Universal Design for Learning:

1

• Universal Design for Learning
• Planning for Success.

Jeff Crockett, Assistive Technology Coordinator,
Plymouth-Canton Community Schools crockej_at_pccs.k12
.mi.us Cyndi Burnstein, Teacher Director,
Smaller Learning Communities, Plymouth-Canton
Community Schools burnstc_at_pccs.k12.mi.us
2
Our UDL Leadership Team
JudyArkwright
SharonStrean
CyndiBurnstein
JeffCrockett
3
Unit Planning
4

• UDL Lesson Plan Overview
• Teacher__________ Class ___________
  
• Unit_____________ Date ____
• I. Identify State Standards and Instructional
  Goals for Unit.
• II. Methods
• III. Materials and Media Tools
• IV. Assessment
• V. Barriers to curricular access and
  participation
• VI. Identify UDL Methods, Assessments and
  Materials.

5
UDL Units

• Dayna Lang HS English
• Jeff Blakeslee- HS English
• Darrin Silvester HS Social Studies
• Margaret Landis HS Biology
• Rick Coughlin MS English
• Rick Plecha Elementary Science
• Noreen Parker HS Special Education

6
Dayna LangHigh School World Literature
During a MITS UDL workshop at Central Michigan
University last August, as Grace Meo of CAST was
demonstrating how to create an Edublog, Dayna
went to the Edublogs website and created a blog.
Dayna represents a new generation of teachers who
grew up with technology and are comfortable using
technology in their classrooms.
In an attempt to collect data comparing the
performance of students with and without UDL
strategies, Dayna developed a traditional
lesson. When Judy Arkwright and I observed her,
it was clear that Dayna still embedded UDL
strategies in her lesson. At that point, Dayna
said that she had great difficulty designing a
traditional lesson. At that point, we
understood that UDL teachers will likely never go
back to traditional instruction.
7
UDL Choice Project applied to Romeo and Juliet
Romeo Juliet
adapted by Dayna M. Lang
8
Unit Question

• How does Shakespeare still speak to a 21st
  century audience?

20th Century
Essential Question
How does literature help us better understand
ourselves?
9
TRADITIONAL Culminating Assessment

• Final Test Multiple choice/short answer essay
  exam.
• Literary Essay

10
UDL Approach
Multiple Choices

• Students explore the aspects of culture and
  literature pertaining to Romeo and Juliet that
  most interests them in order to make lasting
  connections.
• Project-based assessment that includes a
  presentation/speaking component and a writing
  piece. This leads to authentic writing about the
  choices they made in completing the project and
  what it meant to them rather than plagiarized
  examples of literary analysis.

11
Project Choices
1.Make a book of Elizabethan costumes.

• Draw a detailed blueprint of the Globe Theatre.

12
Project Choices cont.
3. Design and sew a minimum of 3 costumes for
characters in the play.
13
Project Choices cont.

• 4. Design 5 scenes from the play on poster
  boards or in dioramas.

14
Project Choices cont.
5. Create puppets and put on a puppet show of at
least one scene with 4 or more characters.
6. Memorize and perform 2-3 monologues or
soliloquies.
7. Choose a scene and perform it with costumes
and props as a group.
15
Project choices cont.

• 8. Create a comic book or an illustrated
  childrens book.
• Created by Shelley, a student who has had a grade
  on the verge of failing for a majority of the
  year.

16
(No Transcript)
17
Project Choices cont.
One of 12 panels shown left note the thread
that ties the panels together By Austin
9. Depict 12-16 scenes on a multiple panel quilt
with captions/quotes.
18
Project Choices cont.
Clue Game Board by Sarah C.

• 10. Develop a game (board game or electronic
  version).

19
Final Project Choices
Click on the screen below to play a 1 minute
movie clip of a choice project

• 11. Write a song and sing it to the class.
• 12. Develop a project idea of your own and get
  it approved. Think computer, website, video,
  sound recording, etc.

20
Class Data English 9

• 1st Hour 9th Grade English
• 27 students 5 getting a D or lower 5 of 5
  completed the project though they hadnt done
  much else all year 5 of 5 received 90 or above.
  
• 2nd Hour 9th Grade English
• 29 students 6 getting a D or lower 5 of 6
  completed the project and received 90 or above.
  The one student who did not complete the project
  was hospitalized for suicidal tendencies.
• 3rd Hour 9th Grade English
• 26 students 9 getting a D or lower 6
  completed the project and received 85 or better.
  The 3 students who did not do the project have
  done nothing all year and knew they were past
  having a chance to pass.

