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Katie Novak: And in the chat I'm. Going to make sure that you have a copy of the um the link to the same thing that we've been using the whole time here, which is just the the was a catch up link, and there'll be a presentation today and um feel free to make a copy of it, and then, of course, I will post the um the recording as soon as it is done. So let me make sure that you have this really quickly, and then we will just dive in. So as we go on today. This is all about universal design for a learning.

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Katie Novak: 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 met the goal. And so a part of this is recognizing the really significant barriers of one size, fits all the design,

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Katie Novak: understanding what universal design for learning is, and really thinking about not only your own practice as a leader or an educator. But all 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 prevent or eliminate. Barriers may not be authentic for students, and may not allow them to really build agency as learners. So we're going to talk a lot about that.

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Katie Novak: And then I want you to again, Really, think about your current practices, and how you can improve accessibility, inclusivity, and of course, engagement through these practices. So we're going to start off as always, with some welcoming activities. And this is going to have us really think about the importance of having a space that works for you. And this is a video that was on Youtube, and this gentleman is going to imitate very common ways

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Katie Novak: that people come into work. So you're going to watch this little clip, and you're going to think about on a typical day when you show up at work. What type of person are you? And certainly we are different all of the time because of this intra personal variability. But there is one of these that definitely is more like me than others. So we're going to watch this, and then i'm going to ask you to reflect and think about

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Katie Novak: what type of person are you generally as you're rolling into work in the morning.

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Katie Novak: Good morning.

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Katie Novak: Good morning. Good morning.

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Katie Novak: I am so sorry I'm like I had the problem with it. It would not happen again. I am better than that, so i'm late again. Look at that.

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Katie Novak: And what i'm Here, head up. You are.

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Katie Novak: Okay. You spend more time with me than anyone. What type of person am I

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MisterSwiff: um, i'm going to say,

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MisterSwiff: Well,

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MisterSwiff: you you are the an energetic person. If if we were in real life I would say, you don't bring too much stuff you just directly to the point. So yeah, I am the classic morning person i'm like, hey? Good morning, Good morning, And people are like, Oh, you're gross. Um, no, because I I probably should carry stuff with me, 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, and really think about what conditions you need to throw

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Katie Novak: when you come to work like some of you might come in and be like. I just need people to leave me alone. I have to settle into the morning. Some people might be like. I have to have my cup of coffee right? I come in and i'm like, Yeah, but you can, of course, write some notes in the chat 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! I feel seen. I am the person that carries too much stuff. So Swivel, give us two minutes of music, and then we'll really dive into this.

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What about work, work, work, work, work, work, work, work, work, work, work, work, work, work, work, work, work, work, work, work, work, work, work to me, every work, work, work, work work

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on it,

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you

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you

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on it!

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You

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dream so big and loud I jump so high I touch the clouds, walk up!

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Oh, oh,

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please don't wake me now,

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you

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I

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it's a beautiful day.

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The

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the heart is a blue.

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Katie Novak: So, as always, you have a copy of this presentation, so feel free to share that video. It's a great way to start a meeting. I laugh so hard because um my colleague um at Novak education is my sister. She's the chief operating officer, and i'm the morning person. She's the resting which face person, and so like when we get on a call first thing in the morning. I'm like, Hey, Linda, what's up, Sissy? And she's like,

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Katie Novak: What are we? What What do you need me for? 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 one that is decidedly not 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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Katie Novak: Sorry i'm very sorry about that. Just just trying to put the juice boxes away. So what we just did there is actually a social and emotional learning activity, and some people think of those as like really pointless icebreakers. 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 another. And so there was this huge shift. If you worked with me last year I talked about this last year, but I think it's important to

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Katie Novak: kind of reiterate, and I also think it's important that you take these slides, and you share that with everyone in your district, because a lot of people think of social, emotional learning as being a curriculum. It's something that you have to purchase, and if you don't have an advisory block, or you don't have a morning meeting, and if someone doesn't give you curriculum, then you can't possibly teach social and emotional learning, and I've heard from so many educators who will say things like I'm not a therapist. I don't have time to do this,

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Katie Novak: and so Castle really acknowledged castle is the center for social and emotional learning,

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Katie Novak: the importance of creating a climate 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're different, so anything we can do where we can share a part of ourselves, and people are different from us. It helps us to build a perspective, but it's also about building these relationships. And so Castle talks about. There are three really critical things that should happen

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in every single learning, environment, every meeting,

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Katie Novak: every personal development, session, every single class, every single day, which is starting with a couple of minutes welcoming and inclusion activity, I am so happy you're 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, there's some sort of

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Katie Novak: thank you for coming. I'm so happy you're here. Let's just take a minute and connect.

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Katie Novak: 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 every ten minutes there is an engagement strategy. So we're going to do things like polls and chats and opportunities to join breakout rooms. But what it's doing is, it's giving you time to be more reflective, to be more self aware. It's giving you time to make a decision about how do you want to reflect on your learning,

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Katie Novak: but it's also about building relationship with one another. It's about saying that we're coming from this work in different places. So what happened last year? This was December of two thousand and twenty one, where Castle updated their visual blueprint.

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Katie Novak: What you'll notice here on the left is that there is a talk of an sl curriculum and instruction right? And so if Sl is something that requires a curriculum, and you as a district leader, Don't, buy me, said curriculum. Then I don't have to do it right.

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Katie Novak: I don't have sel curriculum, and the shift was, You have to create a climate that allows people to be more self aware to listen to their peers, to build that social awareness which is about empathy and perspective. Taking

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Katie Novak: 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 relationship with one another. And so any classroom that is universally designed. Where you're giving students options and choices, is giving them opportunities to be self reflective is providing them with opportunities to make really responsible decisions. So when you can universally design a classroom, and then also in court

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Katie Novak: those three signature practices which is a welcoming activity. Lots of opportunities for learners to connect throughout the learning experience. And then at the end, like, Okay, let's reflect on what we accomplished today.

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Katie Novak: People can actually create this. Really, really, you know this this environment. It's really conducive to a community,

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Katie Novak: and we have to do this in schools as well. So that is why we do this. Now, I want to make a really explicit connection here between social, emotional learning and student agency, because these are going to be really important in a universally designed classroom. So we started off, saying, We have to make all these changes, so that all students have access to first, best instruction that meets their needs academically and behaviorally and socially and emotionally to do that, we have to move away from just expecting everyone to do the same exact thing

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Katie Novak: 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 good choices. Now we have to be asset based and say that potentially students know how to make Don't know how to make a decisions yet, because they've never had an opportunity to actually make decisions about their learning. So in some ways they really don't know what's going to work best for them, but I would argue that much more often they do.

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Katie Novak: You know what's best for them, but they're not making the responsible decision to do it because the lack of self regulation. So we're going to talk about what that means. And then again, 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 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,

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Katie Novak: and I want you to connect with one another and share what you think is going to be the best thing for you, and I want you to really try to make a responsible decision. And at the end of this we're going to reflect on. If your decision was responsible or not.

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Katie Novak: So what agency is is four different things. The first is self awareness. It's being really intentional about making a decision based on what I know about myself. Now, adults, just as students, myself included very much struggle with this so ready

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Katie Novak: 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 need to really engage in this session. Right now. I know as the learner keep my camera on. Put my phone away.

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Katie Novak: Really, really make an effort to get rid of all distractions. Put a No on my office door. 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, I would tell you. I need to turn off the notifications on my watch I need to put. Do not disturb on my computer. I need a notebook where I can take notes right next to me, Right? I need all of this.

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Katie Novak: Why? Because we have forethought, and I say, if I have my phone in front of me, and it gives me a notification. I know that I will get distracted

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Katie Novak: if I turn my camera off. I know I will be lasting it. I know this about myself right. I have really good self awareness, and I have really good forethought. The issue is, if I don't have good self-regulation, which means I do not deploy the strategies that I know I need to deploy,

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Katie Novak: and we are sometimes so critical about students. But as adult learners, we honestly do the same thing a lot right? And I I don't There's no shame or blame or judgment. I do it all of the time, and it's like students are making responsible decisions, And I say that as I'm like doing online shopping on my phone while i'm on a webinar.

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Katie Novak: And it's like, Oh, my gosh! So when we create this environment and we slow it down right. And we say, listen, like you have these options and choices. 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,

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Katie Novak: and we have to do that with students as well, and it's not a perfect science, and it's not about getting it right every time it's about growth. So at the end of this, then we become more reflective. And we say, Okay, how did the choices that you made today really serve your learning? And what would you do differently the next time?

