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UDL in Action in the K-12 Classroom

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Colorado Convention Center, Bluebird Ballroom 3DE

Participate and share: Interactive session

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Presenters

Susan Aplin

Instructional Technology Specialist

Lexington Richland 5
@AplinEDU

Susan Aplin is an ISTE Certified Educator and Google Certified Trainer who serves as a district Instructional Technology Specialist in South Carolina. In that role she organizes district professional development and supports school technology coaches, librarians, and computer lab teachers. Her goal is to support and lead educators in authentic technology integration and research based instructional strategies that help teachers and students meet instructional goals. She also loves to leverage technology to ensure equitable education opportunities for students and teachers.

Session description

We'll explore concrete examples of how teachers can incorporate the key principles of Universal Design for Learning (UDL) into their classroom and how UDL helps teachers create more inclusive learning environments for all. Participants will gain practical strategies for implementing UDL in their own classrooms.

Purpose & objective

Participants will gain an understanding of the three key principles of Universal Design for Learning (UDL): Engagement, Representation and Action & Expression. In addition participants will review specific examples of how specific technology tools can help support those UDL principles and all UDL guidelines.
Reviewing these examples will allow participants to leave with specific ideas they can implement in their classrooms or with the teachers they coach.

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Outline

The session will be delivered via an interactive Lumio (by SMART). Not only does this allow me as the presenter to get feedback as we go (so I can adjust the presentation to meet participants needs, it also allows participants to try Lumio from a student's perspective.
I will use a direct instruction model of ATLAS, from Weston's Kieschnick's The Educator's ATLAS (2022) book to plan the session for maximum engagement and learner growth.
5-8 Min A-Attention: Brief survey/quiz and video to introduce UDL
2 Min T-Transition: Using Instructional technology & UDL helps all students learn
10-15 Min L-Lesson: Interactive Lumio slides to review UDL guidelines, share UDL analogies. Participants will be able to interact through drawing, text, etc.
15-20 Min A-Activity: Participants will be given a specific guideline to focus on and then I will share some K-12 examples. Participants will share with each other and with the group, how UDL has been applied in that lesson and the role instructional technology tools play in designing and executing the lessons
5-8 Min S: Participants will decide on one UDL area and technology tool they want to implement when they return to their schools and share via Lumio and social media

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Supporting research

Books:
- The Shift to Student-Led: Reimagining Classroom Workflows with UDL and Blended Learning by Catlin R Tucker and Katie Novak (2022)
- Innovate Inside the Box: Empowering Learners Through UDL and the Innovator's Mindset by George Couros with Katie Novak (2019)
- UDL Now!: A Teacher's Guide to Applying Universal Design for Learning 3rd ed. Edition by Katie Novak (2022)
- The Educator's ATLAS: Your Roadmap to Engagement by Weston Kieschnick (2022)

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Session specifications

Topic:

Universal Design for Learning/differentiated learning

Grade level:

PK-12

Skill level:

Beginner

Audience:

Coaches, Principals/head teachers, Teachers

Attendee devices:

Devices required

Attendee device specification:

Smartphone: Android, iOS, Windows
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows

Participant accounts, software and other materials:

N/A - Just internet access.

ISTE Standards:

For Educators:
Designer

Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.

For Students:
Empowered Learner

Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

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