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UDL – UDL and the Importance of Learning Standards (AD)

NARRATOR: Illustration of a man. Twitter icon, @ronbrogers. [email protected] Universal design
For Learning Center. RON ROGERS: Welcome
to our webinar, Universal Design for
Learning and the Importance of Learning Standards. Webinar by OCALI. And guess what, I’m
your host, Ron Rogers. This webinar is only
30 minutes long. However, we like
to say 60 minutes of learning in 30 minutes. Today’s webinar was
designed with the intention of raising cognitive conflict
to challenge the mind, as well as the procedure of
learning and instruction. You’re probably scratching your
head wondering what that means. Well, when we get
done today, I think you’ll have a really good
idea of just exactly what that means. So, if you would, please
type in the area that says, “Put question here,” and
we can see your post. So this is the area where
you can interact with us. And we’ll read a lot
of your posts to share. There’s also a button there
for you to raise your hand. So let’s practice the
typing part, as always. Please type into the
question box if you are alone or how many people
are sitting with you. And I’ll read some
of your answers. Alone. Solo. Alone. Just me. Alone. Just me. Alone. Just me. Now, that’s kind
of odd that these go back and forth like that. Solo from Pamela. Just me. Solo. With colleagues. Amy, how many colleagues
do you have with you? Just wondering. Amy has two with her. Thank you. Thank you very much. OK. OK, as always, if
you would, if you’re a person that likes
to tweet as you learn, feel free to by using #UDLpln. And we all know
there’s a benefit to having that conversation
in the background and answering each
other’s questions or telling your own personal
stories in this back channel. I will try to monitor the
tweets, as time permits. Usually what I do is, is
I check the tweets out after the webinar. And then try to get back
with folks during the evening when I can think about
some of the conversations that you all had. OK, the I Can Statements,
let’s check those out. So I’m going to warn
you right up front. This has a real
social-emotional feel to it. So be sure to put
on your seat belt. Now, when I say
social-emotional, I don’t mean that it’s
going to raise conflicts as far as procedural or
anything like that, or the how, because we’re going to try to
stay away from the specifics, but really look at
things in a general way. But it might be a
real mind shift. And it is going
to be interesting. So the I Cans. I can challenge
myself to do what is needed to assure all students
understand the learning target. I can discuss the importance
of students understanding that learning
target or standard. And I can explain the
importance of Universal Design for Learning, learning
standards, targets, and progressions. So there’s some real meat
in this for 30 minutes. OK, first poll question. You can kind of read this
to yourself this way, “I participate in the following
on Learning Standards.” OK, select one or
more of the following. I participate in the
following Learning Standards. I work with peers at my grade
level to unpack the standard. I work with my students to
create learning targets. I co-create I Can Statements
with your students. None of the above. OK, only 32% has voted so
far, so let’s try to vote. And I know there’s some people
in the car that can’t vote. and I understand that. And that’s great
that you still hop on and are able to participate. And the results are, work
with peers at my grade level to unpack the standard, 69%. Work with my students to
create learning targets, 35%. Co-create I Can Statements
with your students, 23%. And then, none of
the above, 23%. And, of course, if
you add that column, it’s not going to be 100%
total because you can answer more than one of these. So, anyway, those
are great numbers. OK. Have you noticed the new
look of the UDL Framework? Well, this is it. NARRATOR: Table graphics
outlining the UDL Framework. Main topics for
table headings read, “Provide Multiple
Means of Engagement, Representation on
Action, and Expression.” RON ROGERS: On the
left, you’ll notice how it is organized
by Access, if you look at the tab far left. Access, and you go across. Build, the one down. And then you can
go across on Build. And Internalize. And then you can go
to the right and then there’s also one there for
Goal at the very bottom. The UDL Framework
encompasses a lot. However, for this,
we are focusing in on the standards and the
learning targets, progressions. There are many
ways to accomplish what we’re going to discuss. So in 30 minutes, we’re
only going to touch-up on what people normally
forget or don’t focus on during the process. So I know when I was– I remember when I was a
Curriculum Coordinator. I did not look at or identify
the barriers in the curriculum. So I’m trying to make up
for now, as I’ve gotten older and smarter and wiser. So that was on me. However, now to make
up for it, of course, I’m working with everybody else. And we really have to take the
time to identify the barriers and remove them
from our curriculum, from our goals and
different things. Now, some standards
