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Enhancing Learning Through UDL: Day 1 Reflections on the PAL Process

On Day 1 of our orientation workshop, we delved into the UDL Curriculum Framework and its potential to plan for all learners. Participants explored UDL resources and engaged in collaborative discussions on applying the PAL (Planning for All Learners) process. Through hands-on activities like a gallery walk and group explorations of UDL principles, attendees gained insights into minimizing barriers and maximizing learning for every student. We focused on flexible methods, materials, and assessments to cater to diverse learning needs, setting the stage for unit and lesson planning.

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Enhancing Learning Through UDL: Day 1 Reflections on the PAL Process

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Presentation Transcript

  1. Are You Fired Up?

  2. Reflection on Day 1

  3. Today’s Outcomes • Understanding the PAL Process (Planning for All Learners) • Exploring UDL Resources • Applying UDL Framework to lessons or units

  4. Orientation Workshop Wiki • http://pentucketdistrict.wikispaces.com/ Participation Options (Volunteers) • Collaborative Notes • Live Chat

  5. The UDL Curriculum Framework:Planning for All Learners (PAL) Minimize Barriers to Maximize Learning for All

  6. The UDL Curriculum Framework:Planning for All Learners (PAL) Windows Vista By Collin M

  7. Exploring UDL Resources • Explore UDLinks on iPad • The UDL Wheel http://udlwheel.mdonlinegrants.org/ • Assign principles to groups to explore & share out by taking a gallery walk??

  8. The UDL Curriculum Framework:Planning for All Learners (PAL) Goals Methods Materials Assessment

  9. GOALS • Generally dictated by state standards or county curriculum Raising Awareness: Are the means embedded?

  10. Planning for all Learners: Goals Are the means embedded? Students will apply their knowledge of the genetic basis for transfer of biological characteristics from one generation to the next to predict eye color.

  11. PAL: Goals Are the means embedded? Students will analyze data from a variety of books to formulate an understanding of the impact of poor nutrition on health.

  12. PAL: Goals Are the means embedded? Students will demonstrate competence in the general skills and strategies of the writing process.

  13. Assessment • Must match goal • Is there room for flexibility in the way students are assessed? • Look at options for assessing goals based upon student learning differences. • Use formative and summative assessments to measure student progress

  14. Methods: Questions to ask… • Which strategies will you choose to teach the content? • How can you vary the teaching strategies to meet the needs of every student in your class? • Are there any high/low tech strategies or supports that will allow further access to the material for students?

  15. Materials/Media • Should be flexible and allow all students access to the information • Should provide some level of student choice • Take into account learning preferences and ability of students IF you were teaching the writing process…

  16. Lesson Plan Activity Review the lesson plan provided • Could the lesson be more accessible? How? • Which tools could you utilize to improve the lesson?

  17. Applying the UDL Framework to Your Lesson Plan • Use the PAL process to create a unit &lesson utilizing the UDL framework. • You may choose to work in content groups/heterogeneous groups or individually • Utilize the wheel or app to access resources • Reflection

  18. Next Steps! • Bring materials for unit/lesson planning • Goal Tomorrow: Create a unit for the beginning of the year. Create one lesson plan for that unit.

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