UDL – UDL and Culturally Responsive Practice (AD)


RON B. ROGERS:
Welcome, everyone, to our interactive live
webinar, The UDL Framework And Culturally Relevant
Pedagogy Together Forever in partnership with
State Support Team Region 7 and OCALI. HEIDI ORVESH-KAMENSKI:
Hi, everyone. Welcome. My name is Heidi
Orvesh-Kamenski. I am a consultant at State
Support Team Region 7. So glad you’re here. RON B. ROGERS: And I’m
Ron Rogers with OCALI. And we understand
your time is important and we want to have you engaged
and learning at a high rate. So with that said,
please take a look at your Chat window, where
it says to raise your hand. You can raise your hand there. And we’ll try to watch to see
if any hands are ever raised. And then, to interact
with us, please type all the things in the
Question Here area, which you can see with the arrow. And then we’ll read
those things out loud. Let’s try a test. Please type into the
question box if you’re alone or how many people
are sitting with you, and I’ll read some
of your answers. OK. It looks like others too. Others. Alone. Alone. Surrounded by cubes. Mostly everybody’s alone. Some say they’re solo, even. Full people at the
end of training. Oh. HEIDI ORVESH-KAMENSKI:
That’s exciting. RON B. ROGERS: I’m
alone but sitting in a room full of people. Oh, OK. That’s cool. All right. OK. If you’re a person that likes
to tweet, as you’ll learn, feel free by using
hashtag UDLpln. There’s a benefit to having
conversations in the background and answering each
other’s questions, or telling your own personal
stories in this back channel. We’ll monitor the
tweaks as time permits, and we’ll check them
after we’re done and get back with
folks if we need to. SPEAKER: QR code. RON B. ROGERS: All right. You’ll see down in your box
where we actually showed this earlier with the link. Feel free to type
in the link and put your own personal selfie, post
pictures of yourself in there, and also all the handouts
from our webinar in there. And you can share your ID if
you’re not wanting to tweet. SPEAKER: Graph with
three columns– Engagement, Representation,
and Action and Expression. RON B. ROGERS: We’re excited to
introduce to you the new look of the UDL framework. It’s organized by access,
build, and internalize. See the tabs on the left. And the bottom one says Goal. We are going to focus
on the top level across, which you can, as a teacher,
create and facilitate access to create and incorporate
culturally responsive practices using the UDL checkpoints. In today’s webinar, again, we’ll
be focusing on that top row across, which is called Access. SPEAKER: Image. A cartoon with two men pointing
at a number on the ground. One man says, “six.” Then the other man says “nine.” HEIDI ORVESH-KAMENSKI:
In this visual, you’ll see just because you’re
right does not mean I am wrong. You just haven’t seen
life from my side. How often do we see
this in a classroom? We fail to see how
the student came up with the answer they have come
up with in this situation. We need to value multiple
and diverse perspectives, seek first to understand
before being understood. It takes time and
understanding to come to some form of
agreement and appreciate other people’s perspectives. We hope you will do the
same as we’ve progressed through our webinar today. “I can” statements in order
to personalize our webinar, we have two sets of
“I can” statements. The first set are
introductory “I can.” I can avoid using
negative labels. I can recognize
poverty and income as another form of diversity. I can consider
cultural differences when designing
instruction/planning lessons. I can identify areas
in the UDL framework and develop resources
to promote culturally responsible and
responsive curriculum. The second set of
“I can” statements are at the intermediate
and advanced level, so you can choose your
learning outcomes from today. We also hope that you will
use these “I can” statements. I can be aware that my
instructional manner must communicate a belief that
all learners regardless of differences are capable of
becoming expert learners who are purposely motivated,
resourceful, knowledgeable, and strategic goal
directed learners. I can have an
awareness and respect for culturally relevant pedagogy
and the universal design framework. I can be aware that
CRUDL is a process that promotes educational
equity for all students, reduces prejudices
and stereotypes, and promotes appreciation
for diversity, which is an integral part of
everyday teaching and learning. When we talk about culture,
it can become very personal. We hope you will be open
to diverse perspectives and other ways of thinking today
and respect our webinar norms. Be open to new
ideas and concepts. Participation is a right
and a responsibility. Please be fully present. Be honest and open
with your answers and respectful to
other people’s answers. RON B. ROGERS: All right. Heidi, it’s time for a poll. So, everyone, please
answer honestly. Do you intentionally seek
out books and materials about others’ cultures? And I’m going to go ahead
and select the poll. I’m going to launch the poll. And now you all have a chance
to type in your answer. Yes, no, or should
but do not yet. So, do you intentionally