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Katie Novak: 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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Katie Novak: It's not. It's just knowing the thing that you should do, and not committing to that thing. And sometimes it truly is about like an impulsive emotional response, but it's often just about it. It would be harder to do it that way, and I don't want to do it that way right? So How do we then

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Katie Novak: bring that together with our staff members? Right? 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 distracted they don't take, make really good decisions about their learning. But I could walk around the faculty meeting, and 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 empathy for what students are struggling with because it's really hard to be self regulated

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Katie Novak: in this space is specially when your mood is like. I'm not feeling so hot. I'm not feeling super pleasant. And so I love this conversation with staff. So when we talk about these three signature practices, we're not only saying we need to connect, we need to be reflective. We need to think about our choices, but it's also this huge opportunity to talk about self regulation. So my daughter, who has some pretty significant support, needs, can tell you exactly what she should do

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in any situation.

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Katie Novak: Right, any of you, for a speech language pathologist. And you're working on pragmatic language. And you say to my daughter, if someone took something out of your hand, what would you do?

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Katie Novak: 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 takes something out of her hand, and she like pop some,

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Katie Novak: and it's like she is self-aware,

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Katie Novak: and she is incredibly reflective, and she has forethought if she lacks the self regulation. So I find that so flipping, fascinating. So let's take two minutes here, and you have a couple of options. You could take notes. You could put that in the chat that we can see, or you can just take. I love taking notes on paper. You can have a conversation with your colleagues. You can post on social media. But I also in that back channel, put in a link to um that three signature practices guidebook, which you, if you're not

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Katie Novak: familiar with it, might want to poke around in a couple of minutes. So just kind of let us know your thoughts or 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, feel about mood, then some people are like, I don't have time for this. But if we don't make time to help students make responsible decisions and manage themselves in our classroom, our work is so much harder as educators. So two minutes here to reflect

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you.

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If you ever find yourself stuck in the men who love to see

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to find you,

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if you ever find yourself lost in the dog, and you can't see

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to you

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what we're.

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MisterSwiff: Well, we are called to help our friends in me. You can't count on me. One, two, three, I'll be dead

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because that's what friends are supposed to do again.

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MisterSwiff: all right.

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Katie Novak: So in a universally design classroom. We recognize what are some of the barriers that prevent students from learning at high levels,

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Katie Novak: and you know, in addition to accessibility barriers that we can predict, like some students are not decoding at grade level yet, or some students are multilingual learners. You know. We know that some students have support needs Another barrier of implementing Udl is that maybe students aren't making the most responsible decisions yet, but that is even more reason to have them continually make decisions. That is not our reason not to provide them with options and choices. Is it?

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Katie Novak: It's something that they're maybe not feeling really strong about yet, and so they need more opportunities to practice, and we can do that in a way where we're saying, What are you going to choose, and why? What do you think the most responsible thing for you to do is why,

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Katie Novak: recognizing that it might be hard. What are you going to do if you find yourself getting off track,

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Katie Novak: and then at the end, we can say, how did that decision work for you today? And I don't think there's enough of that in universal design classrooms. So the lack of the social emotional climate prevents students from learning at really high levels when we provide them with options and spaces. So building that climate is a really really important step for being able to effectively, universally design a classroom. Now, when we talk about universal design for learning, we're talking about some really significant

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Katie Novak: and 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 same way, and that can be really really scary for people. 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. And so we did talk about complex change in our first session. But Let's talk about just

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Katie Novak: the personal stages that people go through as we talk about. We are now going to universally design instruction,

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Katie Novak: and so some people have no awareness of what universal design for learning is. And so when you start talking about Udl, there are some people who are like, What is it they just have never. They haven't heard of it yet,

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Katie Novak: and some people have heard of Udl. 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 it is, but it's like will tell me everything that I need to know about it. I kinda know what udl is, but like, there's this information stage.

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Katie Novak: Now, once people understand what Udl actually is, right, they start going. Okay, so I kind of get what it is, but like, what does that mean for me?

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Katie Novak: What am I supposed to do as the temporary pe teacher? As the speech and language pathologist as the second grade teacher. 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. I want to see what it looks like in science. I want to see what it looks like with this curriculum, right? It's very, very natural to go. Okay, understand the big picture. And now I want to know how it translates to my practice.

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Katie Novak: 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 this is why I really hesitate to show people model lessons of Udl,

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Katie Novak: because they understand what it is, and they say, I want to see what it looks like in my practice, and if I were to share this is what I would do with that lesson. This is how I would universally design it.

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Katie Novak: You are looking at an example of something that took me fifteen years to figure out how to do, and that would be like if you said, Oh, I want to learn how to play basketball, and then it's like, Okay, cool. Here's a video of Lebron James, do it, and you're like, but I I I I can't do that

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Katie Novak: right, and it's like There's no way I can manage that. It's like Well, the Prong J. Didn't start there, Lebron James started by picking up a basketball and dribbling it right? 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, you don't snap your fingers and turn a traditional lesson into that

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Katie Novak: right? So when people go, how do I manage it? We have to help people to decide where they're going to start,

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Katie Novak: and I feel like sometimes when I share a lesson. It like pits people in this downward spiral where they start going. I'll never have the time to do that I would never be in it like

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Katie Novak: you have to start somewhere, And so we're going to talk about some ways that people can start now with people are in freak out mode. Then they start going. What if I don't even do it? What if I don't do it now? There's a naughty What if I don't do it? And there is like, What if I don't do it? It's like, What if I can take it on the much more important question for me is, what happens if I do

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Katie Novak: right like what happens? If you do,

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Katie Novak: Kids are more engaged. You do actually way less work in the long run right? Um. Because students are taking responsibility for their learning. You have deeper relationships with kids. They're absolutely more engaged. They're learning increases. But like people, Aren't going to believe me, and they're not going to believe a couple of research studies. They need to see it in your school. You need early adopters period and a story. So when people say what happens if I implement it, Sandy down the hall like you.

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Katie Novak: Oh, I can show you.

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Katie Novak: Come into my class, and people are like.

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Katie Novak: Oh, my word like that's amazing. If we can get them over that hump right, then it's like, How do we do this together. That's when you leverage your plc's, your instructional rounds, your classroom visits, and then ultimately, how do we make this better for us? 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

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Katie Novak: in this concerns based adoption model. So we'll give you about a minute to look at your options and then choose. Where are the majority of your colleagues, as it relates to universal design for learning

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MisterSwiff: is a little song I wrote. You might want to sing it, not for not Don't worry to be happy,

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Katie Novak: so you can see that. Um. Many of your schools and districts are in the very, very early stages where people don't know what universal design for learning is, 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. 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.

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Katie Novak: What do we mean when we're talking about universal design for learning? So, having some professional development to build that awareness to build that information. 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 going to try this in science, or how are we going to try this in nursing? So on 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. If you know about this as an education,

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Katie Novak: because we've all gone through this like you're asking for a tremendous amount of change. I don't know if I can take all this on, and we need to be more clear about. We're not asking you to make all of these changes overnight. So I learned to ski when I was thirty-nine,

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Katie Novak: and if you had said to me at thirty-nine, i'm, like, I have to learn how to ski all my kids are learning to ski like. I just want to know how to see. Can you just show me a video?

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Katie Novak: And then you show me a video of Bode Miller, who is like arguably, one of the greatest gears of all time. I would look at it, and I would say, I can't do that

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Katie Novak: like if that's skiing, I can't do it.

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Katie Novak: And yet when I present about udl people always say I want a lesson,

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Katie Novak: 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 some of the barriers that students are facing. And how can you begin to provide flexibility, so that more students have opportunities to be self aware, to make responsible decisions, to reflect on those decisions, and then every single time to make decisions that are a little more responsible.

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Katie Novak: So, before we really dive in, I want to ask you, Why is it so helpful to understand

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Katie Novak: the concerns based adoption stages? As you are really trying to make the district more inclusive? Because, like we've already talked about. You're making changes with Mtss. And that brings changes with scheduling and curriculum adoption and leadership. And now you're like. Oh, also, by the way, you're all going to universally design.

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Katie Novak: People are drowning. They're like. Oh, my gosh! I can't possibly take this on, and so helping people to know that you're feeling overwhelmed is perfectly natural. You questioning what this looks like in your third grade classroom is perfectly natural. We're going to come up with those answers together, and the expectation is not that you become an expert in this overnight? That would be unreasonable, That doesn't honor learning. And so we're going to lean into learning about this together. The first thing we're going to do is learn what it is,

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Katie Novak: learn what it means for us, learn how we can manage it, and then we start sharing that with each other. So you know What I want you to do now is ideally we would have everybody join um Some sort of small group discussion, and I can see, like Jeff Brown. I can see there's already like a bunch of people in that room together. Of course that discussion needs to happen in person. So I just want to give you the opportunity to join a breakout room if you're not with anyone,

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Katie Novak: and again going back to agency here is like what is like a really good way for you to connect with other people. So again, I can see some of you are already with someone in your office. That's fantastic. Otherwise we're gonna do a five minute breakout room, and the way that i'm gonna open them up is just simply Um. Let's see. Okay, The only way that I can put you in a breakout room to the easiest way. Rather, It's not the only way. The easiest way is just to set up a breakout room where I

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Katie Novak: 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 that participants choose the room, and then, if you just let me know in the chat, what you want, the rooms to say so. Room One: i'm gonna put a Psd.

