your standards.

01:26:01.000 --> 01:26:09.000
One really great entry point is to go through and hide the standards that clearly are about students building understanding.

01:26:09.000 --> 01:26:19.000
They start with words like, understand, describe, communicate, comparing, contrast, explain.

01:26:19.000 --> 01:26:25.000
They do not say speak. they do not say right, they do not say solve.

01:26:25.000 --> 01:26:41.000
They do not say, Sing Any standard that begins with, explain, or understand, or analyzed, provides us with opportunities to provide more flexible assessments.

01:26:41.000 --> 01:26:50.000
So if you go through your standards, and you just say, go through and highlight one or 2 standards, summarize paraphrase.

01:26:50.000 --> 01:26:57.000
The Standard does not say you must summarize in writing, says you have to summarize right.

01:26:57.000 --> 01:27:05.000
We want to know that students have built knowledge and understanding so if we have a standard that says you're gonna learn about the lifecycle of stars.

01:27:05.000 --> 01:27:10.000
And then you're gonna communicate to me what you've learned about stars.

01:27:10.000 --> 01:27:17.000
It makes sense for me to say you can write it. You can create like an interactive poster.

01:27:17.000 --> 01:27:20.000
You can produce some audio, a podcast or make a video.

01:27:20.000 --> 01:27:25.000
But the success criteria and the rubric will be exactly the same.

01:27:25.000 --> 01:27:35.000
So I might say something like your product, must talk about the 5 different parts of the lifecycle of a star must site.

01:27:35.000 --> 01:27:43.000
2 pieces of textual evidence must use these 4 vocabulary words, because you cannot communicate scientific ideas without scientific language.

01:27:43.000 --> 01:27:52.000
And then I can say to students which of these provides you with the best opportunity to share your learning.

01:27:52.000 --> 01:28:05.000
No that this is the success criteria, because i'm not grading the quality of the interactive poster I'm grading whether or not they can understand the life cycle of stars use scientific vocabulary

01:28:05.000 --> 01:28:10.000
correctly, and be able to support that with some sort of reputable evidence.

01:28:10.000 --> 01:28:16.000
And so when we think about unpacking standards we're like, well, what is the success criteria?

01:28:16.000 --> 01:28:24.000
How can I be really clear with students about that? And then, if I have the flexibility, I can provide these options and choices.

01:28:24.000 --> 01:28:28.000
A lot of people will think that that is universal design for learning.

01:28:28.000 --> 01:28:35.000
I have been in too many classrooms, where I see a choice board like that when students should be writing.

01:28:35.000 --> 01:28:41.000
When students should be speaking. when students should be solving. If the Standard says accurately, Measure an angle.

01:28:41.000 --> 01:28:50.000
I don't want a song about a protractor it's totally construct irrelevant right my as a designer.

01:28:50.000 --> 01:28:56.000
My job is to say what prevents students from learning how to accurately measure an angle.

01:28:56.000 --> 01:29:09.000
We one of those things is is they don't understand the difference between right and a queue, and a choose which gives you a pretty good sense of if you're estimating correctly because if you're using a protractor on something that you know is a

01:29:09.000 --> 01:29:13.000
queue, and it's coming out and like a 130 There's something i'm using it wrong right.

01:29:13.000 --> 01:29:19.000
So we start saying, what are the barriers that are preventing the use of a protractor?

01:29:19.000 --> 01:29:21.000
Right. but we're not going I really want to be creative.

01:29:21.000 --> 01:29:26.000
So I was an English teacher. When students had to write informative text.

01:29:26.000 --> 01:29:30.000
They had to write informative text they're not making a poster.

01:29:30.000 --> 01:29:34.000
They're not making a video and they're not making a podcast and people would go.

01:29:34.000 --> 01:29:37.000
But what if they wrote the whole podcast down? I mean they can write the podcast down?

01:29:37.000 --> 01:29:47.000
But i'm not listening to the podcast because I have to assess the writing like That's my role is to assess the writing.

01:29:47.000 --> 01:29:53.000
What prevents students from composing right they don't know how to organize it.

01:29:53.000 --> 01:29:58.000
Option for graphic organizer, option for peer, review, option for sentence stems.

01:29:58.000 --> 01:30:03.000
They struggle with like physical activity of writing. You can write it by hand for the first draft.

01:30:03.000 --> 01:30:06.000
You can type it. You can use theugmented communication devices.

01:30:06.000 --> 01:30:21.000
They stroke right that's how I universal design writing. But if the Standard is writing, students are producing writing, and I think there's this huge misunderstanding that you can just provide options and choices all the

01:30:21.000 --> 01:30:29.000
time, and i've seen geography i'm sorry geometry classes where i'm like what are you working on? Oh, we're working on solving algebraic equations?

01:30:29.000 --> 01:30:41.000
What are they doing? Oh, They're drawing they're drawing picture about you know Angles i'm like what like this is not activity board.