do have barriers, and we can’t change
the standard. So at that point, we have to
really look at scaffolding. So let’s move to the next slide. Now remember, the Universal
Design for Learning Framework really supports all the things
during the standards work. So Katie Novak says
the big picture is that UDL is thoroughly
knowing the concept you’re going to teach and presenting
the concept in different ways, while engaging the
students and encouraging them to express their
knowledge in different ways. So as you read the slide– which some people
are in the car so I am going to take
a second to read it. It says, “Universal
Design for Learning. Simply put, universal
design for learning is the practice of embedding
flexible strategies into the curriculum during
the planning process so that all students can
access a variety of learning opportunities.” So we also have to think about
our learning progression, which are the many points
of entry with no end. Our [? Shawna ?] Benson
at OCALI calls it “Tip to tip flexibility
to grow and learn.” So why do we have the
Learning Standards? “In education, standards are
a description of the skills, the knowledge, and disposition
that students should have at a specified level.” Skills, knowledge, and
disposition, those beliefs and intrinsic motivators. Social-emotional and make it
cognitive, become important. Social studies
has them sometimes and we pass them down
through the generations. It’s those
dispositions or things that kind of live within us. They were ingrained in us. Literacy, when we’re
thinking about text to self connections would be an example. Metacognitive
thinking experiences. So when we think about a
standard connection, text to self connection, mind-based
internal connection, those somethings are a
little hard to measure. This the one I wanted
to jump to a second ago. Unpack that Learning Standard. Two important points. Closely read the
Learning Standard. Well, that makes sense. Two, use evidence
from it to determine what students need to know and
what they must be able to do. I’m just checking. I don’t see any hands
up, so we’re good. Why have Learning Targets? Always a big question. Students need to know exactly
what they’re to learn. We have to also think about
learning progressions, also. So what I’d like
to do now, I’d like to share a short story with you. And I don’t want anybody to
take this personal or anything. This is my story. So it’s kind of like– it was kind of my– it was a mistake that I made
that I think other people can probably relate to. We don’t always want to
admit some of those things that we may have done
or didn’t do right, but here’s one that I wanted
to share with everybody. This story is to learn from
and not to beat ourselves up over, OK? The story begins in
the classroom, where the teacher believe
posting the objective and the I Can Statements
were important. Yeah, that was me. I always felt that was
very, very important. And so, it was clearly
in front of the room, where all the
students and visitors could see the I Can Statements. Believe me, I was
proud of those. Sometimes these
are found laminated or on a large ring so they can
be changed throughout the year. Usually the classroom
teacher will kind of state that Learning Target
and the I Can Statements. The students may even copy
those down in their notebooks. I never had them copy them
down in their notebooks, but some probably did. Then walks in the principal,
and asks a few of my students what they’re learning today. And the students, you
know how that always is, they just kind
of stare blankly. So, wait a minute, I thought,
the objective and the I Can Statements are clearly posted. And the student should
know exactly what we’re doing, right? So I reflect on that for a bit. Obviously, it wasn’t working
because that is a great test, is when someone, whether it’s
a parent or a community member or a principal or a peer, comes
in and asks the kids what’s going on and they don’t know. So after some
reflection time on that, I started to think about who
really owns that objective? So type in, if you would
in your question box, who really owns the I Can
Statement when, as the teacher, we write it up there? There’s some cognitive conflict. One person answered,
the students own it, even though the teacher
wrote it up there. However, another person
put just the teacher. Another one says the teacher. But another one
says the students. So these are really
looking– they’re just going right back and
forth, teacher or student. So right here, we
really have kind of a cognitive
conflict, which I said we would have a little bit. And it looks like we
are, which is nice. Teacher and the admin that
likes to see it posted owns it. When the teacher’s
writing it on the board, it’s just the
teacher that owns it. Teacher does until it’s
shared with and made obvious to students and
students begin to own. Let me read some more. Teacher determines, or yeah– teacher writes it down. Teacher states it. Teacher begins the
lesson with it. So, as we think about that, what
do we do about this dilemma? So what can we do
to fix this dilemma? If you would put that
in the question box, that would be great. How can we fix this