seek out books and materials about other cultures? Yes is 69%. No is 3%. And 28% is should
but do not yet. Thank you all for
being so honest. SPEAKER: Image of Neil
Armstrong in an astronaut suit holding his helmet, with
the moon in the background. RON B. ROGERS: OK. The first thing that we’ve
put here on your screen is, who is Neil Armstrong? In the question box,
please type your answers. Who is Neil Armstrong? He’s an astronaut. Very good. Astronaut, astronaut, astronaut. An American astronaut. Neil Armstrong is the man
who landed on the moon. Famous astronaut. First to land on the moon. We just see the poll. Hopefully you see
Neil Armstrong now. OK. Let’s go to the next slide. HEIDI ORVESH-KAMENSKI: Not a
lot of diversity in the answers. RON B. ROGERS: No. Not really. Oh, here’s one. Purdue grad. HEIDI ORVESH-KAMENSKI:
Oh, somebody knows that he is a Purdue grad. OK. One out of– RON B. ROGERS: OH. Look at Barbara’s– said, dad,
scientist, pilot, explorer. HEIDI ORVESH-KAMENSKI:
There is some diversity. RON B. ROGERS:
There is diversity. OK. Next slide. SPEAKER: Image of a white male
sitting in front of a cartoon drawing of Charlie Brown. RON B. ROGERS: Who
is Charles Schulz? Please put your answers
again in that same box. Let’s see. HEIDI ORVESH-KAMENSKI:
Cartoonist. RON B. ROGERS: Cartoonist. Creator. Creator of Peanuts. Author of Charlie Brown. Boy, these things are flying. I guess when you have this
many people on a webinar, it’s hard to catch
them all here. HEIDI ORVESH-KAMENSKI:
A lot of them are relating to the Peanuts
and as a cartoonist. RON B. ROGERS: Yes. Father and artist. HEIDI ORVESH-KAMENSKI: I see
a father an artist on there. RON B. ROGERS: That
was Barbara again. HEIDI ORVESH-KAMENSKI: Oh. RON B. ROGERS: Born and
died on the same day. HEIDI ORVESH-KAMENSKI:
A lot of diversity again in the responses. RON B. ROGERS:
Lots of diversity. Born and died on
the same– oh, man. OK. I bet one of the
things you didn’t know was he suffered from Asperger’s
syndrome and depression. And Charlie Brown
was shy and withdrawn and felt very socially awkward
a lot like his main character– or Mr. Schultz did, like his
main character, Charlie Brown. So with that said, we’ll
go the next picture. SPEAKER: Image of an
African-American woman with glasses sitting in
front of a typewriter. RON B. ROGERS: And
you already know how this question
is going to go. Who is Katherine Johnson? Please answer again in the box. And it’s OK to say
you don’t know. Scientist. No idea. I really don’t know. Possibly a mathematician. Mathematician. Math whiz. Mathematician. Worked at NASA. Female NASA engineer. Now they’re coming in flying. I looked her up and
she’s a mathematician. First African-American
woman to work for NASA. Graduated from high
school at age 14. HEIDI ORVESH-KAMENSKI:
Some people are abusing their
resourcefulness and going on the internet. RON B. ROGERS: First black woman
to attend West Virginia State College. Johnson calculated
flight trajectories for Project Mercury
and the Apollo program. Alan Shepard and John Glenn. Pioneer. Brave and courageous. You’re all so good at this. Let’s try one more. SPEAKER: Image of an
African-American woman standing holding a clipboard. RON B. ROGERS: Who
is Mary Jackson? And if you don’t know, just
put that you don’t know. OK. No idea. I don’t know. I don’t know. I don’t know. I don’t know. Not sure. Oh, NASA engineer. HEIDI ORVESH-KAMENSKI:
Don’t know. Don’t know. RON B. ROGERS:
Mostly don’t know’s. Still don’t know. HEIDI ORVESH-KAMENSKI:
Definitely less people and fewer responses. RON B. ROGERS: Wow. A lot fewer responses. Well, we’re going to
leave it up to you guys to Google that one
when you have a chance because we’re going
to move on to the why. SPEAKER: QR code. RON B. ROGERS:
And if you’d like, you can use your UR
code reader or you can type that in if you haven’t
already and put your why in the form. OK. Heidi. HEIDI ORVESH-KAMENSKI: Why was
it easier for us to recognize the names of famous white males
and more difficult to recognize the names of women of color? Our curriculum is
very mono-centric. Most of our education
and cultural experiences are through a European
cultural lens. In general, we are taught to
value whiteness, maleness, and money. While you may or
may not agree, when we look at our greatest
institutions, the presidency, with the exception
of one, they all have whiteness, maleness,
and money in common. Our government,
entertainment, movies– most movies cast white
males as the leads. Do these institutions
reflect diversity? This is what we are exposed to. With this in mind, we each have
our own cultural experiences we bring to our learning
and to our pedagogy. The intent of this
webinar is not to look down on our
European cultural heritages, but to create
pedagogical practices for the inclusion of all people,
including people of color, those with exceptionalities,
those with varying socioeconomic status. The goal is to think
about how we might bring about educational equity. This is just one of our why’s. Another why could
just simply be, our country is
becoming more diverse, our schools are
becoming more diverse, and we’re hoping that you
also will tweet your why’s. Why is culturally relevant
pedagogy and universal design for learning important? And we hope that you can tweet
