Universal Design for Learning (UDL) in Action
Engaging students in meaningful, responsive learning.
2 Session Options
See Below for Details
Intentional Planning with Universal Design for Learning (UDL)
Time is at a premium. As teachers maximize instructional time with learners, it is key to proactively design for the variability of learners within any classroom. In this session, participants will explore what it means to be firm on goals and flexible on means.
Not only is it important to recognize the variability within our students, it is important to recognize and honor the variability of our educators. Through the process of identifying the programming for a student identified as Twice Exceptional, Gifted/Talented instructional coach (Terese Weiler) and Special Education Instructional Coach (Shannon Schultz) discovered that despite the differences in their titles, powerful collaboration and planning occurs when we bring our unique perspectives to proactively plan.
This workshop will share the lived experiences of two veteran instructional coaches and provide resources for instructional planning to meet the needs of the diverse range of learners within a classroom community.
As a result of this workshop, school leaders, instructional coaches, and teachers will:
Understand what a “jagged profile” means as it relates to the variability of learners in our communities.
Recognize common barriers to student learning and strategies to embed within lesson design to address these barriers.
Develop an awareness of how providing multiple means of representation creates “on-ramps” for the range of learners within a classroom community.
Explore multiple means of action and expression so that learners can respond and demonstrate key understandings in ways that support their learning profile.
Have a framework to determine the knowledge, skills, or contents that are critical for students to learn within a lesson.
Identify scaffolds, tools, and resources to ensure learners can access to meet learning goals.
Engagement Through the Lens of Universal Design for Learning
A search for “Student Engagement” yields more than four billion entries. Engagement is a hot topic in education. With all the talk, what does it actually mean to say that a student is engaged?
Engagement is more than catchy lesson openers, offering a few choice assignments, or asking students to turn and talk to a neighbor. Engagement is also more than attendance and compliance. Engagement includes interest, effort and persistence, and self-regulation.
Once we have a greater understanding of student engagement, how do we actually measure whether students are actively engaged? This two part workshop will build understanding of active engagement while providing strategies for monitoring and measuring engagement.
As a result of this workshop, school leaders, instructional coaches, and K-12 educators will:
Develop a deeper understanding of engagement by examining the guidelines for engagement within the Universal Design for Learning (UDL) framework
Learn strategies to implement and support students within the three checkpoints of engagement (interest, effort and persistence, and self-regulation)
Understand how purposefully planning for engagement within your lesson design will support students to develop a sense of being expert learners
Identify methods for monitoring and measuring student engagement
Distinguish between compliance and active engagement within students
Shannon Schultz is a special education teacher in the Fond du Lac (WI) School District. Shannon currently serves as an instructional coach for teachers of students K-12. As a special education instructional coach, Shannon’s assignment includes coaching and collaborating with general educators, special educators, reading specialists, and teachers of English Language learners. This collaboration and coaching focuses on utilizing the principles of Universal Design for Learning (UDL) to provide equitable, accessible, and engaging learning opportunities for all students. Shannon also enjoys providing professional development sessions and engaging in professional book clubs focused on Universal Design for Learning.
Terese Weiler is a Gifted and Talented Instructional Coach in the Fond du Lac (WI) School District. She has taught second through fifth grades, served as an instructional support teacher as well as a math interventionist (MRIS). Terese earned her Gifted and Talented Coordinator license through UW-Whitewater in 2017. As a GT instructional coach, she collaborates with general and special education teachers to design appropriate instruction to high ability/potential students, in grades K-12. Terese also enjoys providing professional development sessions and engaging in professional book clubs focused on Universal Design for Learning.