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Katie Novak: And then room two. Let's see. Rochester, Sure thing.

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Katie Novak: Okay, yeah, this is the easiest way to do it. I love it. We're cooking with gas. Ferndale. Nice! Keep it coming. Keep it coming

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Katie Novak: all right. Osd.

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Katie Novak: Wonderful! I got all those. Okay I have.

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Katie Novak: I have Psd. Rochester, Ce. Rsd. Ferndale, Osd, and then i'll just put like a couple of rooms because some of you might just be here by yourselves, even though I got you.

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Katie Novak: Voila! I got you

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Katie Novak: okay,

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Katie Novak: perfect. Let me know if there's any others, and I can easily put that together,

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Katie Novak: so we'll just do five minutes for this first check in, and if you like, love the breakout rooms the next one, we can make them longer, especially if you're having an opportunity to talk with colleagues. So after we do this first one i'll check in on was the time too short, and if so, we can just extend it out the next ones. So i'm gonna do a five minute one here. If you are not in one of the districts that is named, you can just join one of the regular rooms, so there's a a room Um, eight, nine, and ten that are just open, and anyone can go into them, so you.

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You can join the rooms yourself. Dive into the one that makes the most sense, and i'll see you back in five minutes.

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I know

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what you!

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you, the

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it was the

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people dancing

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a man

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singing Italian.

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I

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and I've been waiting such a long time.

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MisterSwiff: Do you hear me? I'm talking to you

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MisterSwiff: across the water, across the deep blue ocean under the open sky. Oh, my baby, i'm trying boy, here

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MisterSwiff: in my tree. It's a fearful whisper across the sea. I keep you with me in my heart.

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You make it easier when life gets hard. Lucky I'm in love with my best friend. Lucky to have been, but I have been lucky to be coming home again.

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we have stayed. Lucky to become it home. Someday

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it now

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the

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you,

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MisterSwiff: in fact, as cold as hell,

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and there's no one there

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to raise them

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if you did,

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you,

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MisterSwiff: and on the sides I don't understand

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MisterSwiff: closing the breakout rooms in five seconds, and then everybody in the virtual breakout rooms will come back in, and then we will get cook in. So here we go to about ten more seconds with

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you,

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MisterSwiff: okay.

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Katie Novak: It's gonna be a long, long time. Okay, Here we go, Paul, real quick. I want to know if we need more time and breakouts. And uh, again we did five minutes. But I always find that when you're with your team and not mixed team people often want a little bit more time, so I just want to check in, and we can adapt as necessary. So quick minute. Here, just let me know if you would prefer to extend it to ten minutes or fifteen minutes, or you think it's fine the way it is, or if it's too long, here we go.

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MisterSwiff: You.

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MisterSwiff: I feel you touch me in the bowl and rain,

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and the moment that you wonder around me I want to pin you in my eyes again,

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MisterSwiff: you to

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you.

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Katie Novak: 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 ten minutes, as they said, to keep it at five minutes. This is what's so typical and beautiful and amazing about universal design for learning is that you know as instructors. It's like. Oh, gosh! How do I provide both the five minute breakout room and the Ten Minute Breakout Room,

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Katie Novak: And

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Katie Novak: what i'm thinking is is that potentially what might work is if it is ten minutes. But if you are in a group where you say, you know, five minutes is good. We could spend a lot of time together already. Then you could maybe all like, leave your breakout room after five minutes, and, you know, explore potentially some of the resources, or take a quick break, but um given that it's like. So in the middle i'll probably do like a ten minute, and then the next one i'll go back to a five minute,

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Katie Novak: and then know that if you're in a ten minute, and 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. You could absolutely, I encourage you to say to your colleagues,

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Katie Novak: 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. So. Um! You know if anyone has any better ideas than that, Please, please. Oh, I like that. We have a seven minute one that's so funny that my brain didn't go there at all.

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Katie Novak: It didn't go there, and that's like such an interesting perspective that I didn't consider averaging it out. But now I love that, and now I want to steal it. So for the next one we're gonna try seven and see how seven goes. And then again, that's a great idea. Thank you so much

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Katie Novak: so let's dive in. What is everything that you need to know about universal design for learning. If you are here as a professional development provider. Please feel free to take this and make it your own start, taking notes potentially on making a copy of the slides. Um, as i'm talking because you might want to take notes for yourself. Of how could I use this in a faculty meeting, or I don't want to forget what to say about this so feel free to make a copy of that again. And you do you? I'm going to put that

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Katie Novak: that link in one more time for you,

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Katie Novak: and then again feel free to use it. Also 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

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Katie Novak: so traditionally. Let me talk about Udl and its origins, because it might help to address some of the misconceptions about what universal design is. The first thing is that universal design is originally a concept in architecture. So an architect name Ron Mace, was charged with ensuring that at Federal buildings after Vietnam could be accessible to all of the veterans that we're coming back, and we're in wheelchair

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Katie Novak: shares, and had like mobility, challenges and things like that. 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. And he basically said that we know that stairs exclude a lot of people, not just people who might have like mobility challenges, but like what if you have like a really heavy suitcase, or what if you're your mom with a stroller, or sometimes it's really contextual.

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Katie Novak: 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, 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

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Katie Novak: there was never, It was never designed otherwise. And so we talked about how we have to universally design build things so anyone can get into them. 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.

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Katie Novak: So in the nineteen nineties there was four professors at Harvard University, and they started something called the Spanner. The Senator for applied special technologies cast. They just go by cast 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?

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Katie Novak: So all students who have really significant support needs are able to get into a class and learn and share what they know.

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Katie Novak: So they did a lot of original research on things like screen readers, and how your eyes can move, and you can actually create text with eye movements. And that was what their research was. So they started in this realm of like really significant needs and special education and assistive technology, and they've had a really hard time shaking that. 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 in the nineties,

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Katie Novak: and then they go. Oh, udl no, I do general education,

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Katie Novak: and it's like Nope, because universal design has evolved, because what Ron May's noticed is when they put in ramps. Tons of people use them that 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? 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

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Katie Novak: 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 for everyone.

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Katie Novak: 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. Everyone can learn, and everyone can share their learning.

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Katie Novak: So imagine, like this building where we're thinking about ramps and elevators. What are our ramps and elevators in our lesson design. And to do that we have to think about three things. The first is that students are different from one another. They're unique. But every student is actually always changing their dynamic

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Katie Novak: and the traditional education space had us as educators making a lot of decisions for students which did recognize the variability between them, but not within each child. Because what a child needs is different

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Katie Novak: day to day. And if we're always saying, this is what I know you need. Number one. We're probably not going to get it right a lot of the times, and we're soft. 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 is, we understand variability. We know that lots of people need to get into classrooms. Multilingual learners, students who are significantly above grade level. Students have some support needs. We have different students

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Katie Novak: when we're talking about linguistically and culturally. Now, that being said, we all have the same goal,

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Katie Novak: right? So it's not about having different expectations. It's saying, this is the goal. The goal does not move. You might have different access and entry points, but we're all working towards this goal.

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Katie Novak: And

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Katie Novak: 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 expert learning. Expert learning is students who are self aware,

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Katie Novak: self regulated, make responsible decisions, and expert learner has strong social and emotional competencies

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Katie Novak: which allow them to make responsible decisions about how they learn the scaffolds they need, and how they share their learning. It's about advocating for the support you need. It's about advocating for feedback. You cannot universally design a classroom without a culture of social and emotional learning,

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Katie Novak: because continuing just to give students options and not thinking about. What is the barrier that's preventing success? 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 growth. This is a huge shift,

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Katie Novak: because teachers who often say, i'm already doing this,

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Katie Novak: I absolutely believe, are providing some students with options and choices. However, those options and choices are not allowing students to have been historically excluded to enter into a classroom space.

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Katie Novak: So we're going to talk a little bit more about that. 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.

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Katie Novak: Given that we have to believe that all students can work towards great level standards. But if we're going to 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 begin to reflect,

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Katie Novak: to think about their pathways, and to make choices about how they're going to move forward, and then we provide them with feedback.

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Katie Novak: 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, right? So any online shopping space has so many options and choices, it's ridiculous, right? So if I wanted to buy a lamp, and I go to target. I can choose the number of lamps I want. I can choose like to view it in my own space. I can buy it with a light bulb. I can pick it up right. So what this is is target is recognizing.