01:30:41.000 --> 01:30:44.000
This is not like my job is not to be a camp counselor.

01:30:44.000 --> 01:30:49.000
Inter to continue like I have to provide you with options and choices, because all of you deserve to know how to produce writing.

01:30:49.000 --> 01:30:56.000
Some of you might need a lot of support and scaffold, and and ultimately I would hope that you would be less reliant on those gap holds.

01:30:56.000 --> 01:31:03.000
But, like ultimately, the standards guide what the options and choices are. and all of this is first.

01:31:03.000 --> 01:31:09.000
But instructions. right? So these are the options and choices that I would provide to anyone if I had a student with an Ip.

01:31:09.000 --> 01:31:14.000
And there was specially designed and instruction. I might also need to do that.

01:31:14.000 --> 01:31:17.000
But this is what I do before specially design instructions.

01:31:17.000 --> 01:31:23.000
This is just how I recognize predictable barriers and provide students with opportunities.

01:31:23.000 --> 01:31:32.000
They need. So when people go I already do this because I already provide choice, It's like first of all.

01:31:32.000 --> 01:31:47.000
If you already do this, your class is fully inclusive, which means that in your classroom there are kids who have significant needs for acceleration as well as significant needs for support academically, Behaviorally socially, and emotionally, If you do not have a truly

01:31:47.000 --> 01:31:52.000
inclusive class do not know if you have strong inclusive practice.

01:31:52.000 --> 01:31:57.000
So that's number one. I get so fired up when people go.

01:31:57.000 --> 01:32:09.000
Oh, I use these practices all the time and Then I Find out they have a honors history class, which you cannot set foot into, unless you have a parent contract a 90 a year before 2 teacher recommendations.

01:32:09.000 --> 01:32:14.000
I'm like you have done everything in your power to exclude children from your classroom.

01:32:14.000 --> 01:32:19.000
What you're doing is not inclusive you only can use inclusive practices.

01:32:19.000 --> 01:32:33.000
If you have included environments and a lot of people who feel like they're strong and inclusive practice as soon as the student comes in with support, needs that becomes the canary in the coal mine, and it shows your practice was

01:32:33.000 --> 01:32:41.000
not inclusive to begin with, because an inclusive class can welcome any student in, and there is a pathway there.

01:32:41.000 --> 01:32:45.000
And so shelly Moore, who's this like amazing mind does so much work in inclusion.

01:32:45.000 --> 01:32:50.000
She says it's not necessarily about meeting the needs of all the kids in your class.

01:32:50.000 --> 01:32:54.000
It's saying, who's not in my class and why aren't they here?

01:32:54.000 --> 01:32:58.000
And that's why udl is this foundation for first best instruction.

01:32:58.000 --> 01:33:03.000
It's been incredibly like bastardized and misunderstood to mean.

01:33:03.000 --> 01:33:07.000
If you provide choices, it must be universally designed if it's universally designed.

01:33:07.000 --> 01:33:13.000
We could put anyone in that class and they would have a pathway to learn, and they would have a pathway to share what they know.

01:33:13.000 --> 01:33:16.000
And if we can't do that you aren't doing this yet.

01:33:16.000 --> 01:33:23.000
No it doesn't mean you're not doing it a little because I love to think of Udl as a spectrum right?

01:33:23.000 --> 01:33:33.000
My 7 year old plays basketball lebron James plays basketball. You say go ahead.

01:33:33.000 --> 01:33:37.000
I'm gonna send you to basketball camp Bdon says I already do this.

01:33:37.000 --> 01:33:39.000
I don't know how to play basketball and you're like.

01:33:39.000 --> 01:33:47.000
Oh, That's so cute that's so key look Ron James still has coaches right? and so when we think about this I'm already doing it.

01:33:47.000 --> 01:33:54.000
I'm like. Okay, that's awesome that there's some of these components that you're comfortable with already that's awesome.

01:33:54.000 --> 01:34:05.000
But do not tell me that you are done do not tell me that there's no place to grow, and even though Lebron James is arguably one of the greatest basketball players of all time.

01:34:05.000 --> 01:34:14.000
He has new teammates every year, which requires him to adapt just like our teachers and our kids is as we give you more students.

01:34:14.000 --> 01:34:18.000
Right. You're right now as a state at like a 60% inclusion rate.

01:34:18.000 --> 01:34:21.000
People are going to really have to build up their skill sets.

01:34:21.000 --> 01:34:25.000
When you get to 80%, 85%, 90%, it is a different classroom.

01:34:25.000 --> 01:34:33.000
And this skills that people think they have will break down when you have students with really significant acceleration needs or support needs.

01:34:33.000 --> 01:34:41.000
And so how do we help people to see that it's not just about maybe meeting the needs of the kids who are in your classroom?

