UDL+PD+Idea+Bank

=UDL PD Idea Bank=

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 * **Title of Activity** || **Type of Activity** || **Description** || **Posted by** || **Materials needed** ||  ||
 * U-D-L letters || Activating thinking || Pass out letter cards (U's, D's, and L's) to the participants. Have each participant write a fact, belief or question about UDL on the back of his/her card that begins with the letter they have. Then, have participants group themselves into groups of 3 spelling out "UDL." Have them share their insights. If time allows, have small groups report out to the whole group. || Leslie Grahn, POD || [[file:UDL letter cards.doc]] ||  ||
 * Exploring UDL through visuals || Activating thinking || Groups of participants are given a set of visuals relating to UDL. Each group member chooses one visual and makes connections between the visual and his/her own knowledge of UDL. || Leslie Grahn, POD || [[file:UDL+word+cloud.bmp]]

UDL cartoon || || ||  ||
 * UDL 101 Learning Centers || Deepening knowledge || Learning centers where participants explore basic information about UDL through a variety of modalities. Can be done as a jigsaw where a heterogeneous group is formed where all of the knowledge gained through centers is shared. || Leslie Grahn, POD || UDL Introduction Learning Centers
 * UDL Guidelines Puzzle || Activating thinking Deepening knowledge || Create one set of headings and strips for each group. Ask them to recreate the chart. Give them the "answer key" (Guidelines chart) to check their work. An extension can be to have them discuss which aspects they already incorporate into their teaching, which aspects are challenges, and which aspects will be implemented as a short term personal goal. || Leslie Grahn, POD || [[file:udl strip headers.docx]]



||  || Knowledge || Staff members are sorted into groups based on the 3 principles of UDL (given sorting cards). Using the UDL wheel and wiki, each group will create a product to demonstrate their learning on a principle of UDL (exp: PowerPoint, wordle, poem, song, Kidspiration, etc). || Shanae Fant, WLHS || ||  || ||   ||
 * Quotes activity || Activating thinking, Reflecting on learning || Create one set of quotes for each group. Ask participants to make connections with the quotes and their knowledge/learning about UDL, choosing key words and phrases that resonate with them. || Leslie Grahn, POD || [[file:udl quotes a.docx]] ||  ||
 * UDL Interactive Activity Follow Up || Activating thinking, Reflecting on Learning || After completing the UDL Interactive Activity, have participants choose four students in their class and outline their strengths and needs (as shown in the interactive activity). Then, once they have thought about each student, identify ways they can adapt a lesson they have taught or will be teaching to infuse UDL principles into the instruction and assessment. ||  || [[file:UDLplanning template.docx]] ||   ||
 * Staff Jigsaw || Deepening
 * Lesson Plan Template || Applying to Practice || This lesson plan template incorporates the 3 UDL brain networks. || Eileen Volker, Rockburn ELem || [[file:4 Pillars Curriculum and Brain Networks Lesson Planning.docx]] ||  ||
 * What's my score? || Reflecting on Learning || Participants will use the rubric to reflect on how much UDL usage is being incorporated into their lessons. Participants can use their scores to determine their stage of UDL usage ||  || [[file:Self-Assessment Through Rubrics - Andrade - December 2007_January 2008.pdf]] ||   ||
 * UDL Pinch Card Quiz || Activating thinking || Participants use the A-B-C side of pinch card to indicate their responses to the questions. Great way to collect formative data about a group before digging into UDL. || Leslie Grahn, POD || [[file:udl pinch quiz.pptx]]

Link back to Planning Page