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Katie Novak: 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. They're not gonna have the same sales. So when you look at this right? What does Target really do? They start off and say, what really is our goal?

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Katie Novak: We need a ton of people to buy this lamp. Their goal is sales.

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Katie Novak: This is about more people purchasing, and that's their goal. And so they start to say, Gosh!

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Katie Novak: Who would be excluded from buying this lamp. If we didn't provide all these options and spaces right. Some people don't live near a target, so we have to offer delivery. Some people are not going to buy it, because they simply don't know exactly what it looks like in their space. So we want to make sure that we're providing um an option to upload a picture of your room and look at the lamp. Some people won't Buy it because they're like. I'm not exactly sure What like Paul that's going to use. I don't want to get it, and then not have the right stuff right? So what do they do?

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Katie Novak: They provide us with these flexible pathways. Now here is the thing. Here is the distinction. If you're taking notes, take these notes.

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Katie Novak: What is necessary for some is provided to all of us.

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Katie Novak: The delivery option at Target was not meant for those of you who live five minutes away from a target,

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Katie Novak: but you can still use it, and too often I see teachers go. I already do this. I offer a translation for students who are English language learners. I offer an audio for students who are reading below grade level. That's not universal design for learning.

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Katie Novak: Universal design for learning is saying. I can predict that some students are going to need a translation. So i'm going to make sure that all of my students know how to translate text if they need to build background knowledge. I'm going to have all of them try it out, experience it, see how to do it. And then, when I provide that option and choice, i'm going to provide that option to everyone and say, What do you need to do today?

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Katie Novak: That really challenges you as a learner that supports you as a learner. Tell me what you're choosing, and why you're choosing it. And over time kids will get better at that. So when we see examples like this, we go. Oh, okay, this makes so much sense. We think about what is the goal. We recognize the variability and the potential barriers. And then we provide these pathways.

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Katie Novak: So sometimes people go. Well, students don't know what they want. Okay, So you got a Goldilocks That a little bit right? Let's say that you want to give students three different options to take notes, and they have never ever taken notes.

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Katie Novak: You can't just be like all right, everyone. So i'm gonna do like a little lecture, and you can either do two column notes, or you can do sketch notes, or you can do a digital note picture, and they're all looking at you like this.

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Katie Novak: What?

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Katie Novak: So you say, Okay, This week we're all going to take two column notes, and we're really going to think about like, Does this serve your learning Now, even with two column notes. You can take it digitally, or you can take it in a hard copy. You can do like a combination of sketch noting. Let's really take the time to explore this, and I used to call, you know. Thank you, bye, because, as you remember, Goldilocks tries like one porridge, and it's like not too hot. Another port. It's too cold. But she tried him. She gave them all,

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Katie Novak: and we just need our students to explore what their options are, to try different things, and then to really reflect. How are you going to challenge yourself now? 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. We are not

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Katie Novak: preparing students for college. We are preparing students to get in to college. Last year twenty-nine point one of freshmen dropped out

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Katie Novak: we're not preparing students for college.

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Katie Novak: We are getting them into college, of which one and three of them in the first year can't finished, because they lack the ability to make responsible decisions about their learning. They don't yet have the ability to challenge themselves to seek out the support they need, because they have spent so much time just depending on us to provide us them with that

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Katie Novak: right? And so it's like There's so much value of having all students together, because you can say, listen. These are light skills. I want you to know how to challenge yourself right. And so we have to do a little Goldilocks.

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Katie Novak: So expert learners are always saying what really is my goal here, and let me try out these strategies right? So they're purposeful. What is my goal? They're resourceful. Let's see what I have available and their strategic. This is the one that i'm going to choose, because I have the forethought to recognize that this will help me to be successful, and i'm going to make sure that I stick with it. And then, when i'm done, I'm. Going to monitor my progress and reflect,

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Katie Novak: and to continue to make decisions that serve my learning. This is what successful people do,

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Katie Novak: and we can do it when kids are in preschool, and we can do it all the way up until kids are in their ap classes, and we could do it with adult learning. But think about this fairy tale of trying out different things and saying, Yeah, this is the one for me. Here we go two minutes.

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It

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it's a

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There's a new me coming out, and I

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I

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on a

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i'm completely positive.

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Think this time around.

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I'm gonna do it like you never knew it.

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I'll make it through,

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and that

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I want to.

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I got to

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It's

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a man walks down the street, he says, Why am I soft in the middle now? Why am I soft in the middle of the rest of my life is so hard I need a photo opportunity. I want to shot a redemption. Don't want to end up a car to in a cartoon.

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MisterSwiff: I can call you ready, Betty, when you call me

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a man walks down the street, he says, What?

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MisterSwiff: All right?

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Katie Novak: My God,

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Katie Novak: I love love, love! The comments in the chat. It's right on and again use these analogies, take the slide, share them with your colleagues, because so much of it is just this assumption of like, How is me giving choices to students is going to really increase their learning. I mean, if you don't take the time to do the self reflection to give feedback, it it probably Won't:

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Katie Novak: right. We have to create this climate in this community and just 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 going to go back here just a pinch, because Target doesn't assume they're going to get it right all the first time, and I mean they have billions of dollars, probably in marketing is. Look at this right here.

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Katie Novak: Help us to improve this page.

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Katie Novak: So target doesn't only provide us choice. Is they actually encourage us to share our voice. And this is a big part of the universities in my classroom as well. It's not only about providing the options and choices, but the end saying like, How did these options and choices serve your learning? Help me improve my practice. Let me know what you need that I might not provide. 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,

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Katie Novak: I need to ask our colleagues so as a general education teacher, if I had an opportunity to be in a Plc. With a special education teacher or an English learner, teacher or an adjustment counselor. And I say, Okay, here's my lessons. Here's the barriers that I had anticipated. These are the options and choices that I provided. Help me improve this

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Katie Novak: right. What option the choices of 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.

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Katie Novak: So what 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.

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Katie Novak: 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 seven minute timer, so i'm just gonna drag it forward. So we have seven minutes. But you're gonna take ten minutes, and on your own

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Katie Novak: 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. And then there's also a couple of videos, all of which are really short, and that way you can get through them. We're not going to play music during this ten minutes, simply because there are three videos that we want to encourage you to see. So what you can see here is that that you deal in flow chart did not link for English. So let me find that for you.

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Katie Novak: So go through those and you're just gonna peak and kind of start looking at some of these resources, so you can create kind of a better um understanding of what universal design for learning is, and what are some of the practices. And what are some of the guidelines? So again, feel free to dive into all of those things right there. I'm. Going to make sure that you have that in the chat. And then, you know, if for some reason you don't all have a device on you, you can extend your conversation from before.

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Katie Novak: Here we go. But I'm going to give you ten minutes for you to

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Katie Novak: explore multiple resources right? 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? They're also all really really short. They're all like one page or two minutes, so you could easily incorporate these into meeting structures. So let's put on ten minutes Swift. You can go stretch when we come back from this ten minutes We'll do a seven minute breakout room, and then we'll actually take a ten minute break,

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Katie Novak: because that's our halfway point. So let's explore, then connect, then take a little break. So ten minutes here feel free to ask me any questions. I'll monitor the chat the whole time, and enjoy your exploration.

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Katie Novak: This is gonna seem ridiculous, but I swear there's a method to my madness here, so

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Katie Novak: welcome back it is. Let's see ten. Ten. We're gonna go until about twenty, five past uh eleven until we get about an hour again, hour and ten minutes. But when I travel paying,

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Katie Novak: there were so many things that I saw that made it like so accessible to so many different people, because they really had thought about what are some potential barriers? And how do you eliminate those barriers through design, and the bathrooms in the Japanese University that I presented were like the most beautiful example of the thinking required in universal design that I have like ever experienced. And so one of the things that I know as just a mom is like one of my children will not go to the

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Katie Novak: the bathroom at school will not go some some every single day, like rushes in the house, you know, takes over one of the bathrooms, and it's like when we start thinking about it. One of the goals of school, of course, is that students have their very basic needs. Matt: We're talking mas blows hierarchy of needs that we make sure that we provide breakfast and lunch, you know. We make sure that hopefully, if they have to have these, like, you know, bodily functions, that they can actually take care of them. We have nursing, and we have restrooms, and a lot of students won't use them.