21
Culminating Project--ONGOING

• Students are making presentations to impact the
  community based on themes from Romeo and Juliet.
  A partial list of choices are
• Communicating better with parentsfor a teenage
  audience
• Communicating better with teenagersfor a parent
  audience
• Dealing with peer pressure
• Managing raging teenage hormonesHow to say no
  or Dating in the new millennium
• Making good decisions
• Preventing suicidefor a teenage audience
  (friends of those who may be suicidal)
• Preventing suicidefor an adult audience
  (parents, teachers, and other community members)
• Adapted from www.webenglishteacher.com

22
Dayna Lang Moodle Site
23
Dayne Langs Moodle Site
24
UDL MoodleSite
25
Dayna Langs Moodle Site
26
For Dayna Langs Short Story Class
Chase Woolners Zeus and Io
27
Jeff Blakeslee
Canton High School English
As you can well imagine from the picture, Jeff is
a highly creative teacher with a talent for
engaging his students using multiple UDL
strategies. Dayna and Jeff will be sharing
their UDL experiences at a half day workshop at
the MITS Summer Institute from June 17-20. For
more information, go to www.cenmi.org/mits
Dressed up for Lord of the Flies
28
Lesson Pre-reading Alas Babylon
Alas Babylon Background Knowledge

• This was done with a low-level skills English
  class
• When doing exit slips with students, I found that
  the biggest problem students had were remembering
  who the characters were. To help, I created a
  template that could be used for any novel.
• Before reading, I take the students to the
  computer lab and have them download the Character
  template which contains blank boxes and a short
  character description for each important cast
  member.
• I tell the students to imagine that they are
  casting for a new film version of the book that
  would include all of the characters.

29
Lesson Pre-reading Alas Babylon
Background Knowledge (cont)

• They are to read the description, and think about
  a film star/famous person (dead or alive) that
  they can associate with it. They then search the
  Internet to find pictures of the stars which they
  input into the template and print out to use as a
  cheat sheet while they read.
• Students say it is much easier to remember a
  character when it is a famous person (film star
  or otherwise).
• There are variations such as when students input
  pictures of their friends or relatives or when we
  choose actors as a class and post them on the
  walls. We have even connected pictures with
  colored yarn to show relationships between
  characters (Romeo and Juliet)

30
Lesson Review for Frankenstein

• After assigning the novel Frankenstein, I
  produced this Jeopardy game to review information
  before we discussed the book.
• Played with the Smartboard, and accompanied by
  music from the show, I did not lose any heads to
  what I call the Extra Gravity desks.

Instead of merely having three students
participate, I have buzzers (quiz bowl style)
that teams of four would use to get a chance to
answer. As is always the case when I pull out the
buzzers, in a class of 37, everyone is on task (I
have several different buzzer games).
31
Lesson Create a Five Minute Commercial

• In Advanced Composition, a persuasive speech is
  one of the required writing tasks.
• Having worked in retail as a Market Manager for
  years, I understood that real-world persuasion
  hits the kids millions of times per day, so
  instead of creating speeches, they create
  commercials.
• We discuss all the elements of persuasion, and
  study it through lessons on political cartoons,
  propaganda, urban legends (the kids create their
  own and try to convince others that it is real),
  and advertising, ending with this assignment.
• Using all the elements of persuasion, the
  students were tasked to create either several
  short spots or one long infomercial (or a
  combination) that spoke to the teenage target
  group.
• The students learned filming techniques, editing
  techniques, Foley arts, soundtrack editing, and
  graphic design. Although these were not the
  cleanest, Roadrunners won acclaim in the
  classroom as most likely to purchase, and
  STUPID won most memorable.

32
Lesson Final presentation for Time Travel Unit

• The class had spent two weeks learning about
  different time travel theories in Science Fiction
  class by watching Twilight Zone videos,
  participating in readers theater, reading
  stories aloud and silently in literature circles
  and completing online readings.
• After learning about three specific theories
  (Linear, Quantum, and Comic), the students had to
  research a different theory, and come up with a
  creative way to present the information. Some
  chose to make PowerPoint presentations, some
  made games, one even did a puppet show. The Time
  to Travel group made a film that ended up
  winning an award in a student film festival.
• The group that worked on the film did not have
  the highest grades in the class, but took extra
  time and put in extra effort as they felt
  empowered by the choice of presentations. They
  also explained that they had learned a copious
  amount of information, not only about time
  travel, but about film-making as well.

