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Unpacking Universal Design for Learning: Practices for Building Equitable Classrooms - Dr. Ginny Crisco - Gallery view
Boteilho, Theresa
26:57
Theresa Fremont
Amy Garrett
26:57
Amy Garrett- Enterprise HS
Zee Cline
27:00
Zee Cline...CSU Chancellor's Office
Sunny Shiner
27:02
Sunny Shiner- Region 1 (Mendocino County)
Molly Elkins
27:05
Molly Elkins - California Virtual Academies
Rocio Prado
27:06
Rocio Prado- Kennedy HS
Michel
27:07
Michel Chenelle - Willits Charter School
Bruce Barron
27:09
Bruce Barron EGUSD sub Admin
Mindy Montanio
27:09
Mindy Montanio KHSD
Anne Porterfield
27:10
Anne Porterfield, WestEd
Laura Guajardo (she/her/hers)
27:11
Laura Guajardo, Santa Clara County Office of Education
Jyothi Bathina
27:11
Jyothi Bathina, Chancellor’s Office
Lisa Benham-Lewis
27:12
Lisa Benham Lewis - Fresno County Supt of Schools
Ainat Emeth
27:12
Ainat Emeth-Options For Youth
Mrs. Jennifer Ogren
27:13
Jennifer Ogren Pioneer Valley High School
Debra Boggs
27:15
Debra Boggs - Merced COE
Christina Graham She/Her
27:18
Christina-santa cruz
Pamela Tateishi
27:18
Pam Tateishi - Didion K-8
Justin Smith
27:21
Justin Smith - Sacramento
Bonnie Klatt (she/her)
27:21
Bonnie Klatt, Center High School, Antelope, CA
Christin O'Cuddehy (she/her)
27:22
Christin O’Cuddehy - Health Professions HS - SCUSD
Yvette Heasley
27:22
Yvette Heasley - Kern High School District
Phillips, Sarah
27:31
Sarah Phillips Early College Academy (LAUSD)
Nora S. Imperial
27:37
Nora S. Imperial Mt. Diablo Adult Education, MDUSD
Audrey Beehler
27:38
Audrey Beehler- Healdsburg
L. Bergstrom
27:43
Laura Bergstrom-SMJUHSD
Kathleen Shaw
27:49
Redondo Beach
Luisa Nguyen
27:52
Santa Clarita
Ruth Lindahl
27:53
Sacramento, CA
Debra Robinson
27:54
Debra Robinson, Steering Committee San Jose
johnettafleming
27:58
Johnetta Fleming Los Angeles, CA
Jessica Kato
28:02
Hawaii DOE
Julie Boden
28:11
Julie Boden - Bakersfield. CA
Martinez, Erika
28:13
Erika Martinez (VVUSD) Orange Vista High School - Perris, CA
Laura Guajardo (she/her/hers)
28:15
Happy Hump Day!
Michel
28:17
Hi Healdsburg
Audrey Beehler
28:54
Hello!
Laura Guajardo (she/her/hers)
29:18
@Rocio Hello!!!!!
Anna-Eunhee Lee Chee
29:30
Anna Chee Cal State LA
Laura Guajardo (she/her/hers)
29:48
@Rocio… Hello!!!
Ms Dotson (she/her)
30:22
Jean Dotson Fremont CA
Sunny Shiner
30:41
👏
Nelson Graff (he, him, his)
33:59
Love to learn more to help my students more in first-year composition.
Mrs. Jennifer Ogren
34:10
I'd like to learn how to develop units with UDL
Bruce Barron
34:15
deeper understanding of how to apply UDL principles
Laura Guajardo (she/her/hers)
34:16
I would like to gain a deeper understanding of how to support ERWC teachers to UDL their curriculum.
Anna-Eunhee Lee Chee
34:58
I would like to learn more about concrete practices for reading & writing using a UDL lens.
Nelson Graff (he, him, his)
41:13
It’s assets based
Laura Guajardo (she/her/hers)
41:15
It provides access for alll.