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Katie Novak: And so I went into this university, and I saw this, and 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, public bathrooms, you know It's like there's very little privacy. They're dirty like there's a lot of different things right? And so, as i'm looking at this first of all just the multi-language is really impressive. So you have the braille. You have the symbol that's. Japanese. You have the English,

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Katie Novak: and then you also have these symbols which are fairly universal. And I'm going to tell you what's happening here. And then i'm gonna have you think through like how the design process we went for this. But you know eventually, if you, if you look on the right of the top um, it's, you have the opportunity to play music in your

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Katie Novak: all, and that means it can get really loud, because if you look at the volume on that bottom row, so when you go into your stall, and it feels like this is so awkward it's very quiet in here. I don't want to be in here. You can like Blast this mu zack or elevator music within your stall. Um! There's also an opportunity to have the whole thing steamed and sanitized right? So you and the whole thing sanitizes itself. And then, just for cleanliness, you have. It's like, you know, the day. But like there's front there's back. You can change

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Katie Novak: the pressure, and there's just so much personalization here. But really the process of thinking about the design is firm, because we want to make sure that if people are going to take care of their basic needs. They feel comfortable doing that.

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Katie Novak: And what are the potential barriers is? A lot of people are very uncomfortable with like the lack of privacy. The fact that they don't feel like it's really cleanly, or that they don't feel really friendly, or whatever 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? And the same thing is actually happening in our classrooms all the time is, you know, sub shortages have been our real,

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Katie Novak: for, like the past couple of years, and many of us, regardless of our role in education, have been covering for copies. And in spaces that we're 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? And I love this example because it shows how quickly we can universally design, 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,

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Katie Novak: and you look around the room, and you know it is an inclusive class, right? You know who these kids are, and there are students who are multilingual. Their students who have some support, needs their students who are accelerated, and you walk in, and you look at the self plans really, quickly, and they say, hand everybody a hard copy of the book. Charlotte Web.

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Katie Novak: Have them read silently for a half hour, and then have them answer a question in writing about how uh Fern, Who's that little girl in that picture like what her character is like?

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Katie Novak: Now you, as a teacher, would know that characterization is actions, thoughts, and feelings in third grade. So really it's about reading Charlotte's web, and then what is for doing,

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Katie Novak: what is for in saying or thinking. And how do you think she is feeling based on your inferences from what she is doing and what she is saying? Or if we get like an omni present point of view what she is thinking. And so that is the task right? And when we think about that first of all, reading, comprehension standards are not the same as

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Katie Novak: foundational reading standards.

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Katie Novak: So what the goal of this really is to understand this grade level text, and to be able to respond with an understanding of who Fern is as a character. 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. We all know that's just not going to work in an inclusive class

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Katie Novak: now traditional models for, like I will pull a group of students who are not reading a grade level, and I will read it out loud. I will allow those students to tell me the answer. Okay, that is differentiated. Instruction will get a little bit more into that. We're not doing that. We're saying what really are the goals, the standard say,

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Katie Novak: make sense of an understand. The text. Comprehension means being able to paraphrase, summarize, you know, make connections to

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Katie Novak: specifically looking at character, right? And we go Well, what are the barriers to this? So all of us could really quickly We know who's excluded. If you're visually. If you have visual impairment, you're excluded. If you're not decoding at grade, level, you're excluded right. You don't have fine motor skills to turn the pages. You're we know this right?

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Katie Novak: 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, and 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 have walked into a classroom,

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Katie Novak: and we now have an opportunity to make it more inclusive. We're still gonna use Charlotte's web, and we're still gonna have the students respond with characterization. But those are all reading comprehension standards. They're not foundational reading standards, and they're not writing standards right? So in five minutes what can we come up with here? So use the chat box, or have a conversation, and really think about like, What is the goal? What are the barriers, and what are the pathways that we can provide

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Katie Novak: on the spot, so that more students can comprehend Charlotte's web and understand the character of Fern five minutes. Let's see what we got

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you

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come up with

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last night. I

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just like I

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the

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It all seems like yesterday, not by

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through my ear and sting my eyes. Your Spanish,

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you!

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You

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love it. From

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that

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I

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you,

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you Spanish

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life has come a long way since yesterday,

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I say,

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and it's not the same,

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I said.

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Just do what you feel, and don't you fool yourself,

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I say,

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because I can't make you happy unless I am,

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I say,

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got to the truth to myself.

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Got to be true to massive.

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Got to.

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There must be

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MisterSwiff: the

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on the

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we

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on the

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MisterSwiff: I,

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you

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MisterSwiff: to me,

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I

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you,

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you,

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you,

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you

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MisterSwiff: bye.

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Katie Novak: 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 people are like. I want to see something in science. I want to see something

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Katie Novak: anybody could imagine walking into this class being asked to cover this class and then being like, Oh, my goodness, this is not going to work out that Well, and certainly, if I had time I could do something incredibly robust. But even on the spot I could say, okay uh it says that you need to um. You need to to go through and read this passage, so would you rather read it silently

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Katie Novak: and start noticing what Fern is doing, and what she is thinking, and how she is feeling? Or would you rather maybe have a partner read? Or would you rather come over in a small group, and I could read the section out loud. Right? That's something you can do on the spot requires no preparation at all.

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Katie Novak: Um, you might say, You know, before we start, let's just do a quick five minute like, what is characterization? Because you're going to be responding to characterization. And so I'm just going to put an anchor chart on the board, and it might be helpful for you to copy this down in your notebook, so that as you are reading or listening. You can like, Think about what she's doing, what she's feeling right? Um! And then, when you get to the sharing, you know it could be, you know. Would you rather write about Fern? Would you rather

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Katie Novak: your act out firm? Would you rather, you know, have a quick chart? Right? Those are things that you could do right in the moment,

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Katie Novak: 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 these opportunities. But I don't need to spend hours and hours to make the lesson more accessible, that if I walk into a classroom, even if all of the students potentially by universal screen, or are reading at grade level, you don't know if they forget their glasses that day. You don't know if they have a headache right? So that interpersonal variability is to say, All right,

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Katie Novak: everyone. I'm so happy to be here with you. Let's take a minute and introduce ourselves. Why don't you take two minutes and think about What do you already know about the characterization so you could talk about it with a partner. You can draw a picture, and then I'm going to give you like a quick anchor chart, and then we're going to make some choices. Do you want to read or you want to listen?

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Katie Novak: Okay. And then, when you're done, do you want to write about it? Or do you want to talk about it? Right? 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. But it's also about getting them to practice these social, emotional competencies. And I always say to students, Which are you going to choose. And why are you going to choose it?

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Katie Novak: And then, at the end, I say, what did you choose? Do you feel like you were challenged? If you feel like that was a good choice or a bad choice. 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 second grade every single night, they do a little bit of math practice, and they can choose to do it online, but they can also choose to take home a hard copy.

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Katie Novak: So every day my second grader. The teacher says, All right. Who wants to take one home and hard a copy and some do it. 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.

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Katie Novak: Now, why does the teacher do it? Let's look at this chart firm goal, as many kids completed as possible potential barriers. 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. There is like potentially a wormhole in there. It will never ever actually get to where it's going. Um! And so it's like It's a great option to have it in hard copy, but also it's like

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Katie Novak: she let all of us know as families at the beginning of the year. I'm always going to give them the option to take it home. It's always two-sided they can choose one side or the other side, they can do it in hard copy. They could do it online, or if they get, they can print it off online right, and they have all these options and traces, and i'll sit down with boat, and i'll be like all right. Everyone let's just do homework. Which one of these sides are you going to do? And why?

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Katie Novak: And you can always give me an answer. And sometimes the answer is this side, because it's easier, and i'm like

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Katie Novak: Well, that's an answer. It's not an answer that makes my heart sing, but at least it's a reason right? So um as we think about this work. A lot of people get really nervous about. How can I possibly manage this?

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Katie Novak: Because they're imagining having to like, sit and provide a million choices for all of these different things. So i'm going to 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 we are increasing access. We are increasing engagement and agency and expert learning. And so how do we do this.

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Katie Novak: 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 know, and which of these standards actually require students to do something,

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Katie Novak: 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.

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Katie Novak: So when we talk about learning right, we realize that one size, one size fits all is not going to work. If we say i'm hand on a hard copy of a novel to all students.

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Katie Novak: It's not going to work right. We know, if the class is inclusive, that some students will need more support than that right? And so we start going. We need options and choices.

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Katie Novak: Now, the first thing we're going to do is really thinking about what the goals are right. 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.

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Katie Novak: There is a threshold of which too much choice decreases learning, and it's really important to know what that threshold is. I'm not going to show you this whole. Video. It's a nineteen minute, Ted Talk. It might be interesting for your colleagues. I'm going to put in the the the same document that you've had access to this whole time here. Um! If you want to go in, you can actually access that full Ted Talk. It's nineteen minutes, and you can also access a peer review study that answers the question

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Katie Novak: how much choice is too much choice, 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, 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 make a salad,

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Katie Novak: and I pre-dressed to that salad and ranch. I totally already dressed it for you and you get a bowl of salad with ranch. I know not. Everyone's going to eat it,

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Katie Novak: because I can predict some of your electrical intolerant. Some of you might be Vegan. Some of you might just not even like salad dressing some of you. It might be too much salad dressing right? So that's not gonna work. So I say, you know i'm gonna have a salad, and i'll put the things, you know, like some nuts and meats and things on the side. But I might go not. Everyone likes ranch, so i'm gonna have ranch, and I'm also gonna have oil and vinegar. I'm gonna let you know those are your options, And if you bring a different thing. That's

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Katie Novak: right. That's not that much work for me.

