Workshop Session One began with a group setting looking at multiple ways of representation. The natural follow up will be engaging teachers in providing multiple means of action and expression.
Session Two will be run as a hands-on, collaborative activity with the leader/facilitator moving freely around the room ensuring that the in-service group remains on target, is actively seeking new and interesting ways to express materials and is staying true to the tenets of UDL.
1 Hour: UDL within the traditional classroom with traditional leader in 1 room with max. 20 teachers
Task: Transform a Traditional Assignment Using Provide Multiple Means for Action and Expression
Activities for Students to aid their learning and comprehension. In Session One, you created a Keynote. Then, that Keynote was changed to make it more accessible by using ideas from the CAST site, Apple.com, etc. It was then made into a movie, again to offer a varied style for different learning types.
Today, we assign a typical student project allowing for UDL accessibility. Traditionally, you might assign a three-page report, typed in Times New Roman, maximum 2500 words, references at the bottom.
How can you make that report, something that you assign regularly, and still meet the curriculum objectives while allowing for multiple means of expression? What we want to come out of the session is for the assignment details and the rubric to be designed to meet the objectives but allow for multiple means of expression. We need not worry about the assignment itself. The students will do that. If we design it well with clear guidelines and accessible rubric and we will have achieved our goal.
Example:
Summarize Chapter Two of 'Tuck Everlasting'. The summary will no more than 250 words in length.
How might UDL make this more accessible to ALL students?
See attached for BEFORE (Essay Rubric) and AFTER (Story Summary Rubric).
Consider not just the Session One ideas of how to look at the presentation, but actually transform the project using various means of action and expression.
There are a myriad of possibilities:
-Animoto, Prezi, Voicethread, Sam Animation, Toon Doo, Glogster, Spellchecker.net
Also, consider the various sites on the Useful Sites ans Apps wiki page.
If time permits: QR codes to link to website address- visually appealing no www.... to remember
Workshop Session One began with a group setting looking at multiple ways of representation. The natural follow up will be engaging teachers in providing multiple means of action and expression.
See below:
Provide Multiple Means of Action and Expression
Session Two will be run as a hands-on, collaborative activity with the leader/facilitator moving freely around the room ensuring that the in-service group remains on target, is actively seeking new and interesting ways to express materials and is staying true to the tenets of UDL.
1 Hour: UDL within the traditional classroom with traditional leader in 1 room with max. 20 teachers
Task: Transform a Traditional Assignment Using Provide Multiple Means for Action and Expression
Activities for Students to aid their learning and comprehension. In Session One, you created a Keynote. Then, that Keynote was changed to make it more accessible by using ideas from the CAST site, Apple.com, etc. It was then made into a movie, again to offer a varied style for different learning types.
Today, we assign a typical student project allowing for UDL accessibility. Traditionally, you might assign a three-page report, typed in Times New Roman, maximum 2500 words, references at the bottom.
How can you make that report, something that you assign regularly, and still meet the curriculum objectives while allowing for multiple means of expression?
What we want to come out of the session is for the assignment details and the rubric to be designed to meet the objectives but allow for multiple means of expression. We need not worry about the assignment itself. The students will do that. If we design it well with clear guidelines and accessible rubric and we will have achieved our goal.
Example:
Summarize Chapter Two of 'Tuck Everlasting'. The summary will no more than 250 words in length.
How might UDL make this more accessible to ALL students?
See attached for BEFORE (Essay Rubric) and AFTER (Story Summary Rubric).
Consider not just the Session One ideas of how to look at the presentation, but actually transform the project using various means of action and expression.
There are a myriad of possibilities:
-Animoto, Prezi, Voicethread, Sam Animation, Toon Doo, Glogster, Spellchecker.net
Also, consider the various sites on the Useful Sites ans Apps wiki page.
If time permits:
QR codes to link to website address- visually appealing no www.... to remember