it, post it in a Google doc or in Padlet. But here’s another why. SPEAKER: Image of a
speedometer graph. The graph shows a
range of 0.2 to 1.2. The negative range is
anything below d equals 0.0, meaning decrease achievement. For the low range, d
equals 0.0 to 0.15, which is what students could
achieve without schooling. The medium range is d
equals 0.15 to 0.4, which is the typical
effects of teachers on students that
can be accomplished in a year of teaching. The high range is
anything greater than d to 0.4, which is the
zone of desired effects. HEIDI ORVESH-KAMENSKI: We
have the Hattie Research. We now have the Consumer
Reports of Education. For those of you who
don’t know about Hattie, it is the result of 15 years
of research and synthesis of over 100 meta
analysis relating to influences on
student achievement for school aged students. We now know what works
and does not work. This is the Consumer
Reports of Education. Hattie developed a hinge point– 0.40, it’s that middle point. And it equals one year’s growth. So for example, we know
that ability grouping has a negative 0.12
effect size on children. Children, if we do
nothing on average, will naturally grow 0.15. Yet we see ability grouping
done daily in schools. If you didn’t get a chance to
watch the OLAC video we sent you, we encourage you to do so. On the other hand,
not labeling students has an effect size of 0.61. Hattie finds the effects
size of teacher estimates of achievement to be 1.62. That is a huge
positive effect size. Hence, why it is critical
for each of us to recognize we have unchecked
implicit bias that has an enormous impact
on our students. And if we look at
teacher-student relationships, it has an effect size of 0.52. Compared to teachers subject
knowledge at a low 0.11, yet we get caught
up in what we teach, rather than getting
to know our students and then developing those
crucial relationships and what they want to learn. SPEAKER: Text. What is UDLCRP. It is a mash up of
UDL, MCE, and CRP. HEIDI ORVESH-KAMENSKI:
You can use these links for definitions. We’re combining universal
design for learning, multicultural education, and
culturally relevant pedagogy, so that we can create
educational equity. It is about reaching
educational equity, removing barriers to
achieve educational outcomes for all students regardless
of race, ethnicity, sexual orientation, economic
status, exceptionalities, all forms of differences–
visible and invisible. We each have our own
cultural experiences we bring to the
table and we need to be aware that culture plays
a significant role in learning. These links you will
find helpful in finding working definitions
and scaffolding for building your knowledge. Cast and the
National Association of Multicultural Education
are great resources and places to start. SPEAKER: Three images. The first image is of three
people varying in height looking over a wooden fence
to see a baseball game. The shortest person
cannot see over the fence. The second image is of
the same three people, but the shortest person
is now standing on boxes to see over the fence. The third image is of
the same three people watching the baseball game,
but now the fence is chain link and they’re going
to see through it. HEIDI ORVESH-KAMENSKI: This
next visual is our why. Right? So in the first
image, we’re seeing everybody treated
the same and not everybody has
access to the game. In the second visual, we can
see that there are some supports and they’re being
treated equitable. However, we really want
to get to the third image. And this is where everybody can
see the game without supports and accommodations,
and that we really can get down to
building equity for all and removing those
systemic barriers. We are now going to
connect the UDL checkpoints with culture relevant pedagogy
and ideas and activities. So what does this
look like in practice? Checkpoint 7.1, “Optimize
individual choice and autonomy.” Regularly provide opportunities
for students to have choice. Yes. Choice in topics. And opportunities to
contribute their knowledge and perspectives
about a lesson topic, and seek out student background. Use the knowledge to plan
and sequence a lesson. Take the time to
survey your students. Try using the SeeSaw app to
gather family perspectives and feedback on projects to
learn how to offer choices that are relevant to students. The app will let you share
pictures and exchange funds of knowledge. The next checkpoint,
“Optimize relevance value and authenticity,” 7.2. Recognize that most
curriculums provide limited cultural perspective,
so it is important select supplemental
curriculum and resources that provide information
about contributions of diverse groups, seek out
and find accurate portrayals of historical events
and cultural groups, and have students
do the research. Purposefully connect
cultural funds of knowledge. It is so important to
connect that prior knowledge. It can be as simple as
a back-to-back activity. For example, have all your
students find a partner and face back-to-back. Let’s say you’re going to
teach a lesson on fractions. How do students think
about what they personally know about fractions? Where they have seen fractions? Then have them turn
and face their partner and share their knowledge