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Katie Novak: However, he talks about that like. If you go into the grocery store, there's like one hundred and eighty salad dressings, and that's as an all right, 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,

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Katie Novak: because there's too many things that you have to consider, 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. So I see a lot of elementary school teachers use these tic tac to awards.

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Katie Novak: They are not evidence-based. Why? Is because the ideal number of choices that you need to provide

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Katie Novak: are two to four, and they have to eliminate the barrier

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Katie Novak: and then start thinking about like how that makes sense. Right? So technically, you could have up to six cognitive load. Theory is very clear that you cannot hold more than six things in your mind at the same time. So what happens is you start going in loops. So this is the best example of a scenario.

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Katie Novak: You go to a restaurant, you say. What are your specials?

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Katie Novak: They start listing the specials by the time they get to four. You're like. Wait,

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Katie Novak: did you say salmon for that first one? Hold on what was with that? What was the second one again? Right? You cannot keep them all on your head.

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Katie Novak: And so you're looping you're looping, and then it's your frustrating, because you don't know if you chose the right thing, because you forgot what the other options were. It's like a real psychological issue. It's called analysis, paralysis, or he calls it the paradox of choice. So he's done his studies on saying that we feel like choices are really good thing for the sake of choice. It's not

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Katie Novak: 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,

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Katie Novak: and when we can predict that we can create another pathway, and then we can say which of these is better for you. Now we can chunk choice, certainly, And we could say like, Okay, let's all make this first decision, and once you make this first decision, now we're going to make another decision. But I think that a lot of the times we provide too many choices, and then that varies students, but it also buries us as designers, because we feel like we have to come up with all of these options.

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Katie Novak: So it's so freeing to be like, Oh, it's like another option. Do you want to read or listen to it?

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Katie Novak: 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, you can have, like a third option which is like, Choose your way. If these ways don't work for you.

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Katie Novak: So it requires these firm goals and flexible means. So let's now talk about the different types of standards 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.

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Katie Novak: So if you were to work with any teacher in any space, you could talk about guidance counselors, you can talk about Pre. K. Right? And you look through your standards. One really great entry point is to go through and highlight the standards that clearly are about students building understanding. They start with words like, understand, describe, communicate,

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Katie Novak: compare, and contrast, explain. They do not say, speak, they do not say right, they do not say solve. They do not say, Sing any standard that begins with, explain, or understand or analyze,

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Katie Novak: provides us with opportunities to provide more flexible assessments.

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Katie Novak: So if you go through your standards, and you just say, go through and highlight one or two standards. Summarize paraphrase. The standard does not say you must summarize in writing,

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Katie Novak: says you have to summarize right. We want to know that students have built knowledge and understanding. So if we have a standard that says you're going to learn about the lifecycle of stars. And then you're going to communicate to me what you've learned about stars. It makes sense for me to say you can write it. You can create like an interactive poster, you can produce some audio, a podcast, or make a video, but the success criteria and the rubric will be exactly the same,

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Katie Novak: so I might say something like your product must talk about the five different parts of the lifecycle of a star

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Katie Novak: must cite two pieces of textual evidence must use these four vocabulary words because you cannot communicate scientific ideas without scientific language. And then I can say to students which of these provide you with the best opportunity to share your learning,

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Katie Novak: knowing 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, you scientific vocabulary correctly, and be able to support that with some sort of reputable evidence.

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Katie Novak: And So when we think about unpacking standards, we're like, Well, what is the success criteria? How can I be really clear with students about that? And then, if I have the flexibility. I can provide these options and choices. A lot of people will think that that is universal design for learning.

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Katie Novak: I have been in too many classrooms, where I see a choice board like that when students should be writing

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Katie Novak: when students should be speaking when students should be

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Katie Novak: right. My as a designer. My job is to say what prevents students from learning how to accurately measure an angle. One of those things is, if they don't understand the difference between right and acute and obtuse, which gives you a pretty good sense of if you're estimating correctly, because if you're using a proactor on something that you know, is a queue, and it's coming out, and like one hundred and thirty. There's some i'm using it wrong right? So we start saying, What are the barriers that are preventing

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Katie Novak: the use of a protractor right? But we're not going. I really want to be creative. So I was an English teacher

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Katie Novak: when students had to write informative text. They had to write informative text. They're not making a poster. They're not making a video, and they're not making a podcast, and people would go. But what if they wrote the whole podcast down? I mean they can write the podcast down, but i'm not listening to the podcast,

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Katie Novak: because I have to assess the writing. That's my role is to assess the writing. What prevents students from composing writing.

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Katie Novak: They don't know how to organize it. Option for graphic organizer option for peer, review option for sentence stem. They struggle with like physical activity of writing. You can write it by hand for the first draft. You can type it. You can use augmented communication devices.

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Katie Novak: They struck right. That's how I universal design writing. But if the standard is writing, students are producing writing,

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Katie Novak: and I think there is this huge misunderstanding that you can just provide options and choices all the 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. What are they doing? Oh, they're drawing um their drawing uh picture about um, you know, Angles.

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Katie Novak: I'm like What like this is that activity board? This is not like My job is not to be a camp counselor, and to continue like I have to provide you with options and choices, because all of you deserve to know how to produce writing.

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Katie Novak: Some of you might need um a lot of supports and scaffolds, and and ultimately I would hope that you would be less reliant on those scaffolds. But, like ultimately the standards guide what the options and choices are.

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Katie Novak: And all of this is first, best instruction, right? So these are the options and choices that I would provide to anyone. If I had a student with an Ip, and there was specially designed instruction, I might also need to do that. But this is what I do before specially designed instruction. This is just how I recognize predictable barriers and provide students with opportunities they need.

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Katie Novak: So when people go, I already do this because I already provide choice. It's like, First of all, if you already do this, your class is fully inclusive,

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Katie Novak: 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 inclusive class, you do not know if you have strong, inclusive practice.

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Katie Novak: So that's number one.

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Katie Novak: I get so fired up when people go. Oh, I use these practices all the time, and then I find out they have a honors history class of which you cannot set foot into unless you have a parent contract, and ninety the year before. Uh two teacher recommendations. I'm. Like you have done everything in your power to exclude children from your classroom. What you're doing is not inclusive.

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Katie Novak: You only can use inclusive practices if you have inclusive environments and a lot of people who feel like they're strong and inclusive practice. As soon as a student comes in with support needs that becomes the canary in the coal mine,

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Katie Novak: and it shows your practice was not inclusive to begin with,

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Katie Novak: because an inclusive class can welcome any student in, and there is a pathway there. And so Shelly Moore, who's this like amazing mind, does so much work in inclusion. She says it's not necessarily about meeting the needs of all the kids in your class. It's saying, who's not in my class? And why aren't they here?

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Katie Novak: And that's Why, Udl, is this foundation for first best instruction? It's been incredibly like bastardized and misunderstood to mean. If you provide choices, it must be universally designed. If it's universally designed. 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, and if we can't do that, you aren't doing this yet. No, it doesn't mean you're not doing it a little, because I love to think of udl as a spectrum.

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Katie Novak: Right? My seven-year-olds plays basketball,

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Katie Novak: lebron James plays basketball.

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Katie Novak: You say, go to

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Katie Novak: I'm gonna send you to a basketball camp bowen says I already do this. I don't know how to play basketball, and you're like, Oh, my God! So cute it's so cute. Lebron. James still has coaches right, and So when we think about this, I'm already doing it. I'm like, okay. That's awesome. That there's some of these components that you're comfortable with already.

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Katie Novak: That's awesome. But do not tell me that you are done. Do not tell me that there is no place to grow, and even though Lebron James is arguably one of the greatest basketball players of all time. He has new teammates every year, which requires him to adapt

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Katie Novak: just like our teachers and our kids

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Katie Novak: is, as we give you more students, right? You're right now as a state at like a sixty percent inclusion rate. People are going to really have to build up their skill sets. When you get to eighty, eighty, five, ninety, it is a different classroom, and the skills that people think they have will break down

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Katie Novak: when you have students with really significant acceleration needs or support needs. 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. 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,

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Katie Novak: and people do not feel prepared to meet the needs of all kids. Yet, which is why we need to continue to build up universal design.

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Katie Novak: 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. And even if you have your students who are performing pretty adequately,

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Katie Novak: are they truly able to learn independently and challenge themselves. And if they can't, there's that other opportunity for expert learning. So we're going to do a breakout again. Um. I know that after two hours people start like really losing stamina. So you have a couple of options here.

