This resource provides simple yet effective methods to implement Universal Design for Learning (UDL) in your classroom without relying on technology. Explore activities that encourage students to recognize their strengths and barriers to learning, promote vocabulary understanding, and create a flexible, inclusive curriculum. Engage students in discussions about the unique ways they learn and share strategies that enhance access for all, fostering a supportive learning environment. Remember, what is a barrier for one student can be a strength for another!
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Hmm…. • What do these numbers have in common? 8549076320
It was a cold January Alberta evening, when Roger and his family had just settled into their seats to watch their beloved Lethbridge Broncos play. Most of the young men on the ice had been playing Canada’s national sport since the day they could walk. It was no surprise that many of these young men were considered to be professional hockey’s future stars.
Person A Person B SHARE WHAT YOU KNOW ABOUT HOCKEY!
Person A Person B SHARE WHAT YOU KNOW ABOUT HOCKEY!
Person A Person B SHARE WHAT YOU KNOW ABOUT HOCKEY!
Person A Person B SHARE WHAT YOU KNOW ABOUT HOCKEY!
The puck had hit the ice and both teams collided into a fury of speed, sweat, and controlled aggression. Roger’s wife, Paula, eyed her way through the program and was astonished to notice that the young men ages 16 to 20 all had something in common… • Talk with each other about your prediction
The puck had hit the ice and both teams collided into a fury of speed, sweat, and controlled aggression. Roger’s wife, Paula, eyed her way through the program and was astonished to notice that the young men ages 16 to 20 all had something in common… • SHARE YOUR PREDICTIONS
Roger’s wife, Paula, eyed her way through the program and was astonished to notice that the young men ages 16 – 20 all had something in common, they were born in either January, February, or March. Roger went home that night and looked up the birth dates of as many professional hockey players as he could find. He saw the same pattern. There were 5 times as many January birthdays as there were November Birthdays. Why is this?
In Canada, the eligibility cut-off is January 1. Therefore a player who turns 10 on January 2nd can be playing alongside another player who doesn’t turn 10 until the end of the year, a huge advantage for an adolescent. This is also the age when coaches start dividing the “best of the best,” into travel squads. These players often get more coaching, more games, and more experiences than their peers. Age makes a huge difference.
Today’s Session: • UDL looks at overcoming barriers that exist in our classrooms and creating a flexible curriculum to create access for ALL students! • How can we implement UDL without technology?
How do you choose words to teach? COMMONCORE Beck, I.L., McKoeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: The Guilford Press.
TURN AND TALK What are some of the most effective ways of teaching vocabulary to your students?
TURN AND TALK What are some of the least effective ways of teaching vocabulary to your students?
Vocabulary Instruction: What doesn’t work • Looking up words in dictionary. • Simply telling students “use the context” to figure out word meanings. • Unplanned vocabulary teaching. Dr. Timothy Shanahan
Research-based Principle • Students must encounter new words in contextmore than once to learn them. • At least 6 encounters to “ensure” deep learning. • “In context”: having students encounter/read word in a text OR having students or teachers apply word in speaking or writing.