Sunny Shiner
41:18
Gives students voice and choice
Ruth Lindahl
41:23
UDL prioritizes engagement and interest — getting students invested instead of just launching into another unit
Anna Danley
41:30
equity
Anna-Eunhee Lee Chee
41:33
give students choice and collaboration opportunities
Bruce Barron
41:40
Engaging Learners - promotes availability for learning
Bonnie Klatt (she/her)
41:44
It destigmatizes supports.
Yvette Heasley
41:48
meets students where they are
Jessica
42:02
makes it as much about the kids as the content
Lonée Lona
42:07
By not focusing on deficits, it can meet the needs of advanced learners
Laura Guajardo (she/her/hers)
42:08
It allows students to choose what works best for them and promotes learning and engagement.
Nelson Graff (he, him, his)
42:23
Normalizes diversity
Ainat Emeth
43:01
The objectives and expectations are the same. but the action of representation of accessing the curriculum and the action showing what the students learn can vary.
Ainat Emeth
43:49
We do not lower n the expectations and objectives; just vary the representation and actions.
Kara Synhorst
44:28
Providing sentence starters.
Laura Guajardo (she/her/hers)
44:41
Choice, sentence frames, varying summative assessments...
Jessica
44:43
access text in various modalities (visual, oral, graphic, etc)
Ainat Emeth
44:44
an article on a lesson can be reading, or listening to a podcast.
Audrey Beehler
44:44
Sentence frames can be used by all students
Anna-Eunhee Lee Chee
44:47
helping ELs make sense of the grammar patterns in complex texts
Molly Elkins
44:53
Scaffolding or chunking assignments
L. Bergstrom
44:57
Visual aids
Audrey Beehler
45:11
Choice in final task to demonstrate mastery
Ainat Emeth
45:58
Grammarly. test-to-speech
Ainat Emeth
46:09
text*
Nelson Graff (he, him, his)
51:11
Aren’t the edges defined in terms of the average?
Anna-Eunhee Lee Chee
51:21
I think it is better what we have now, designing to the average.
Christy Marquez
51:27
If you design to the edges, you are forced to take all types of learners into consideration.
Christin O'Cuddehy (she/her)
51:28
Malcolm Gladwell :“Our definitions of what is ‘right’ are, as often as not, simply the way that people in positions of privilege close the door on those at the bottom of the pile.”
DaDisi
51:32
I would really like to see what that looks like
Jessica
51:33
inspiring for me, but i can imagine the voices of colleagues being disgruntled by how much work a redesign of curriculum is going to take
Irina Nemseva
51:36
Is it time consuming?
Laura Galicia
51:37
Reminds me of John Rawles (political philosopher) — The most advantage the least advantaged
Michelle Padilla
51:40
What does that look like?
Anna Danley
51:41
It's more inclusive.
Sunny Shiner
51:45
As a student myself in law school not sure how that would look… (because sometimes I need a bell curve for grading)
Stephanie Case
51:53
Inclusive
Laura Guajardo (she/her/hers)
52:03
Work up front will streamline things in the future.
Kara Synhorst
52:03
I love that it takes into account not just special ed kids, but also GATE, adhd
Laura Galicia
52:42
*The most advantage to the least advantaged
Yvette Heasley
56:39
You can also allow the student to tell you how they can best illustrate their understanding of a skill - rather than trying to create a menu that works for everyone
Jyothi Bathina
57:37
yes, and that also builds student metacognition
Laura Galicia
57:53
@Yvette: Yes! They know their skills and talents best.
Laura Guajardo (she/her/hers)
58:38
If you use a standards-based, skill-based rubric then providing options for students to demonstrate understanding will ease the assessment/grading process.
L. Bergstrom
59:35
YAS!
Kara Synhorst
01:00:38
Can you share this slideshow? It’s a little hard to see on my screen.
Debra Robinson
01:01:00
The webinar will be posted to the online community.