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Katie Novak: 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. The last is, if you feel yourself fading, take an extra break, because when you come back we still have about thirty-five minutes left, and I always encourage students to do this in like a long block. I see you're fading. Take a lap because we want to come back strong so truly.

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Katie Novak: What do you need to do right now, so that you can come back and like be ready for like that last thirty-five minutes. So i'm gonna open up the breakout rooms. I'm gonna do it just for five minutes. You also know that you have the option to explore one of the resources or take another break, and then in five i'm going to model you a lesson on how you universally design adopted curriculum. Here we go,

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you

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you

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01:36:59.930 --> 01:37:02.379
here we are

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together,

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you

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01:37:11.690 --> 01:37:16.629
so much time we're staying

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to

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you.

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It's

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it over to

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you

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MisterSwiff: you

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MisterSwiff: the

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you!

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01:38:07.410 --> 01:38:10.379
It must have been something you said

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I, just

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you

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01:39:07.430 --> 01:39:08.260
you

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01:39:28.840 --> 01:39:29.699
on your

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you,

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you

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01:39:46.700 --> 01:39:47.740
together,

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you

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01:40:08.490 --> 01:40:09.349
all up

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down.

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No, I

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you can stand me up at the gates of hell butter

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all back down.

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No, I stand my grand

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all the

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and i'll keep this world from dragging me down. Gonna stand my

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and a

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whoa

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back down

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have three.

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01:41:07.030 --> 01:41:10.250
You know the rules. And so

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I

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01:41:44.400 --> 01:41:45.989
We've known each other.

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Let you know,

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I,

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that when you're talking

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the

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Oh,

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MisterSwiff: okay,

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Katie Novak: So Um.

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Katie Novak: One of the uh Uh Castle engagement strategies is called like a mindful minutes. It's a break to break right, and sometimes you need a break to continue to work,

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Katie Novak: and it's just so interesting that some people are like. Oh, no, I can keep going. I can keep going. There is something that's called the pomodoro technique. I'm not sure if you ever heard of it. I'll put it in the chat. But there's something called Pomodoro the pomodoro technique,

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Katie Novak: 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,

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Katie Novak: and people who work all the way through accomplish much less than people who take a break every twenty minutes, which, as a a very distractable person, i'm not sure if you know when you're looking at research, you're not looking at it as like a magic wand, right when you're looking at research, you're like statistically, significantly. There's something here for a lot of people, but like if I stop and get off track,

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Katie Novak: I have a very hard time getting back on track right, and I know that about myself. So if I really need to get something done, I will often forego breaks, because it will take me ten minutes to get back in. But for some people they really do need a break like every twenty minutes. If they're going to learn it high levels, it's just so fascinating. So as time goes on, I start having more and more and more optional breaks.

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Katie Novak: Okay. So a lot of people go this doesn't make sense,

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Katie Novak: because how can we universally design and be super flexible when we have to use curriculum with fidelity?

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Katie Novak: Udl and curriculum are in no way shape or form. Um,

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Katie Novak: they're not butting heads with one another right? You can universally design a curriculum, and I argue that you absolutely 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 into it and create a free account and pull up a couple of lessons, and then teachers could kind of play with them, but one of the

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Katie Novak: um. The common list, um examples is that students will read a

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Katie Novak: transcript of a Ted Talk, and then they are going to write an argument in response to the Ted Talk. So this is truly about reading, comprehension, understanding the transcript, and then it is about writing an argument,

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Katie Novak: right. So reading comprehension is not the same as foundational reading, which means that I can provide the options to listen to the text and things like that. But writing does require writing right? So as somebody who has been doing this for a while, how do I approach this lesson?

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Katie Novak: And so the first thing is. I want to make sure that all students really understand what they are reading. And this Ted Talk is about a a man who says that it's so interesting that every single one of us experiences depression, every single human. It's just a part of the human experience.

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Katie Novak: And yet people are so hesitant to talk about depression, and like certainly there's differences in the duration that we've experienced depression, early intensity, or the frequency. But it's 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. It's: okay that we experience depression is natural and like, let's get the stigma away. But he does this by making fun of his own clinical depression.

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Katie Novak: 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. So the transcript great um common lit always provides English and Spanish. They always provide a read aloud, albeit a robotic read aloud Right? So there's so many things already in this that would allow you to universally design it. Now the question that students have to answer is that

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Katie Novak: they have to argue whether his use of humor is appropriate, or if it is not appropriate now, humor is so cultural, it's so generational that you could comprehend that. And just be like.

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Katie Novak: I don't even recognize that as humor, because I don't think that's funny at all Like, How is that funny? So this is like, really challenging. So as I look at this, I start going. Okay, First of all, I want every student to have this shared experience around a grade level text. This is a deep grade level text. It's asking us to really think about our social and emotional selves and asking us to like, make an an argument great.

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Katie Novak: What are the potential barriers? Right? So It's been a lot of work for me, right? Because if you access it digitally, you can already have it like, read aloud. That's great, but I know that some of my students would learn at a level that was much more deep. If I had it printed out and I could annotate, they could highlight. 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 I. You know I a printer in the classroom. I know some people do um like who wants this in hard copy who wants

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Katie Novak: 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 to listen to him, because people laugh in the audience

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Katie Novak: right? So if you're talking about like a really cultural audience of what some of the things people would be horrified to know that that was humorous in any way. It's like that's a scaffold. So what I would see the students is Okay, Listen:

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Katie Novak: Ted. Talks are available around the world it's in thirty-three languages already.

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Katie Novak: So I want you to think about what is the best way for you to really understand what's happening here. So you're gonna want to be able to paraphrase what's happening? You're gonna want to able to identify the humor, you know. Would you rather have a hard copy of it. Would you rather just access it right uncommonly? You can log in. Would you rather sit in a small group where one person could read it out loud,

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Katie Novak: because that takes away that robotic like listening to someone with strong oral fluency is much better than listening to somebody who does not, you know, uh robot,

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Katie Novak: or you can just watch the Ted talk because he's actually presenting. And then you can hear people laugh. So I would also encourage a combination of these methods. So i'm going to have to take like five minutes at the beginning of class

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Katie Novak: and say, Okay, So today we're diving into this, which of these is best for you. And why do you think this is a really good way for you to get the information

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Katie Novak: boom right? So i'm, starting with the 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 around. But you're gonna choose. Why, you're gonna choose it if we need something printed. Okay, we're settled right. We all have our text. So some students want to have it up on their screen. They want to listen to it, and they want to have the text in front of them, right? So we have all of these different methods. So i'm like, okay.

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Katie Novak: Now, what do we usually do in classrooms? We'll just show the time to talk.

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Katie Novak: 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. They can pause it, they can rewind it. They can turn on close captions. They can't do that if we're putting it in front of the class,

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Katie Novak: So it's like really thinking about. Are we allowing students to personalize their experience? 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 they are. So I want you to take notes. Now, when I was in a middle school classroom. The district

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Katie Novak: or the school was focusing on two column notes.

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Katie Novak: It was out of my hands Right it was. Students are going to do two column notes. We want to have a consistent note taking strategy from class to class. It was a middle school decision, awesome. I could still be flexible about two call notes. So it's like I would teach all of my students how to make digital two column notes by having, like a table,

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Katie Novak: you know, actually folding the paper. But there is no rule about two column notes that when you put the question in the left column you have to write words in the right column you could sketch. Note the right column right? You could, you know, just write a paragraph three in the right column, right? So it's even thinking about like a lot of people. Say, I don't have a choice.

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Katie Novak: There is always a choice. There's always flexibility. So I get students settled. Some are in group, some are on their devices, so I have hard copies, and i'm like, Hey, You're going to read while you're reading. I want you to take notes of everything that you think might be his attempts at humor.

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Katie Novak: And then you're going to decide. Is it appropriate? Is it not appropriate? You could technically argue. That is a little bit of both like there's no wrong answer here if you support your answer.

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Katie Novak: So they take notes. I'm like all right. So you all know what the question is, the question of which you do have to write a response because this is actually a writing standard. I want you to decide. If you are ready to get started. If you have an answer you have an opinion. Go go ahead,

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Katie Novak: start right, and when they start. They can write a draft in their notebook. They can take that on a chromebook. They can, you know, use any augmentative assisted communication device that they know how to use. I always allow kids to put in one earbud that came from their device

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Katie Novak: as long as they. I was like. Don't do skips. I don't want you focusing on the music. If the silence is distracting or the pen tapping is distracting, and it's better for you to have music

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Katie Novak: one year. But don't distract me. Don't distract anyone else, right? So I have some students who get started. Go not i'm not going to waste your time. Get going get cooking, maybe.