01:34:41.000 --> 01:34:56.000
It's predicting variability, and being able to create a classroom that's flexible enough to add students at any time, and they feel as though they belong there, and most importantly, you as a teacher feel prepared to serve them and

01:34:56.000 --> 01:34:59.000
people do not feel prepared to meet the needs of all kids.

01:34:59.000 --> 01:35:04.000
Yet which is why we need to continue to build up universal design.

01:35:04.000 --> 01:35:11.000
And so again You will hear we're already. doing this You will hear this is the same thing as differentiated instruction.

01:35:11.000 --> 01:35:21.000
We have to begin to push back on those beliefs because there is so much opportunity, so many people to grow and better serve kids.

01:35:21.000 --> 01:35:31.000
And even if you have your students who are performing pretty adequately, are they truly able to learn independently and challenge themselves?

01:35:31.000 --> 01:35:38.000
And if they can't there's that other opportunity for expert learning So we're gonna do a breakout again.

01:35:38.000 --> 01:35:42.000
I know that after 2 h people start like really losing stamina.

01:35:42.000 --> 01:35:52.000
So you have a couple of options here. The first is have a conversation, the second is joining in the breakout room; the third is to start reading that article about the choices.

01:35:52.000 --> 01:36:05.000
The last is, if you feel yourself baiting take an extra break, because when you come back we still have about 35 min left, and I always encourage students to do this in like a long block I'm: like I see you're

01:36:05.000 --> 01:36:09.000
fading. Take a lap because we want to come back strong.

01:36:09.000 --> 01:36:16.000
So truly. What do you need to do right now? So that you can come back and like, be ready for like that last 35 min.

01:36:16.000 --> 01:36:21.000
So i'm gonna open up the breakout rooms i'm gonna do it just for 5 min.

01:36:21.000 --> 01:36:32.000
You also know that you have the option to explore one of the resources, or take another break, and then, in 5 i'm gonna model you a lesson on how you universally design adopted curriculum.

01:36:32.000 --> 01:37:02.000
Here we go!

01:37:13.000 --> 01:37:27.000
Time we stay. Thanks with love.

01:37:27.000 --> 01:37:36.000
So

01:37:36.000 --> 01:38:06.000
Turner, to

01:38:06.000 --> 01:38:21.000
Tonight something you said. I just died tonight. There.

01:38:21.000 --> 01:38:33.000
This, with

01:38:33.000 --> 01:38:56.000
Day you can find it words to say and on to so

01:38:56.000 --> 01:39:11.000
Makes me feel some fun can go show Bray

01:39:11.000 --> 01:39:22.000
Okay, when you're on see don't need no mind

01:39:22.000 --> 01:39:31.000
Gone it's been

01:39:31.000 --> 01:39:38.000
So

01:39:38.000 --> 01:39:47.000
Makes me there's some fun my brain

01:39:47.000 --> 01:40:11.000
Together, side time.

01:40:11.000 --> 01:40:26.000
Back down. No, all that them you can stand 8 of yeah back down.

01:40:26.000 --> 01:40:38.000
Stand well will be turn, and this world bomb dragging me down.

01:40:38.000 --> 01:40:44.000
Stand, my grand.

01:40:44.000 --> 01:40:59.000
Damn!

01:40:59.000 --> 01:41:27.000
Understand.

01:41:27.000 --> 01:41:57.000
Give you

01:42:06.000 --> 01:42:19.000
Tell me

01:42:19.000 --> 01:42:27.000
Go see

01:42:27.000 --> 01:42:42.000
Second time, now

01:42:42.000 --> 01:42:55.000
Right Show baby

01:42:55.000 --> 01:43:02.000
So one of the castle engagement strategies is called like a mindful minute.

01:43:02.000 --> 01:43:14.000
It's a break to break right and sometimes you need a break to continue to work, and it's just so interesting that some people are like.

01:43:14.000 --> 01:43:20.000
Oh, no, I can keep going. I can keep going there is something that's called the Pomodoro technique.

01:43:20.000 --> 01:43:23.000
I'm not sure if you ever heard of it I'll put it in the chat.

01:43:23.000 --> 01:43:26.000
But there's something called pomodoro the Pomodoro messed at the pomador technique.

01:43:26.000 --> 01:43:41.000
There's a whole entire book about it pomo Doro technique, and they've done all these studies that have like people, sit down to do these really difficult cognitive tasks and how much can they get done and

01:43:41.000 --> 01:43:54.000
people who work all the way through accomplish much less than people who take a break every 20 min, which, as a a very distractable person, I'm.

01:43:54.000 --> 01:44:06.000
Not sure if you know when you're looking at research you're not looking at it as like a magic want right when you're looking at research, you're like statistically significantly, there's something here for a lot of

01:44:06.000 --> 01:44:14.000
people, but like, if I stop and get off track, I have a very hard time getting back on track right, and I know that about myself.