33
Darrin SilvesterHigh School History
Darrins passion for local history led to a
project to clean up an overgrown local cemetery.
During the cleanup, Darrin and his class
uncovered gravestones of early Plymouth citizens.
Research led to the record of a speech given in
1873 by the brother of a boy buried in the
cemetery. Coupled with an early newspaper
article, these primary resources provided an idea
for a story.
Two of Darrins students, Kelly Behr and Leslie
Hampson, wrote a story about a young girl who
lived in the late 19th Century in Plymouth. The
appearance of a ghost of an early resident led to
a search of Plymouth to locate an old arrowhead.
The book, Footsteps in History, was beautifully
illustrated and published through Authorhouse.
Footsteps in History is available on Amazon.com.
34
Available at Amazon.com
35
Authorhouse.com
36
An Excerpt From Footsteps in History
Footsteps in History represents a project based
learning experience at his best. What started
out as a class activity quickly expanded to a
collaboration with members of the community,
local government, teachers in other departments,
elementary school classes, and others. The
project doubled as a learning experience for the
students who created the book and an invaluable
journey to the past for engaged elementary
students.
37
Margaret LandisResource Room Teacher Biology
Unit
Margaret created a Biology Unit that included a
televised, interactive, live open heart surgery.
It took a year to setup the first broadcast. Her
students had to score 80 on a test to
participate. Everyone, including special ed
students, participated.
38
Live From The Heartwww.livefromtheheart.com
The Live From The Heart program also offers an
online course, the result of a joint effort
between Museum of Science and Industry and the
Advocate Christ Medical Center both located in
the Chicago area.
39
Registration for Live From The Heart
To register a class for Live From The Heart,
call Anel Solorio at 773.684.1414 Ext. 0 The
address of the Museum is Museum of Science and
Industry57th Street and Lake Shore
DriveChicago, IL 60637 New school year
registrations take place after May 1, 2008. The
cost for the program is 250 for a class of
30.00
40
Rick Coughlin Middle School Science Fiction
41
Whats The Science in Science Fiction?Instruction
al Unit Resource GuideBased on Principles of
Universal Design and Differentiated Instruction

• Project Title Whats the Science in Science
  Fiction?
• Grade Level 7th Grade
• Focus Reading, Writing, Listening and Speaking
• Author Richard Coughlin
• School District Plymouth-Canton Community Schools

42
Sharing and Archiving A Paradigm Shift
Electronic Materials
Print Materials

• Stored on shelves and
  in filing cabinets
• Poor shelf life
• Easy to misplace and lose
• Tendency to hoard
• Materials created from scratch by new teachers
• Lack of district recognition

• Easy to share
• Accessible by teachers,
• parents, students
• Easy to modify
• Lasts indefinitely
• Easy to recognize authors

43
Introduction

• The unit applies UDL principles in the use of
  digital text and audio to help students
• Articulate their understanding of the Science
  Fiction genre
• Identify how Science Fiction is used to address
  particular themes and values
• Verify their ideas by producing their own project
  based on a Science Fiction short story and novel
• Create their own Science Fiction story based on
  their gained knowledge of the genre.
• Reflect on their understanding throughout by
  participating in Literature Circles and sharing
  their projects with the class

44
Standards/Benchmarks

• Plymouth-Canton Community Schools Standards based
  on Michigan Curriculum Frameworks
• Reading
• I.1.7.1 Identify genre characteristics of Science
  Fiction
• I.1.7.2 Identify in science fiction how authors
  use antagonists and protagonists, internal and
  external conflicts, abstract themes, over and
  understatement, and exaggeration
• II.1.7.1 Analyze key ideas, central ideas, and
  themes of tolerance, change, and integrity in
  classic and contemporary literature and other
  text by examining the focus questions
• What does it mean to be tolerant?
• Is change good or bad?
• What is integrity
• II.1.7.2 Analyze the beliefs and values that
  underlie our common heritage found in classic and
  contemporary literature and other text to examine
  the focus questions
• What values and beliefs enable some people to
  adapt to change?
• Why is tolerance a desirable characteristic?
• Why is integrity a desirable characteristic?
• II.2.7.1 Compare various cultural perspectives on
  key concepts, values, and beliefs found in
  classic and contemporary literature by examining
  the focus questions
• How and why is tolerance essential to community?
• How does change impact our lives?
• What influences integrity in society?

45
A Comparison
Traditional
UDL

• Single Text or Anthology
• Teacher driven lessons
• Students take turns reading aloud or the teacher
  reads
• Test and Quiz Assessment
• Book Report Assessment
• Teacher directed book discussion

• Multiple choices
• Students explore the genre
• Students use listening centers for audio books
• Project-Based Assessment
• Authentic Assessment
• Student directed book discussion (Literature
  Circles)

46
Unit Introduction
Brainstorm Whats the Science behind all of
these?
47
Short Story Project
You must first convince a major motion picture
studio to take on your idea for a movie. In
order to do that, you have to Present your ideas
to the board of directors for the movie studio
and convince them that YOUR idea for a movie is a
good one!
48
Give Them Choices!

