Universal Design for Learning:

A Framework for Addressing the Variability of All Learners

January 25 – 26, 2012

Workshop Goals:

  • Understand UDL as a framework for designing learning experiences for all learners
  • Apply the UDL framework to practice

Presenters: Grace Meo, and Margie Boudreau,

District Website:

Workshop Website:

Day 1–January 25, 2012

9:00 – 10:30Welcome and UDLOverview

Topic:Universal Design for Learning, a Framework for Teaching All Learners

Participants will understand:

  • The UDL framework, guidelines, and connections to neuroscience

To learn more, link to:

The CAST HomePage:

The National Center on UDL:

10:30 – 10:45BREAK

10:45 – 11:15Topic: Taking a Closer Look at UDL

3-2-1 Individual reflection on the morning presentation relative to their practices

  • 3 things that you can apply to your practice
  • 2 things you want to share
  • 1 question
  • Table talk: Discuss, highlight, and synthesizekey concepts; be ready to share one key concept for the group and write one question on chart paper

11:15 – 12:00Overarching Topic:Diving Deep into the Guidelines

Sub-topic 1:Principle 1

Session Goal: Learn the structure and content of the UDL Guidelines

Principle 1: Providing Multiple Means of Representation…Learning About the Guidelines

Understanding the structure of the UDL Guidelines

12:00 – 12:30LUNCH

12:30 – 2:15Overarching Topic:Diving Deep into the Guidelines, cont’d.

Sub-topic 2: Principles 2 and 3

Session Goal: Understand Principles 2 and 3

Principle 2: ProvidingMultiple Means of Action and Expression

Principle 3: ProvidingMultiple Means of Engagement

Activity 1 - 45 minutes

  • Work with 4-5 colleagues on one guideline
  • Become familiar with the guideline, highlighting the key ideas/elements
  • Identify one application to practice
  • How is the Common Core best exemplified by your target guidelines? Work as a group to demonstrate this relationship in an engaging manner and be prepared to share out your guidelines.

Activity 2 - 30 minutes

  • Share new understandings (You choose how you will share your new knowledge - think outside the box.)

Sub-topic3:UDL in the Classroom

Session Goal: Identify instances of UDL in a regular education classroom

Activity:Look at classroom practice through the lens of UDL: Use the UDL Teacher Educator Checklist to identify examples of UDL.

2:15 – 2:45Topic:Planning for UDL

2:45 – 3:00Wrap-up and Evaluation

Day 2 –January 26, 2012

9:00 – 9:15Welcome, Re-cap of Day1, and Overview

9:15 – 10:00Overarching Topic: UDL and Curriculum - Applying UDL to Practice

Topic: Applying UDL to Lessons through the PAL Process

Lesson 1: Taking a Chance, a lesson in probability. Link to

1: Goals -Identify lesson goals that maximize learning for all

2: Materials - Using flexible and supported materials to support all students’ learning

3: Methods - Using diverse methods to support all students’ learning

4: Assessment -Usingformative and summative assessments to assess students’ learning

10:00 – 10:15BREAK

10:15 -10:45Topic: Discussion – How Does the PAL Process Relate to Your Current Lesson Planning?

10:45 – 11: 45Topic: Guided Exploration of Resources that Support UDL

Session Goal:Become familiar with resources that support the UDL Guidelines

Activity: Link to UDL Connect and go to session resources

11:45 - 12:15Topic: Thinking About the District

Session goal: Relating UDL to other District Initiatives

Activity: Brainstorm and discussion

12:15 – 12:45LUNCH

12:45 – 2:00Topic:How Does UDL Support Lesson Development by Minimizing Barriers and Maximizing Learning Opportunities for All Students?

Activity:

  • Choose one of your lessonsor choose a lesson from the website(
  • Work individually or in small groups with others whom have chosen the same lesson
  • Select a guideline that you did not work with yesterday.
  • Read the lesson plan with the guideline in mind.
  • Identify 2 checkpoints that are evident of UDL practice, identify 2 potential barriers that hinder the achievement of the learning goal for all students, and identify 2 resources that would maximize learning opportunities.

Reflection and Discussion:

  • What do you think? Does the lesson plan incorporate the guideline? How? If not, what are the barriers and how would you change the lesson to represent the guideline? Be sure to check resources provided in the UDL Guidelines.
  • Discuss with your group and redesign the lesson plan. Provide a rationale why you kept or changed features of the lesson plan in relation to the Guideline you selected.
  • Be ready to share one key reflection of this process with the whole group.

2:00 – 2:30Topic: Taking the Next Steps

Activity: Work individually or in small groups to develop a plan of action relative to new understandings of UDL

2:30 – 2:45Topic:Sharing Plans for Next Steps

2:45 – 3:00Wrap-up and Evaluation

UDL Agenda p. 1