01:44:14.000 --> 01:44:23.000
So if I really need to get something done, I will often forego breaks, because it will take me 10 min to get back in.

01:44:23.000 --> 01:44:27.000
But for some people they really do need a break like every 20 min.

01:44:27.000 --> 01:44:31.000
If they're gonna learn at high levels it's just so fascinating.

01:44:31.000 --> 01:44:35.000
So, as time goes on, I start having more and more and more optional breaks.

01:44:35.000 --> 01:44:47.000
Okay, So a lot of people go this doesn't make sense speak, Because how can we universally design and be super flexible when we have to use curriculum with fidelity?

01:44:47.000 --> 01:44:51.000
Udl and curriculum are in no way shape or form.

01:44:51.000 --> 01:45:00.000
You know, like they're not budding heads with one another, right. You can universally design a curriculum, and I argue that you absolutely.

01:45:00.000 --> 01:45:13.000
Can use it with fidelity. and so I want to share with you what this would look like for a common lit lesson so common lit is ela curriculum that is free, which means that any of you could go

01:45:13.000 --> 01:45:17.000
into it and create a free account and pull up a couple of lessons.

01:45:17.000 --> 01:45:38.000
And then teachers could kind of play with them. But one of the The common lit examples is that students will read a transcript of a Ted talk, and then they are going to write an argument in response to the ted talk this is

01:45:38.000 --> 01:45:42.000
truly about reading comprehension, understanding the transcript.

01:45:42.000 --> 01:45:53.000
And then it is about writing an argument. right? so reaching comprehension is not the same as foundational reading, which means that I can provide options to listen to the text and things like that.

01:45:53.000 --> 01:46:10.000
But writing does require writing right. So as somebody who has been doing this for a while, how do I approach this lesson until the first thing is, I want to make sure that all students really understand what they are reading, and this Ted, talk is about

01:46:10.000 --> 01:46:16.000
a man who says that it's so interesting that every single one of us experiences depression.

01:46:16.000 --> 01:46:24.000
Every single human it's just a part of the human experience and yet people are so hesitant to talk about depression and like.

01:46:24.000 --> 01:46:29.000
Certainly there's differences in the duration that we've experienced depression, or the intensity or the frequency.

01:46:29.000 --> 01:46:38.000
Police like depression is just a part of the human experience and we just need to shed more light on the fact that it is okay that we are struggling.

01:46:38.000 --> 01:46:42.000
It's Okay, that we experience depression is natural and like let's get the stigma away.

01:46:42.000 --> 01:46:48.000
But he does this by making fun of his own clinical depression.

01:46:48.000 --> 01:47:01.000
So one of the things that's so interesting about This is as a designer, I look at this and I say, okay, So they have to read the text of the transcript Great common lit always provides English and Spanish they always provide

01:47:01.000 --> 01:47:09.000
the opportunity to increase font, and they always provide a read aloud all the at a robotic read aloud, Right?

01:47:09.000 --> 01:47:14.000
So there's so many things already in this that would allow you to universally design it.

01:47:14.000 --> 01:47:24.000
Now the question that students have to answer is that they have to argue whether his use of humor is appropriate, or if it is not appropriate.

01:47:24.000 --> 01:47:38.000
Now humor is so cultural, it's so generational that you could comprehend that. And just be like I don't even recognize that as humor, because I don't think that's funny at all like how is

01:47:38.000 --> 01:47:42.000
that funny? So this is like really challenging. So as I look at this, I start going. okay.

01:47:42.000 --> 01:47:46.000
First of all, I want every student to have this shared experience around a grade level text.

01:47:46.000 --> 01:47:55.000
This is a deep grade level. text. it's asking us to really think about our social and emotional selves. It's asking us to like, make an argument great.

01:47:55.000 --> 01:48:01.000
What are the potential barriers right so it's been a lot of work for me, right?

01:48:01.000 --> 01:48:05.000
Because if you access it digitally you can always have it like read aloud, That's great.

01:48:05.000 --> 01:48:10.000
But I know that some of my students would learn at a level that was much more deep.

01:48:10.000 --> 01:48:13.000
If I had it printed out, then I could annotate they could highlight.

01:48:13.000 --> 01:48:22.000
They could make connections in the text. So one thing that I might do is just like print out a couple of extra copies of it. or maybe, you know, I have a printer in the classroom.

01:48:22.000 --> 01:48:25.000
I know some people do like who wants this in a hard copy?

01:48:25.000 --> 01:48:40.000
Who wants it digitally. but the other thing is that, because humor is so cultural I can provide them with a scaffold by finding the Ted talk and letting them say listen to him, because people laugh in the audience right so, If You're

01:48:40.000 --> 01:48:46.000
talking about like a really cultural audience. of which some of the things people would be horrified to know that that was humorous in any way.

