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Universal Design for Learning Creating Collaborative Relationships & Fostering Communication

Overview of the facility, equipment, & mission/vision Fitness Assessment completed Individualized Fitness Plan developed with personal goals & objectives Huge Variety of Equipment & Classes Leveled Exercises & Classes Personal Guidance to learn procedures, methods, etc Personal Training (if needed/wanted) Directions Written on Plan Directions Posted near equipment as reminders Assistance to complete work-out from employees Assessment to reevaluate Some people need more instruction, some more practice, some start slow and get there, others start fast and slow down

UNIVERSAL DESIGN FOR LEARNING OBSERVED IN HEALTH CLUBS

Instructional Interventions
(as part of UDL)

Depends on the individual students Learning stage (what are the five stages?) Rate of learning Need for direct instruction Need for extra practice Need for variety to process information Time for independent exploration Time for problem-solving tasks
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Brainstorm Class Activity Examples in everyday life where individuals needs are incorporated into the overall goal so actions/events are planned to be adapted to the individual needs.

1 Big Ideas Direct instruction of key principles, concepts, strategies, and skills essential for student to know based on standard(s). 2 Activate Background Knowledge Present key background knowledge with the introduction of new material. 3 Strategic Integration - Plan instruction that connects the new to the old.

(Heward, 2009)

4 Conspicuous Strategies Teaching strategies & actions to make learning explicit such as graphic organizers, maps, guided notes, mnemonics, and self-regulation strategies. 5 Use Mediated Scaffolding Temporary supports that are faded over time. 6 Judicious Review Planning & providing sequential opportunities for student engagement & practice: adequate, distributed, cumulative, & varied.
(Heward, 2009)

Learning To Ride A Bike with UDL: 1 Big Ideas right fit, safety, why?, keep front wheel straight
push foot forward on pedal to go, backward to stop, 2 Activate Background Knowledge just like your toy truck & daddys truck, the wheels roll to make you go

3 Strategic Integration Teach feet move pedals pedals move tires tires move bike - 4 Conspicuous Strategies Show how others do this. You hold back of bike so tire spins 5 Use Mediated Scaffolding hold the bike even with the training wheels & then just to get on, then just to steady, then not at all, then off come the training wheels 6 Judicious Review practice, practice; then ride with parent, then sibling, then friend (in driveway or cul-de-sac, then down

1. Teach the Big Ideas


Students learn more with less TEACH a process or an approach for learning Make connections for the students in
Content Standards (TEKS) Real life examples/situations Learning goals Learning strategies Assessment
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2. Activate Prior Knowledge


Teachers:

Remind students of prior lessons/learning Access (or assess) prior knowledge (KWL) to determine skill levels Work around & eliminate roadblocks Focus on important skills needed Use helpful techniques such as:
Brainstorming Cueing Questioning Telling a story Creating semantic webs

Activate Prior Knowledge - Example


Whats the prior lessons/learning What skills are needed to get to this level? What are the roadblocks to work around & eliminate What important skills need to be the focus at this point?

3. Strategically Integrate Learning Goals


Purposefully blending old learning with new Use authentic/real-world learning Use project-based learning Make culture an integral part of learning process Use anchored instruction (narrative or case study)

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4. Use Conspicuous Strategies

Use clear, concise, explicit steps to present and learn content (Direct Instruction) ALL students benefit from direct instruction of interventions and strategies Using learning strategies emphasizes
Attainment of observable skills & behaviors Cognitive strategies that extend beyond content areas

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Learning Strategies Approach


Content Enhancements
Graphic organizers Semantic mapping Advance organizers Study guides Content diagrams Guided notes
Big Ideas Prior Knowledge

Learning Goals

Word/letter mnemonics Match-to-sample


Series 1 Series 2

Flow lists

Spellers Dictionary Times Table Chart Number/object chart Mathematical formulas List commonly misspelled words

Questioning strategies: Blooms Taxonomy Think aloud

Category lists (months, weather words, ordinal numbers, etc)


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5. Apply Mediated Scaffolding


Bridge the gap between current level of performance to intended level of performance Provide personal guidance, assistance, support Assistance may be teacher, peer, materials, or task Decrease supports over time Provide Direct Instruction
Modeling Task analysis (what are the parts of the skill?) Shaping (from approximation to independence) Forward & Backward Chaining Cues/prompts (language or visuals: gestures, pictures)

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6. Provide Judicious Review


Plan adequate practice with feedback Distributed over time Cumulative with information integrated Vary practice to increase application of learning Remember the need for
Maintenance Generalization Adaptation

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Differentiated Instruction is:


One of the major portion part of UDL Proactive Instructional Approach
Organized Flexible Variety of teaching and learning methods Accommodates individual learning needs & preferences

To maximum student s academic growth

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