of fractions with a partner. This helps them connect
that prior knowledge before you jump into fractions. Another idea is to develop
a community service project that develops student
advocacy for social justice and equity. Have students
select the projects, so you are connecting choice,
relevance, and authenticity, and adding value. Start by visiting these two
websites and try an idea. Teaching for change and
rethinking schools– these can be found
in your handout on the top 10 equity of
websites found on tablet. Another way to connect UDL
and culturally relevant pedagogy is to continue to work
toward an inclusive curriculum that does not honor just certain
dates, months, and holidays. The month of February
is Black History Month, March is women’s month,
is seen as an add on. We want to get to a place where
diversity is intentionally embedded into the curriculum,
not just one month a year, but every day. This can be done by
providing critical thinking time to design learning
activities around identifying biases found in
textbooks, television, mass media, magazines, and
other curriculum materials. Ask learners to update
and change materials to reflect diversity and
eliminate stereotypes of the culturally different. Intentionally select materials
written by culturally different authors and about culturally
diverse populations that contain inclusiveness,
and show historic contributions of children, women, and
men of different ethnic and socioeconomic backgrounds. Much like we have
learned earlier about Katherine Johnson
and Mary Jackson, with the world of
technology it’s easier to find the contributions
than ever before. You can also make
sure your students get to experience guest
speakers or see talks from diverse individuals who are
in different positions of power and success. The next checkpoint,
7.3, “Minimize threats and distractions.” You can utilize the PBI’s
framework and resources. Take the pledge of, I can
take personal responsibility before blaming students
for their disengagement. I consider what
I am doing or not doing to contribute to
the student behaviors. Seek first to understand
before being understood. This goes back to our
graphic we showed earlier– I see the six and
you see the nine. As we see gun violence and
bullying grow in our schools, it is imperative for us to
implement a positive behavior intervention and
support framework, and intentionally create mixed
groups for cooperative learning experiences so students can
learn to appreciate differences and different perspectives. There is a large body
of research showing the positive effects of
providing collaboration and discussion experiences
in your classrooms. Cooperative learning
outcomes include increased self-esteem, intergroup
relationships, acceptance of students with
various academic abilities, better attitudes toward school
and 21st century teamwork skills. And this is documented
in Hattie [INAUDIBLE].. It results in positive
interdependence. Some great resources we
have posted on Padlet include project Aware, PBIS,
and a YouTube video on the eight dimensions of wellness. This was sent out earlier. We hope you were
able to watch it. RON B. ROGERS: Checkpoint 1.1. When we look at perceptions,
provide options for perception. It offers ways of customizing
the display of information. Have students develop
and use TIP charts. T is for team, I is for
information in their own words, P is for picture– their mental model, visual. Show an example. Have students submit a picture
to represent vocabulary words and show them in class
at a learning station. Use one of these resources. For example, students
can customize how they display the information. And you’ll notice the
UDLcenter.org implementation is put on the Padlet. It’s the link that
we’re talking about. Another thing you can do is
examine your classroom walls, hallways, libraries, to ensure
photographs and pictures and bulletin boards, maps,
and other curricular materials reflect diversity and
your students contribute. Ask yourself, do my
classroom materials reflect diversity,
learner variability, or am I using mainly
the textbooks? Next checkpoint. 1.2 and 1.3. Offer alternatives to
auditory information and visual information. Try to offer both written
and verbal directions. Solicit student feedback
and be responsive. Offer both and find out what
your students preferences are. Advocate for a translator
for your families and for your students. They’re great resources,
such as use text equivalents in the form of captions
or automated speech to text, voice recognition
for spoken language. Provide visual diagrams, charts,
notations of music or sound. Provide written transcripts
for videos or auditory clips. Provide American Sign Language,
ASL, for spoken English. Use visual analogs to
represent emphasis in prosody. Example are emoji-con
symbols or images. Provide visuals or
tactiles, things that might even have vibrations,
equivalents for sound effects or alerts. Provide visual and/or
emotional descriptions for musical interpretations. Checkpoint 1.2. View the examples and resources. Provide descriptions
of text are spoken for all images and graphics
or videos, animations. Use touch equivalence,
tactile graphics or objects of relevance for key visuals