• Options
• A video reenactment (complete with costumes)
• A live performance with a written script (like a
  play, complete with costumes)
• A PowerPoint Presentation
• A Podcast recording (radio show)
• A graphic design poster board display
• Original Presentation Idea Proposal_______________
  _________

49
Literature Circles More Choices!

• Five Novels to choose from
• Fahrenheit 451 (Advanced)
• People of Sparks (Intermediate)
• Z for Zachariah (Intermediate)
• The Giver (Intermediate)
• Among the Hidden (Basic)
• Top Three Choices
• Students Plan using a Group Calendar

50
Literature Circles

• UDL Benefits
• Utilize cooperative learning
• Allow students to succeed regardless of reading
  level or ability
• Student-centered and directed but
  teacher-facilitated (Allows small group focus)

51
Literature Circles

• Capitalized on social needs of middle school
  students
• Opportunities to differentiate instruction and
  utilize Theory of Multiple Intelligences
• Organized around groups of students but allow for
  individual assessment
• Capitalize on how students personally respond to
  various types of literature

52
Literature Circles

• How I organized them
• 5-6 students per group
• 5-6 Different Roles
• Two meeting days per week, and three work days
  for reading and completing role sheets.
• Additional reading completed at home if needed
• Mini-lessons on reading strategies as needed
  based on small group observation

53
Nowhere Near Perfect Yet!

• Challenges
• Some students unprepared no matter what
• Interpersonal conflicts in groups
• The need for extensive modeling
• Literature Circle Procedures
• Role Sheet Procedures
• Large number of project choices
• How to think critically (Yes, I believe 7th
  graders can!)
• Multiple Rubrics
• Time Consuming
• Pre-Planning
• Technology Issues (i.e. lack of equipment,
  access, etc.)

54
Rich Plecha, Elementary Science
When his students reported that the creek behind
the school had a foul order, Rick organized a
cleanup which turned into a 6 year project that
not only cleaned up the creek but also created a
frog pond and a bird habitat. This area is being
used for science and language arts units across
all grade level. This project has engaged
students of all ability levels.
55
Noreen Parker, High School Poetry
Noreen teaches students with emotional impairment
in a categorical classroom. On a classroom field
trip to the Detroit Institute of Arts, students
selected a work of art for the subject of a
poem. The quality of the poetry so impressed her
that Noreen published the work called Nightmare
and Other Reflections on lulu.com.
Noreen is passionate about project based
learning. She and her students held a bake sale
for the Gleaner Food Bank that raised enough
funding for 1000 meals. To promote the sale, she
and her class created a hip hop music video that
was broadcasted to the entire high school.
56
Poetry Offers a New Mode of Expression for Her
Students
Outcast
Always seen as an outcast Though no
personal grudge takenI suppose Ive managed to
overcome That which I cannot avoid.
Time is thrusting at my mind Its devious focus
taking shape I become one with destinyAnd
dream, as only dreamers do.
For most, it was a limiting factorFor me, it
was a flourishing element What I have
overcome in lifeMost will never conquer in their
dreams I have grown to be my bestMy best is
more than omnipotent It is an implacable
fury That only God can keep at bay.
Outcast was written by a student who had been in
an Adolescent Day Treatment Center for a number
of years. He had a history of disruptive
behavior and was on the verge of dropping out.
Poetry has helped this student find an outlet for
his intense feelings and engage him to literacy
in a way that many thought not possible.
57
Parker Poetry Slam
Cinquain Waterfalls Noisy,
MistyPouring, Tumbling, FallingI want to see
Niagra Falls Cascading
DiamonteHawaii Tropical, ExoticRelaxing,
Surfing, TouringParadise, Comfort, Frontier,
SurvivalHurt, Endure, ExistFreezing,
RemoteAlaska
The Cinquain and Diamonte was written by a
student with a Hearing Impairment who never
talked in school. His parents discouraged him
from talking for fear of his being embarrassed.
The Poetry Slam is a taped recital of poetry by
all students in Noreens class. During the
practice sessions, a number of students
encouraged this young man to speak. At first,
the young man declined. But, during the video
taping, he mustered his courage and spoke for the
first time in school. It was an emotional moment
for everyone.
58
Can You Tell Which Was Written By A
Student With A Disability?
I am a tree I stand tall and proud I can see
beyond a crowd When the wind runs by I hold
tight As my leaves dance in the breeze. I feel
the hot sun through the day I stretch my arms
inviting all into my shade I am a tree
Impressions of Standing Women Tall screaming
women, Cracked and weathered flesh, Fear in every
pore, Burning needs to be seen, To be.
Source Noreen Parker and Kathleen Churchill,
Canton High School Teachers
59
Get this! Published at Lulu.com!