Universal Design for Learning Online Investigations In class, Day 2:
(Introduced in Class and supplemented with Independent online investigations)
This is a collaborative working day. You can take breaks as you need to and eat lunch when it works for you.
Students will work on these investigations either individually or in groups to learn about Universal Design for Learning and Read/Write Web through case studies, presentations, demonstrations, video models and research-to-practice resources. There is wealth of information. It will feel like a firehose. As a group, you will create your own resource to share with your colleagues, leaving your opinion about the value of each resource and why you included it. This can be a Google Document, Google Site, Google Slides, Wiki, etc. Whenever possible, embed the resource using the Embed Code.
1. Explore the basics of Universal Design for Learning - UDL Center. Org
2. Watch Implementing UDL: The Payoff using EdPuzzle. Answer the Embedded questions:
4. Everyone -- Complete the Interactive UDL Activity (It was the Interactive UDL Explorer on the previous website. I want to make sure everyone had a chance to explore this tool).
5 Share your resource link via Edmodo. Make sure all your group members are included. Be prepared to share your work with the rest of the class.
6. Discuss in your group - How do textbooks, lectures, and online explorations fit into Universal Design for Learning?
7. Before you break for lunch, share what you have learned so far on the collaborative Padlet. What are the most important points for you? What will you implement in your position as an educator? In what ways might the role of the teacher change when using some of the tools you explored?
In groups of three or four, (different groups from the morning investigations), explore the Following Free Online Resources for Differentiating Instruction and promoting UDL:
UDL Tech Toolkit - Wiki Resource of Free tools for Reading, Writing, Study Skills, Math, Multimedia, etc.
Explore at least ten tools. Complete a Google Doc or other method that works for your group, answering the following questions for at least five of the tools or websites:
What are the accessibility and differentiation features of the resource?
Who can benefit?
What would prevent an educator from using the resource?
What are some of the customizability features in this tool? How do you find them?
How do these tools support UDL?
Turn in your link using the Edmodo site - Free Resources, due by the end of the second day of class. Please remember to share it with me so I can open it.
6 Share what you have learned so far on the collaborative Padlet. What are the most important points for you? What will you apply to your position as an educator? In what ways might the role of the teacher change when using some of the tools you explored?
Universal Design for Learning Online Investigations In class, Day 2:
(Introduced in Class and supplemented with Independent online investigations)This is a collaborative working day. You can take breaks as you need to and eat lunch when it works for you.
Students will work on these investigations either individually or in groups to learn about Universal Design for Learning and Read/Write Web through case studies, presentations, demonstrations, video models and research-to-practice resources. There is wealth of information. It will feel like a firehose. As a group, you will create your own resource to share with your colleagues, leaving your opinion about the value of each resource and why you included it. This can be a Google Document, Google Site, Google Slides, Wiki, etc. Whenever possible, embed the resource using the Embed Code.
1. Explore the basics of Universal Design for Learning - UDL Center. Org
2. Watch Implementing UDL: The Payoff using EdPuzzle. Answer the Embedded questions:
3. Explore the resources available here: - Loudon County UDL Resources Page) (note the side links also).
4. Everyone -- Complete the Interactive UDL Activity (It was the Interactive UDL Explorer on the previous website. I want to make sure everyone had a chance to explore this tool).
5 Share your resource link via Edmodo. Make sure all your group members are included. Be prepared to share your work with the rest of the class.
6. Discuss in your group - How do textbooks, lectures, and online explorations fit into Universal Design for Learning?
7. Before you break for lunch, share what you have learned so far on the collaborative Padlet. What are the most important points for you? What will you implement in your position as an educator? In what ways might the role of the teacher change when using some of the tools you explored?
LUNCH BREAK!
Afternoon Activity - FREE Resources Investigations
In groups of three or four, (different groups from the morning investigations), explore the Following Free Online Resources for Differentiating Instruction and promoting UDL:
Read and Write for Google Chrome Extension
Listen Current
Newsela
Smithsonian Tween Tribune
Actively Learn
CommonLitGoNoodle
LitCharts
Wonderopolis
Liquid Text - Video Explanation
PearDeck
ClassKick
andUDL Tech Toolkit - Wiki Resource of Free tools for Reading, Writing, Study Skills, Math, Multimedia, etc.
Explore at least ten tools. Complete a Google Doc or other method that works for your group, answering the following questions for at least five of the tools or websites:
Turn in your link using the Edmodo site - Free Resources, due by the end of the second day of class. Please remember to share it with me so I can open it.
Final activity for day 2.
Competency Assessment first weekend
Tool Preferences of Educators from around the country (and world)
6 Share what you have learned so far on the collaborative Padlet. What are the most important points for you? What will you apply to your position as an educator? In what ways might the role of the teacher change when using some of the tools you explored?