L. Bergstrom
01:01:23
And tell them that they might still be writing to understand and that they need more revision to address the needs of a larger audience
Christin O'Cuddehy (she/her)
01:04:16
I let my students speak their writing — talk it out in a recording and then go back and create a draft. (I’m a verbal processor, so I often have to talk my ideas out before I know what I think.)
Jyothi Bathina
01:04:46
@Christin: That’s a great strategy!
Debra Robinson
01:04:47
Freewriting gives learners an opportunity to discover what they think.
Debra Robinson
01:05:32
Thanks Jyothi.
Debra Robinson
01:07:43
Webinars will be posted to the online community.
Anna-Eunhee Lee Chee
01:07:52
How about analyzing student exemplars with them?
Anna-Eunhee Lee Chee
01:08:07
analyze students' writing moves
Ainat Emeth
01:08:15
use google voice feature on google doc. Students get hung on on writing cause they can't spell the word.
Laura Guajardo (she/her/hers)
01:08:26
Have a clear rubric.
Molly Elkins
01:09:32
Writing in teams or small groups. Sharing writing with peers in a low-stakes way.
Jyothi Bathina
01:10:18
@Molly: yes!
L. Bergstrom
01:12:11
Going through a revision process as a class
Jessica
01:12:11
a lot of these tips seem focused on what we as teachers put on paper to help scaffold kids visually through tasks. any ideas for expanding access to the revision process into other modalities?
Sunny Shiner
01:12:43
I’ve seen students thrive with I am poems and then publishing on Instagram/Flpgrid
Jessica
01:12:43
it seems primarily text or graphic based
Jessica
01:13:04
gotcha, thank you
Debra Robinson
01:13:49
Informal formative assessments that check drafts for adherence to the rubric/specifications of the assignment that allow students to revise for specific elements prior to submitting final writing task.
Audrey Beehler
01:13:55
Maybe you could encourage students to develop TPR for parts of the writing process?
Laura Guajardo (she/her/hers)
01:13:59
An explicit standards-based, skill-based rubric can be used to assess varying modalities.
Molly Elkins
01:14:10
Integrating speech and audio is great too - having students create videos. My students last year enjoyed creating videos and then submitting a script along side
Audrey Beehler
01:14:10
(TPR = total physical response)
Molly Elkins
01:15:58
Truthfully, professionals in the adult world use all kinds of technology that we would consider "cheats" in school - wouldn't it better prepare our students for adulthood if we taught them how to use these tools and think critically about them, rather than telling them to never use?
Debra Robinson
01:16:20
Examining an essay sentence by sentence also lets them see where they can combine ideas and use a variety of sentence types.
L. Bergstrom
01:18:45
Look at how genre and audience changes the look of formatting and language
Nelson Graff (he, him, his)
01:21:38
Thank you, Ginny!
Sunny Shiner
01:21:39
👏
Phillips, Sarah
01:21:46
This is so useful...can we access your slides?
Rocio Prado
01:21:50
Reflection:
Laura Guajardo (she/her/hers)
01:21:50
Thank you, Ginny! I appreciate the chat conversations.
Debra Robinson
01:22:01
Thank you Ginny.
Boteilho, Theresa
01:22:11
Thank you
Anna-Eunhee Lee Chee
01:22:18
The information you have shared gave me new ideas for practice I can use
Christin O'Cuddehy (she/her)
01:22:20
@Molly - thank you for pointing out how often we demand students do artificially difficult tasks that adults don’t really have to do in the “real world” we claim to be preparing them for.
Nora S. Imperial
01:22:21
Thank you!
Audrey Beehler
01:22:25
I love the idea of having students record their "out loud" thinking before writing. I'm going to try the textual annotations.
Sunny Shiner
01:22:25
THank you
Irina Nemseva
01:22:28
Thank you so much!
Kara Synhorst
01:22:29
Thank you!
Stephanie Case
01:22:30
Thx!
L. Bergstrom
01:22:34
Was the cycle of inquiry from the UDL or you? I would like to see that in more detail if possible
David Chung
01:22:36
Thank you!