dilemma if the students don’t feel like they own it? You can assume that there
are no barriers for students just by writing it on the board. That’s true. Oh, here’s a whole
lot of coming in now. Have students
brainstorm those I Can Statements from the standard. Have students write the goal
I Can Statement or read it out loud. Find a way to have students
demonstrate understanding. Clearly communicate
the goal and talk about the process of learning. You guys are listing
a lot of them here and my cursor doesn’t like to
go down and hit all of these. Students more involved
in creating the goal. Students need to be engaged
before they can own it. I think to fix it, you can
communicate the end goal you want them to learn and
understand, and together come up with a statement so
they can feel the ownership. Collaboration is key. These are all great. You are all– man, everybody’s
just piling these in. A learning target
without success criteria might not be comprehensible
for students. Self-assess to see what
you think they learned. OK, wow. So if some of your
wondering, OK, what does this have
to do with standards? If you truly want to be
efficient, timely, and directly on target, we all have to
know the Learning Standards. To really have a
deep understanding of those standards,
teachers must give time and support to unpack
them independently and collaboratively,
which you’ve all suggested during these different things. And the unpacking while working
collaboratively with our peers, helps us to have
clarity of standards and will impact our
students’ achievement. And furthermore, a well
articulated response from students on what
they are learning and why is impressive
to everyone visiting the classroom, not to
mention students achieve more. So I love everything you
guys have put down here. A couple more here
added, include students in setting and
learning the goal. Make connections between goals,
lessons, and assessment items. That shows that
students are learning. Students use own
voice and own words. Outstanding. OK, we’re going to do
a little activity here. NARRATOR: A square is
broken into 55 triangles, different shades of white and
grey, each outlined in black. RON ROGERS: So if you
see on your screen, you should be able to see
something that looks probably a little messy. It’s an image. And I want you to locate
the five-pointed star. Go for it and then let
me know when you find it in the question box. Sheila, sorry, the
participants don’t get to see the rest of
the group’s answers. That’s why I’ve been
saying them verbally. OK, one person found it. Let me help out some
of the other folks. NARRATOR: A blue
rectangle appears at the top of the square
covering approximately 2/5 of the square. RON ROGERS: I’m going to
scaffold it here a little bit. I’m going to make
it a little clearer. Another person found it. OK, I’m going to make
it a little easier. NARRATOR: A blue
rectangle appears at the left of the
square, now covering just under 3/4 of the square. RON ROGERS: See if
you can find it. I made it a little more clear. Oh, now all of a sudden
there’s just a whole list of yes, yes, yes, and found it,
found it, found it, found it, found it. So this is just
kind of a crazy type of example of how we
might scaffold something, or how we might just make
sure that it’s so clear. The most clear statement
can help a student learn the most, the quickest. And it looks like most
everybody has found it. Just in case you haven’t,
here’s what this slide says. “Students can hit
any target they can locate in it holds still.” That is so important when
it comes to standards. Right there is the star,
in case you didn’t see it, but I believe
everybody found it. And, of course, it
doesn’t look real straight because I had to kind of
freehand that in there with– but yes, that is where it is. And that next slide, we must
be clear on our statements of what we want students
to learn and be able to do. That is so important. Sometimes I think we forget
some of those things. That our students want to
do the best they can for us the majority of the time. And sometimes we’re
in such a hurry, I think, to progress
through things that we forget that they need a voice. And we forget sometimes
that they need ownership. Those social-emotional pieces
that really truly engage our kids is sometimes lost. However, it also makes
us much better teachers when we do listen
to our students and work with our
peers, whether it’s vertical or horizontal
with our standards and learning targets
and progressions. We have another poll. Let’s do it. Which of the
following do you rank as highest when it comes
to learning targets? As the teacher I know
the learning target. And you only pick one. B, the learning progression
is inclusive for all students. Or C, the learning target
has been posted this morning. Cognitive conflict. Can only pick one. And we have, in 27 seconds,
we have 56% voted, 59, 62, 64. This one’s going up way
faster than the last one. Now we have 67% voted,
which is– oh, we’re at 69. More folks seem to be
voting on this one. Wow, 72% voted. OK, I’m going to get
ready to poll this. 5, 4, 3, 2, 1. I’ll close the poll. And I’m going to
share the results. Here are our results. As the teacher, I know