01:48:46.000 --> 01:48:49.000
It's like that's a Scaffold so what I would say, The students is okay.

01:48:49.000 --> 01:48:56.000
Listen. Ted Talks are available around the world it's in 33 languages already.

01:48:56.000 --> 01:49:02.000
So I want you to think about what is the best way for you to really understand what's happening here.

01:49:02.000 --> 01:49:06.000
So you're gonna wanna be able to paraphrase what's happening.

01:49:06.000 --> 01:49:09.000
You're gonna wanna able to identify the humor you know.

01:49:09.000 --> 01:49:13.000
Would you rather have a hard copy of it? Would you rather just access it right on common lit?

01:49:13.000 --> 01:49:19.000
You can log in. Would you rather sit in a small group where one person could read it out loud?

01:49:19.000 --> 01:49:26.000
Because that takes away that robotic like listening to someone with strong oral fluency, is much better than listening to somebody who does not.

01:49:26.000 --> 01:49:31.000
You know, robot, or you can just watch the ted talk because he's actually presenting.

01:49:31.000 --> 01:49:35.000
And then you can hear people laugh. so I would also encourage a combination of these methods.

01:49:35.000 --> 01:49:39.000
So i'm gonna have to take like 5 min at the beginning of class and say, Okay.

01:49:39.000 --> 01:49:44.000
So today we're diving into this which of these is best for you?

01:49:44.000 --> 01:49:50.000
And why do you think this is a really good way for you to get the information boom right?

01:49:50.000 --> 01:50:02.000
So i'm starting with, be self-reflective Think about what you need, right, and a lot of us recognize that, depending on the day we might actually choose something differently But I start walking.

01:50:02.000 --> 01:50:05.000
Around when you're gonna choose. Why, you're gonna choose it?

01:50:05.000 --> 01:50:09.000
Who needs something printed. Okay, we're settled right we all have our text.

01:50:09.000 --> 01:50:14.000
So some students want to have it up on their screen. They wanna listen to it, and they wanna have the text in front of them. Right?

01:50:14.000 --> 01:50:20.000
So we have all of these different methods? so i'm like Okay, now, what do we usually do in classrooms?

01:50:20.000 --> 01:50:27.000
We'll just show the ted talk. some students will not find value in that Ted talk, and if they're all watching it on their own computer they can speed it up.

01:50:27.000 --> 01:50:31.000
They can pause it. They can rewind it they can turn on close captions.

01:50:31.000 --> 01:50:35.000
They can't do that if we're putting it in front of the glass.

01:50:35.000 --> 01:50:40.000
So it's like really thinking about are we allowing students to personalize their experience.

01:50:40.000 --> 01:50:48.000
Now I might say, Listen, my love. You think you have a really good memory, but we all know that eyewitness testimony is terrible, because our memories are not as good as we think.

01:50:48.000 --> 01:51:02.000
They are. So I wanted to take notes. now. when I was in a middle school classroom, the district or the school was focusing on 2 column notes.

01:51:02.000 --> 01:51:06.000
It was out of my hands. right it was. Students are going to do 2 column notes.

01:51:06.000 --> 01:51:10.000
We want to have a consistent note taking strategy from class to class.

01:51:10.000 --> 01:51:14.000
It was a middle school decision, awesome still. be flexible.

01:51:14.000 --> 01:51:22.000
About 2 column notes. So it's. like I would teach all of my students how to make digital 2 call notes by having like a table, you know, actually folding the paper.

01:51:22.000 --> 01:51:29.000
But there's no rule about 2 column notes that when you put the question in the left column, you have to write words in the right column.

01:51:29.000 --> 01:51:36.000
You could sketch out the right column right you could you know. Just write a paragraph 3 in the right column, right?

01:51:36.000 --> 01:51:40.000
So it's even thinking about like a lot of people say I don't have a choice.

01:51:40.000 --> 01:51:45.000
There is always a choice. there's always flexibility so I get students settled.

01:51:45.000 --> 01:51:50.000
Some are in groups, some are on their devices some have hard copies, and i'm like, Okay, you're gonna read while you're reading.

01:51:50.000 --> 01:51:55.000
I want you to take notes of everything that you think might be his and humor.

01:51:55.000 --> 01:51:59.000
And then you're gonna decide, is this appropriate is it not appropriate.

01:51:59.000 --> 01:52:02.000
You could technically argue that it's a little bit of both like there's no wrong answer here.

01:52:02.000 --> 01:52:08.000
If you support your answer, they take notes i'm like alright so you all know what the question is.

01:52:08.000 --> 01:52:14.000
The question of which you do have to write a response, because this is actually a writing standard.

01:52:14.000 --> 01:52:19.000
I want you to decide if you are ready to get started.

01:52:19.000 --> 01:52:23.000
If you have an answer you have an opinion. Go, go. okay.