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Katie Novak: Okay, some of you are left. You're not quite ready to get started. 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? 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. I'll draw one on the board. You can recreate it. Um, you want to ask me questions. You're confused about the direction you want to. Just check in with me and tell me

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Katie Novak: your idea All good. You do you so like? Just think about as a student. I was somebody who wanted to get started, and I was like, Oh, my Gosh! Why are people still asking questions? We've been sitting here for a half hour, 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

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Katie Novak: right? So this provides all of these options and changes after a certain amount of time. I'm like, All right, like you're ready. Go get started. You're ready. Go get started, you know, and then maybe I have a choice board when they're finished to like, Go back and revise the previous assignment, or maybe start reading or listening to something that we're gonna be doing the next day. But like what you can see is, I have used this lesson.

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Katie Novak: We have read very level text. We have taken notes, we have made connections we have prepared for the writing process, and we have created some writing, 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

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Katie Novak: for students who nailed it, and for students who did not get it yet.

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01:54:42.710 --> 01:55:12.450
Katie Novak: Okay, So we're going to talk about that in a moment. But how did that model lesson incorporate? What really are my firm goals? What is it that they have to do? How can I be flexible about the pathways. Now again, this is before I even looked at an Ip. This is before I've implemented specially designed instruction. This is first best design based on what I can predict in an inclusive classroom. So every student did have access to grade, level, instruction, grade, level materials,

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Katie Novak: and clearly what they produce is going to be different, and then I can be responsive to that. But we're not there yet, so let's take a couple of minutes here. How did that incorporate what you

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Katie Novak: learned about like firm goals. Flexible means because I embrace variability because I want students to be expert in their learning. 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 going to support them with differentiated instruction. So we're going to get to that in a moment. So just take two minutes here and reflect on this question. How did that lesson show firm goals and flexible means

504
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the

505
01:56:13.330 --> 01:56:16.959
talking to myself.

506
01:56:17.690 --> 01:56:20.950
Where did I see a gun?

507
01:56:47.270 --> 01:56:48.179
You

508
01:56:49.050 --> 01:56:49.980
you

509
01:56:53.200 --> 01:56:54.099
you,

510
01:56:54.860 --> 01:56:55.900
you,

511
01:56:56.600 --> 01:56:57.960
you,

512
01:57:23.110 --> 01:57:24.269
you,

513
01:57:25.000 --> 01:57:25.950
you

514
01:57:33.740 --> 01:57:34.610
you!

515
01:57:37.850 --> 01:57:41.350
I feel I've got to.

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I've got to.

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01:58:30.760 --> 01:58:35.229
Katie Novak: We're all fading fast. Here we're faded fast. We're doing great. We're gonna

518
01:58:35.350 --> 01:58:38.209
Katie Novak: we're coming up. Okay, So

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Katie Novak: universal design for learning

520
01:58:40.820 --> 01:58:50.289
Katie Novak: is, we start by saying What really is it that learners have to know and do? If we don't really know our standards,

521
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Katie Novak: we're gonna have a really difficult time creating appropriate, construct, relevant pathways.

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01:58:57.180 --> 01:59:19.340
Katie Novak: So, taking the time to really say, you know what really is it that students have to know here? And can I be flexible about the assessment or what they have to do? And how can I be flexible about the scaffolding required that's going to be really really important? So, again, taking the time to work with your colleagues to have them choose. What is one standard that's definitely content.

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Katie Novak: And how can I maybe do a choice board? And what's it's definitely like a scale, and everyone really does have to learn to do it. And how do I break it up and scaffold it, so that everyone has an opportunity to be able to work towards that. Um, It's all about really thinking about those barriers that would prevent students from learning.

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Katie Novak: So when I think about. You know i'm going to have a salad. I want to put Ranch. Oh, wait! I can't put ranch, because then it would prevent anyone who's gluten free or lactose, intolerant or vegan, to have a salad. That's silly.

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Katie Novak: So I don't wanna have that. That'd be the only option, because then, like a bunch of people are gonna be able to have like a lovely dinner. 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? 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.

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Katie Novak: Certainly they could make a video or right

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Katie Novak: If we're asking students to write in response to a primary source document. Maybe they can write the rough draft by hand, or use graphic organizers, but, like ultimately, the writing does need to get produced. Now again, this is all before we might need to look at specially design instruction. But that being said is, we really have to think about formative assessments it differently as an opportunity to differentiate instruction. So how on earth are these things? Different?

528
02:00:47.730 --> 02:01:00.430
Katie Novak: Universal design for learning is designing instruction to embrace variability. So learners have opportunities to reflect and make responsible choices about their learning

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Katie Novak: that being said, high quality learning might not happen, or we might need to give different feedback to different groups of students. But i'm not going to do that anymore, based on student identity. I'm not going to do that about what I assume kids can accomplish. I'm going to do it based on what they produce. So in a traditional classroom, you might say. Now i'm going to pull all of my multilingual learners.

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Katie Novak: And in this scenario I would say these are the five students that did not cite any evidence in their argument,

531
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Katie Novak: and I need to give them a many lesson targeted instruction on using textual evidence, And what I used to do as 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.

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Katie Novak: Now think about if you're one of the kids who just nailed citing evidence. You're like, What am I doing in here like this is so boring, And that's when our self regulation that's more likely to break down. So

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Katie Novak: i'm gonna say, Okay, group one today, you know, while everyone else is reading or listening or watching another, Ted Talk to comparing and tasks, whatever it happens to be. I'm gonna pull three different groups for fifteen minutes. Group one that's who's in it. Group two. That's who in it? And it's flexible.

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Katie Novak: I am meeting with you because none of you cited textual evidence, and that would make your paper so much stronger.

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Katie Novak: I am a 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 Write it right. It's It's that small group instruction. And to accelerate learning, we have to universally design an instruction, but we also want to differentiate instruction. Now, this is where it gets confusing,

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Katie Novak: because people will say to me, Okay, Katie, where does scaffolding live? Where would you put scaffolding

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02:02:52.790 --> 02:03:08.829
Katie Novak: everywhere. Right? So let's take a super traditional lesson before learning about universal design for learning. When I was in high school, and I had absolutely no options, no choices. A teacher might say, We're all going to write an essay.

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Katie Novak: Take out your notebooks. Everyone has to fill out this graphic organizer first. Right? That is a scaffold used in traditional instruction

539
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Katie Novak: in universal design. I might say, many of you will struggle to organize your writing, and so i'm going to teach you about three different common graphic organizers that are used, and we're going to practice with them for a couple of weeks, and then i'm going to allow you to determine if you would rather fill out a graphic organizer or complete an outline. And we're going to kind of reflect on how that works. But I want you to have a plan for organizing your writing, so it's more efficient for you to produce your writing.

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Katie Novak: Okay, now, in differentiated instruction, I might say, these six kids, the organization of the writing. And so i'm gonna pull them. And i'm gonna say

541
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Katie Novak: I am not exactly sure what your process was for organizing the writing, but this would be so much stronger if it was like organized a little more clearly.

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Katie Novak: I can also universally design differentiated instruction by pulling the five or six kids who didn't organize it. And I could say, Okay, everyone, you all have to fill out a graphic organizer. Would you rather fill out this one. 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 stones doesn't mean you're universally designing.

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Katie Novak: Just because you have audio books doesn't mean you're universally designing right.

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Katie Novak: It's not the strategy it's the framework for how we use it. And this goes back to the original three things: if we embrace especially intra personal variability, and how kids needs changed. If we spend more time unpacking our standards than thinking about what really is it the kids have to know and do so. They can be successful in life, or they can be successful on these ridiculous and accessible tests. Right? If we really thinking about that, there's always ways to say there's actually lots of ways to do this.

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Katie Novak: There's actually lots of different tools. 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, I'm going to be responsive to you.

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Katie Novak: But I value expert learning enough 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 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.

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Katie Novak: And then, when you go off to college or work, or whatever the heck you're going in life. You're going to have a better sense of what you need to do to be successful. That's what this work is about. So when we think about Udl,

548
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Katie Novak: we think about it as a framework that would allow us to include more students.

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Katie Novak: It allows us to give more students opportunities to get what they need, and that's what equity 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. But this is a process of which we can help students to grow. So what we're going to do here is we're going to do one final breakout room, one final check in with each other. And again, we're going to do the seven minutes, and then, after the seven minutes, we'll just leave the last five minutes here for you to fill out a feedback form,

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Katie Novak: because Wasa does use your feedback for their program evaluation for the powers that be at the States who funds said Project. So if you could just take seven minutes 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 seven minutes, and then you'll just have a quick opportunity to fill out that feedback form before you go on your beautiful day.

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Katie Novak: So i'm going to stop the recording. Here,

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Katie Novak: There we go,

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Katie Novak: and.