the learning targets, 7%. The learning target is
inclusive for all students, 89%. Actually, that said– and I
forgot to corrected in here, but I always admit my mistakes. The learning progression is
inclusive for all students, and that’s what I had
said when I first said it. The learning target has
been posted this morning. The learning target has been
posted this morning is at 4%. So the learning target, or
the learning progression, is inclusive for all
students got the 89%. I’m going to leave it with that. It’s the cognitive
conflict and the things that you look up and
look at later that really informs what you do. So I’m going to go ahead
and hide the results. Now, before I forget, I did
want to mention that there’s a great webinar handout,
and you can find it at the link that’s listed there. And please be sure to download
it when you get a chance. It may also be at the bottom
of your Go To Meeting. However, you and
I both know what I’ll do is I will
send out a follow up in 24 hours with the link
with your certificate and also with the
handout, as always. So you always get
the good stuff. And if you don’t you
know, you can always email me because I’m always
very responsive to that for those of you that have. If you want to scan the code,
the QR code’s right there. OK, we’re going to get ready
to ask another question. I’ll just kind of
give people a chance there if they want to
write that down or scan it. OK, next poll question. This one’s multiple answers. The next time I’m working
with learning targets, I will. So let’s pull it up. Launch. I will check for barriers,
check for inclusiveness, create them with
my students, do it the way I always
have in the past, check for Student understanding. And, very quickly, 37
have voted, percent. 46% have voted. 56%. 59. I can tell you right
now, I have a great group of people on here. You are all just– I just hope you learn
something from this. Maybe you haven’t,
maybe you’re already doing these big nugget
things that a lot of people forget about. Let’s go ahead and I
will close the poll. And I’m going to
share the results. And there are the results. Check for barriers, 81%. Check for inclusiveness, 81%. Create them with
my students, 68%. Do it the way I’ve always
done it in the past, 0%. And check for student
understanding, 77%. So the next time you’re working
with learning standards– and we could say learning
targets, I Can Statements, progressions, it’s however
you want to include. But create them with– work with the students
with them and be sure that you check for
student understanding. You’re all on top of this. I can just tell, which
is absolutely great. Without a doubt, this
is absolutely great. I’m going to go ahead
and hide the results and we will move on. Oh, yes. As always, if you want
to join one of the best chats on Twitter,
it’s #UDLchat, they’re at 9 PM eastern time every
first and third Wednesday. And we do welcome folks to that. We love it when you join in. It’s a great chat. [INAUDIBLE] is always
with us and folks from all over the world. And there’s one lady that,
she’s on here with us today, Pamela from Chile. And not only is
she on here today, but I don’t think she’s
ever missed one of these. She’s usually on the
UDL chat with us. It’s just a great environment
of a lot of people from all over the world. And if you’d like,
here’s something you can think about doing. If you have a UDL classroom,
what we’re doing in Ohio is we’re having
teachers start– they’re starting to use
#MyOhioUDLclassroom and they’re tweeting pictures
and stuff about what’s going on in their classroom. You could all do
that, just change the Ohio to whatever state
you have and do the hashtag. It’s pretty cool. And it’s a great way to share. I think it’s going to take
a while for it to catch on, but we’re really trying
to change things. OK, let’s go to the next slide. Oh, man, this is the slide
I always hate to get to. NARRATOR: Closing slide
with “Thank you” emphasized. RON ROGERS: And I do like some
of the comments in the question box that just came through. I love it when you say stuff. Super bombed. I just came in late because
something came up, I apologize. Yeah, that happens,
totally understand it. I’m at a place right now, I
had a training until 3:00. So I’m not even anywhere
near where I need to be, but I did this here. And those things happen. Thank you for some good
thinking today and reflection. Always take away something. Hey, Linda, I’m glad
that you’re with us. And for everybody
else, thank you so much for spending the last
30 minutes with us today. We know how important
your time is, which is why these are
short, concise as possible. And please fill out
the exit surveys and leave Go To Meeting
because that’s what helps us make these better. That way we understand what
you like and what you don’t. And every month we
try to do better. So the next webinar will
be in about a month. It will be the Marriage of
Universal Design for Learning and PBIS. So keep an eye out for that. And I’m going to say
goodbye to everyone. We are actually one
minute early being done. So, again, we know your time’s
important, so we respect that. Have a great day.

Reynold King

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