01:52:23.000 --> 01:52:28.000
Start right, and when they start they can write a draft in their notebook.

01:52:28.000 --> 01:52:36.000
They can type it on the chromebook. They can, you know, use any augmentative assistive communication device that they know how to use.

01:52:36.000 --> 01:52:42.000
I always allow kids to put in one ear Bud that came from their device as long as they. I was like.

01:52:42.000 --> 01:52:45.000
Don't do skips I don't want you focusing on the music.

01:52:45.000 --> 01:52:52.000
If the silence is distracting or the pen tapping is distracting, and it's better for you to have music.

01:52:52.000 --> 01:52:55.000
One of your bed don't distract me don't distract anyone else.

01:52:55.000 --> 01:52:59.000
Right. so I have some students who get started go no i'm not gonna waste your time.

01:52:59.000 --> 01:53:05.000
Get going. get cooking, maybe. Okay, some of you are left you're not quite ready to get started.

01:53:05.000 --> 01:53:17.000
How many of you would like to fill out a graphic organizer and have conversations with your classmates, because you're not exactly sure yet what the humor was, or how would you organize your response?

01:53:17.000 --> 01:53:23.000
So you have some options. Here is you can fill out a graphic organizer. I know I have a couple that I would recommend. maybe trying.

01:53:23.000 --> 01:53:36.000
I'll draw one on the board You can recreate it. You want to ask me questions. You're confused about the direction you want to just check in with me, and tell me your idea all good you do you so like just

01:53:36.000 --> 01:53:42.000
think about as a student. I was somebody who wanted to get started, and I was like, Oh, my gosh!

01:53:42.000 --> 01:53:45.000
Why are people still asking questions? we've been sitting here for a half hour?

01:53:45.000 --> 01:53:52.000
And then, if you just say to everyone to get started you have some students that are like, I don't even get the question right.

01:53:52.000 --> 01:53:56.000
So this provides all of these options and choices after a certain amount of time.

01:53:56.000 --> 01:53:59.000
I'm like all right like you're ready go get started you're ready.

01:53:59.000 --> 01:54:10.000
Go get started, you know, and then maybe I have a choice board when they're finished to like, Go back and revise a previous assignment, or maybe start reading or listening to something that we're going to be doing the next?

01:54:10.000 --> 01:54:16.000
Day, but, like what you can see is, I have used this lesson.

01:54:16.000 --> 01:54:22.000
We have red grade, level text. We have taken notes, we have made connections.

01:54:22.000 --> 01:54:26.000
We have prepared for the writing process, and we have created some writing.

01:54:26.000 --> 01:54:41.000
And this is where my differentiated instruction will really begin, because when students turn in their rough drafts, I am going to have to do something different for students who nailed it.

01:54:41.000 --> 01:54:46.000
And first students who did not get it yet. Okay, so we're gonna talk about that in a moment.

01:54:46.000 --> 01:54:51.000
But how did that model lesson incorporate? What really are my firm goal?

01:54:51.000 --> 01:54:56.000
What is it that they have to do? How can I be flexible about the pathways?

01:54:56.000 --> 01:54:59.000
Now again, this is before I even looked at an Ip.

01:54:59.000 --> 01:55:02.000
This is before I had implemented specially designed instruction.

01:55:02.000 --> 01:55:07.000
This is first best design based on what I can predict in an example.

01:55:07.000 --> 01:55:19.000
Classroom. So every student did have access to grade level instruction grade, level materials, and clearly what they produce is going to be different. and then I can be responsive to that.

01:55:19.000 --> 01:55:22.000
But we're not there yet so let's take a couple of minutes here?

01:55:22.000 --> 01:55:27.000
How did that incorporate? What you've learned about like firm goals?

01:55:27.000 --> 01:55:32.000
Flexible means, because I embrace variability because I want students to be expert in their learning.

01:55:32.000 --> 01:55:41.000
I want them to be reflective. I want them to really think about what they need to do to be successful. and then I'm gonna support them with differentiated instruction.

01:55:41.000 --> 01:55:47.000
So we're gonna get to that in a moment so just take 2 min here and reflect on this question.

01:55:47.000 --> 01:56:17.000
How did that lesson show firm goals and flexible means

01:56:19.000 --> 01:56:36.000
Seek. We are always running for the pushing up the hill, searching mother, calling out out again, Never!

01:56:36.000 --> 01:57:06.000
And front of me

01:57:07.000 --> 01:57:18.000
I'll place you teach me scanned

01:57:18.000 --> 01:57:30.000
Jonathan sees

01:57:30.000 --> 01:57:40.000
Substitute, subscribe.

01:57:40.000 --> 01:58:04.000
Feel love away i'm get away from you drive the so where

01:58:04.000 --> 01:58:15.000
9 ransom

01:58:15.000 --> 01:58:32.000
I gave you I could get it

01:58:32.000 --> 01:58:34.000
Okay, we're all faded fast here we're faded fast.