Lonée Lona
01:22:36
I love that list from Hansen….any chance we can have that doc outside of the slide deck?
Laura Guajardo (she/her/hers)
01:22:44
Go Debra!!!!!!
Bruce Barron
01:22:46
Thank you , Ginny! Process, low-stakes writing, incorporating fund of knowledge and interest in topics choice
Nelson Graff (he, him, his)
01:22:48
Yay, Debra!
Anna-Eunhee Lee Chee
01:22:48
Where is the ERWC community located?
Ana Lee
01:22:53
is good to bear in mind that accommodation is good for all.
Ainat Emeth
01:23:09
A student had to analyze a poem and reflect on it as modern Poetry ith connection to war. This student was a level 1 English Leaner. He was familiar with a poem in his his native Mandarin. He translated his poem using google translate and was able to present the poem that he was culturally and linguistically familiar with, and write about it as it relates to war in his native country of China. Beautiful writing piece using his own culture, language, experience, and application to his native country.
Phillips, Sarah
01:23:20
Take aways = I am feeling great about how to continually grow, deepen how I plan my writing and expo courses!
Nelson Graff (he, him, his)
01:23:26
ERWC learning community: writing.csusuccess.org
Molly Elkins
01:23:27
This was really good - helping me to get a better understanding of UDL, and reflecting on how I can support my classes as I go in to the new school year (especially because I have a SPED cluster in my class this year)
Molly Elkins
01:24:01
WOW @Ainat! That is an incredible story. Think of how impactful this experience was for the student to be able to see himself as a writer.
Anna Danley
01:24:13
UDL isn't just good teaching, but it is more intentional. Use video and other media. Accommodate when necessary. Provide choices whenever possible.
Phillips, Sarah
01:24:50
THANK YOU!!!
L. Bergstrom
01:24:58
Thank you!
Rocio Prado
01:25:06
Thank you for the information ! I learned about many tools! Definitely helped with UDL understanding and development. !
Tim Corfman
01:25:09
Thanks
Anna-Eunhee Lee Chee
01:25:14
Thanks!!!
Debra Robinson
01:25:15
Thank you to everyone for your participation.
Laura Guajardo (she/her/hers)
01:25:23
Thank you!
Molly Elkins
01:25:26
Thank you very much! This was great, and I'm looking forward to the next ERWC webinar!
Kim
01:25:36
Thank you. Will we be able to get a copy of the slide show?
Stephanie Case
01:25:36
Yes!!
Ginny Crisco
01:25:39
vcrisco@csufresno.edu
Lonée Lona
01:25:42
Thank you!
Ainat Emeth
01:25:44
Yes. Can we get the resources presented today?
Nora S. Imperial
01:25:45
Understanding UDL and different types of accomodations available and real life issues that are significant to the students as writing theme.
Audrey Beehler
01:25:45
What should I read if I want to know more about UDL and how to use it in ELA?
Stephanie Case
01:25:47
scase@riversideunified.org
Laura Guajardo (she/her/hers)
01:25:49
Have a good night!
Anna-Eunhee Lee Chee
01:25:51
Debora, where is the ERWC community where I can access her power point?
Lynda Dubon-Chavez
01:26:49
ERWC Online Community: https://writing.csusuccess.org/
Audrey Beehler
01:26:53
Thank you!
Ainat Emeth
01:27:02
Culturally Reponsive Design for English Learners The UDL Approach. Lodr Neslon
Audrey Beehler
01:27:24
Is there a way to get verification of attendance for HR purposes?
Ainat Emeth
01:27:35
I did a book study abut UDL and EL. This was the book
Lynda Dubon-Chavez
01:27:43
ldubonchavez@calstate.edu
Debra Robinson
01:27:45
It will post after it has been edited, but the address is: https://writing.csusuccess.org.
Zee Cline
01:27:47
zcline@calstate.edu
Audrey Beehler
01:27:54
Thank you!
Ainat Emeth
01:28:57
Authors Kelly Ralabate, EdD, Loui Lord Nelson PhDr