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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
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?
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).
{Essay Rubric.pdf} {Story Summary Rubric UDL'd.xls}
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:

Workshop Session One
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Attached are Keynotes for the Session.
Keynote One is what will be shown to the group as the presentation. It will be very interactive (Keynotes Two and Three denote this).

Workshop Session One
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Attached are Keynotes for the Session.
Keynote One is what will be shown to the group as the presentation. It will be very interactive (Keynotes Two and Three denote this).

- Suggestions for individual classrooms.
- Attach Survey Monkey for feedback on how the workshop went.
<a href="http://www.surveymonkey.com/s/MKRGMMY">Click here to take survey</a>http://www.surveymonkey.com/s/MKRGMMY
- End of Session Three -

- Suggestions for individual classrooms.
- Attach Survey Monkey for feedback on how the workshop went.
<a href="http://www.surveymonkey.com/s/MKRGMMY">Click here to take survey</a>
- End of Session Three -

Once the Keynote portion of Session One is complete, and the discussion at an end, the Keynote presentation, itself, will be transformed using the ideas and methods of UDL. It will be made into a Powerpoint, a movie, it will have various features altered to make it more accessible to all. Participants will be encouraged to use the sites that were spoken about earlier or on the Useful Sites and Apps wiki page to further explore the possibilities.
Session One will end with the affirmation that what we do is not easy, it is in fact quite challenging. Teachers have so many competing missions, it is at times like juggling, or 'herding cats'. But we do it out of love and we do it because we can make a difference in the lives of our students. Differentiation is what makes the world what it is and I will end with the Daniel Pink story. It will be either in video form (http://krishnade.com/2010/drive/) or simply related, depending on time restraints.
(Kells, 2011)
PinkPink does not of closer examination, and that is why I start with this article. It challenges teachers to discover ‘connections’. I include this book chapter because of its affirmation of the importance of intercultural cooperation and understanding.examination.
Plan: Session Two
513 Assignment One,One (Dyslexic kids at School A), there were
Session Two will take a regular assignment from a teacher. A real one, not made up. It will transform that assignment by following the best practices of UDL.
I chose a book many would be familiar with, Tuck Everlasting, and offered up, as an example, a typical assignment a teacher might give, to summarize a chapter. But, by looking at the assignment details as a group, and creating a UDL-friendly rubric, the participants will hopefully see that UDL techniques can significantly alter the means by which students may tackle the particular assignment (a 250 word summary). It is hoped children will experience with podcasts, Comic Life, Prezi, and a myriad of other possibilities to not only make their assignment (summary) unique, but to better match their skill-sets and their learning styles.
In the final session, participants will again work in their classrooms with the leader passing among them assisting as necessary. But this time, it will not be to create UDL materials or rubrics, but it will be to create a UDL classroom.
The group will begin together and brainstorm methods for transforming classrooms using the ideas and principles of UDL. They will be given the opportunity to search the Internet, look through the various UDL-related websites, talk as a group, and then move out to their classrooms to begin the transformations.
Q&A session. A
Survey Monkey
A Survey Monkey
- Session Three Ends -