01:58:34.000 --> 01:58:47.000
We're doing great we're kinda we're coming up Okay, So universal design for learning is we start by saying, what really is it that learners have to know?

01:58:47.000 --> 01:58:57.000
And do if we don't really know our standards we're gonna have a really difficult time creating appropriate construct relevant pathways.

01:58:57.000 --> 01:59:03.000
So taking the time to really say, you know what really is it that students have to know here?

01:59:03.000 --> 01:59:07.000
And can I be flexible about the assessment, or what do they have to do?

01:59:07.000 --> 01:59:10.000
And how can I be flexible about the scaffolding required?

01:59:10.000 --> 01:59:19.000
That's going to be really really important. So again taking the time to work with your colleagues to have them choose like what is one standard that's definitely content.

01:59:19.000 --> 01:59:27.000
And how can I maybe do a choice board and what's that It's definitely like a scale, and everyone really does have to learn to do it.

01:59:27.000 --> 01:59:33.000
And how do I break it up and scaffold it so that everyone has an opportunity to be able to work towards that.

01:59:33.000 --> 01:59:41.000
It's all about really thinking about those barriers that would prevent students from learning.

01:59:41.000 --> 01:59:50.000
So when I think about you know i'm gonna have a salad i'm gonna put ranch Oh, wait I can't put ranch because then it would prevent anyone who's bluten free or lactose intolerant or vegan to

01:59:50.000 --> 01:59:59.000
have a salad that's silly so I don't wanna Have that be the only option because then, like a bunch of people are gonna be able to have like a lovely dinner.

01:59:59.000 --> 02:00:09.000
So it's really about flexible pathways for like Is there another way that students could learn this is there another scaffold that students could use?

02:00:09.000 --> 02:00:17.000
Or can I be flexible about how they share what they know? So if we're having students explain the causes of the Civil War?

02:00:17.000 --> 02:00:24.000
Certainly they could make a video or write if we're asking students to write in response to a primary source. document.

02:00:24.000 --> 02:00:32.000
Maybe they can write the rough draft by hand, or use graphic organizers, but, like ultimately, the writing does need to get produced.

02:00:32.000 --> 02:00:36.000
Now again, this is all before we might need to look at specially design instruction.

02:00:36.000 --> 02:00:42.000
But that being said is, we really have to think about formative assessments.

02:00:42.000 --> 02:00:45.000
It differently as an opportunity to differentiate instruction.

02:00:45.000 --> 02:00:55.000
So how on earth are these things different? Universal design For learning is designing instruction to embrace variability.

02:00:55.000 --> 02:01:00.000
So learners have opportunities to reflect and make responsible choices about their learning.

02:01:00.000 --> 02:01:10.000
That being said, high quality learning might not head or we might need to give different feedback to different groups of students.

02:01:10.000 --> 02:01:16.000
But i'm not gonna do that anymore. based on student identity. i'm not gonna do that about what I assume kids can accomplish.

02:01:16.000 --> 02:01:22.000
I'm gonna do it based on what they produce so in a traditional classroom, you might say.

02:01:22.000 --> 02:01:38.000
Now i'm going to pull all of my multilingual learners, and in this scenario I would say these are the 5 students that did not cite any evidence in their argument, and I need to give them a many lesson

02:01:38.000 --> 02:01:51.000
targeted instruction on using textual evidence. and what I used to do is an English teacher. is that I would find out that I had a handful of kids who struggled with that. And then I would give a whole class lesson on it Now think

02:01:51.000 --> 02:01:54.000
about. if you're one of the kids who just nailed citing evidence.

02:01:54.000 --> 02:01:58.000
You're like what am I doing in here like this is so boring.

02:01:58.000 --> 02:02:02.000
And that's when our self regulation is more likely to write down.

02:02:02.000 --> 02:02:11.000
So i'm in a say, Okay, group one today, you know while everyone else is reading or listening, or watching another Ted talk to comparing contest, whatever it happens to be.

02:02:11.000 --> 02:02:18.000
I'm gonna pull 3 different groups for 15 min group one that's who's in it or 2 that's who's in it?

02:02:18.000 --> 02:02:25.000
And it's flexible I am meeting with you because none of you cited textual evidence, and that would make your paper so much stronger.

02:02:25.000 --> 02:02:39.000
I am meeting with you because I noticed something really unique about the way that all of you wrote your response in that you were using a lot of like that parallel construction, and I want you to notice it in each Other's right right it's it's that small group instruction and to accelerate learning

02:02:39.000 --> 02:02:43.000
we have to universally design an instruction, but we also want to differentiate instruction.

02:02:43.000 --> 02:02:51.000
Now this is where it gets confusing, because people will say to me, Okay, Kitty, where does scaffolding live?

02:02:51.000 --> 02:03:00.000
Where would you put scaffolding everywhere right so let's? take a super traditional lesson before learning about universal design for learning?

02:03:00.000 --> 02:03:05.000
When I was in high school, and I had absolutely no options, no choices.

02:03:05.000 --> 02:03:11.000
A teacher might say, we're all gonna write an essay take out your notebooks.

02:03:11.000 --> 02:03:15.000
Everyone has to fill out this graphic organizer. First Right?

02:03:15.000 --> 02:03:20.000
That is, a scaffold used in traditional instruction and universal design.

02:03:20.000 --> 02:03:32.000
I might say many of you will struggle to organize your writing, and so i'm going to teach you about 3 different common graphic organizers that are used, and we're going to practice with them for a couple of weeks and then i'm

02:03:32.000 --> 02:03:38.000
going to allow you to determine if you would rather fill out a graphic organizer or completely an outline.

02:03:38.000 --> 02:03:40.000
And we're gonna kind of reflect on how that works.

02:03:40.000 --> 02:03:47.000
But I want you to have a plan for organizing your writing so it's more efficient for you to produce your writing.

02:03:47.000 --> 02:03:57.000
Okay, now, in differentiated instruction, I might say these 6 kids the organization of the writing And so i'm going to pull them.

02:03:57.000 --> 02:04:04.000
And i'm gonna say I am not exactly sure what your process was for organizing the writing.

02:04:04.000 --> 02:04:08.000
But this would be so much stronger if it was like organized a little more clearly.

02:04:08.000 --> 02:04:11.000
So together we're all gonna fill out this graphic organizer.

02:04:11.000 --> 02:04:22.000
We're gonna like give each other feedback on our transitions And then you're gonna go as a group and you're gonna revise that's differentiated instruction I can also universally design differentiated.

02:04:22.000 --> 02:04:26.000
Instruction by pulling the 5 or 6 kids who didn't organize it.

02:04:26.000 --> 02:04:30.000
And I could say, Okay, everyone, you all have to fill out a graphic organizer.

02:04:30.000 --> 02:04:34.000
Would you rather fill out this one, or would you rather fill out this one?

02:04:34.000 --> 02:04:48.000
So people are like we're in the matrix because scaffolding doesn't live anywhere, so a lot of people say that they already know these strategies just because you have sentence stems doesn't mean you're universally designing

02:04:48.000 --> 02:05:00.000
just because you have audiobooks doesn't mean you're universally designing right. it's not the strategy. It's the framework for how we use it. and this goes back to the original 3 things If we

02:05:00.000 --> 02:05:05.000
embrace, especially intra personal variability, and how kids needs change.

02:05:05.000 --> 02:05:11.000
If we spend more time unpacking our standards than thinking about what really is it that kids have to know and do so?

02:05:11.000 --> 02:05:16.000
They can be successful in life, or they can be successful on these ridiculous and accessible tests. Right?

02:05:16.000 --> 02:05:23.000
If we really thinking about that. there's always ways to say there's actually lots of ways to do this There's actually lots of different tools.

02:05:23.000 --> 02:05:31.000
There's lots of different strategies which ones work for you so you can be as successful as possible. and when I see evidence that you're not making that progress.

02:05:31.000 --> 02:05:44.000
I'm going to be responsive, to you but I value expert learning, and not that i'm always going to give you the opportunities to try to make those decisions, and as you become more self-aware, and as you become more

02:05:44.000 --> 02:05:55.000
purposeful. and as we create a community where it's more comfortable to choose what you need, you're going to become more expert in yourself. And then, when you go off to college or work, or whatever the heck you're going in

02:05:55.000 --> 02:05:59.000
life. You're gonna have a better sense of what you need to do to be successful.

02:05:59.000 --> 02:06:14.000
So when we think about Udl. we think about it as a framework that would allow us to include more students, it allows us to give more students opportunities to get what they need. and that's What equity.

02:06:14.000 --> 02:06:22.000
Is all about. It also allows more kids to become expert in their learning, and certainly we can't snap our fingers and make this happen overnight.

02:06:22.000 --> 02:06:32.000
But this is a process of which we can help students to grow So what we're gonna do here is we're gonna do one final breakout room, one final check in with each other and again.

02:06:32.000 --> 02:06:44.000
We're gonna do the 7 min and Then after the 7 min. We'll just leave the last 5 min here for you to fill out a feedback form, because Wasa does use your feedback for their program evaluation for the powers

02:06:44.000 --> 02:06:59.000
that be at the State who fund said project so if you could just take 7 min here. You know how the breakout goes conversation in person, exploring the resources, if that is not supporting your learning to have a conversation, and i'll open those up for

02:06:59.000 --> 02:07:12.000
7 min, and then you'll just have a quick opportunity to fill out that feedback form before you go on your beautiful day.