or represent concepts. Provide physical
objects and spatial models to convey
perspective or interaction. Provide auditory cues for key
concepts, and transitions. And then, checkpoint 1.3. View examples and resources. Vary the methods for
response and navigation. Give student choice. Use menu boards. Recognize that students do not
enjoy the same level of access to educational
materials and resources, such as computers, the
internet, and academic funds of knowledge. Seek student input as
to what access they have and what barriers they have. That’s an important one. The next one is limit
homework barriers. Homework is a
responsibility grade. Hattie has it having
a low effect size. How can I have students
think critically and ask whose story is missing? Optimize access to tools
and assistive technology. 6.2. HEIDI ORVESH-KAMENSKI: That
was a lot of information. So here is a visual
and the big picture of what we just discussed. What can you do to move toward
culturally responsive practices and UDL? SPEAKER: Text. Affirm student differences. Affirm strengths. Example, bilingual. Consider cultural differences
when designing instruction or planning lessons. Consider in Success Starter
affirming/connecting to cultural funds. Checkpoints. Promote expectations and beliefs
that optimize motivation. Activate or supply
background knowledge. Optimize relevance
value in authenticity. HEIDI ORVESH-KAMENSKI:
So it’s really connecting that culture
with the checkpoints and thinking through
these examples. Next, we’re going
to move to provide options for physical
action, checkpoint 4.1. Very the methods of
response and navigation. Give student choice. And 4.2. Optimize access to tools
and assistive technologies. Lots of technologies, resources. We encourage you see the
Cast link and utilize it. There are some
fabulous resources. We’ve also provided
a link to a graphic called “101 ways to
show what you know.” Give the students the choices. Use the menu boards and rubrics. Offer toys. Use a four corners activity,
chalk talk, walk the line. For example, if I asked each of
you to take a stance on a line that you see in the room, one
being on one side, disagree, and 10, agree on the
opposite side of the room, that intentionally incorporating
culturally relevant pedagogy and UDL into your
classroom is important for educational equity
and student outcomes, where would you go? Take your place on the line. And then, we would
have you share out and defend where you went. This is also a great
pre-writing activity. Another example is
to have a social. For example, if we
were all in the room– stand up, find a
partner, and discuss one thing you are willing
to learn more about and try in your classroom. And then go find a new partner. This gets you up
out of your seats and incorporates movement. Try it in your classroom. RON B. ROGERS: Oh. Here is that poll question
we’ve been promising. Answer honestly. One thing I could do
or I am willing to try. So I’m going to go to the polls. I am going to launch the poll. We did get 71% of the
vote before I closed it. And I am going to
share those votes. And there we can see. Use the UDL framework, 32%. Affirm student differences,
affirm strengths. 24%. Utilize the Padlet
from this webinar, 21%. Recognize poverty income as
another form of diversity, 12%. And recognize disabilities as
another form of diversity, 12%. so that’s the numbers. And this time, I’m
going to hide this so you can continue
to see our slides. I do learn. And there we go. You should be able to
see the slides just fine. And the next one is just
kind of an overall piece that you can look at
and read on your own. What can I do to support
culturally relevant pedagogy and UDL? SPEAKER: Text. Recognize disabilities as
another form of diversity. Recognize poverty/income as
another form of diversity. Learn about your
students through families and colleagues. Avoid using negative labels, for
example, non-English speaking, “minority,” or “at risk.” RON B. ROGERS: And I’m going
to go right down to the bottom, and that is, seek family
as partners in learning and connect to
funds of knowledge. And you can use
engagement/representation to do that. We need to be connected with
our families without a doubt. HEIDI ORVESH-KAMENSKI:
Remember, by doing nothing acknowledges that you support
racism and the status quo. We strongly encourage you to– the poll you just
answered, that you go and you try something
and test it out and see how it works for you. And what can you do to
move toward culturally responsive practices and
universal design for learning? We’re hoping that you
will really take the time to connect to your
students’ funds of knowledge and that you will
try to incorporate some projects and some choices
and let them determine what they want to do and
learn, and really connect to what they want to do. SPEAKER: Three images. The first image
is of three people of varying heights standing on a
box looking over a wooden fence to see a baseball game. The shortest person
cannot see over the fence. This image is
labeled “equality.” The second image is
the same three people, but the shortest person has
an extra box to stand on and can now see
the baseball game over the fence along with
the other two people. This image is labeled “equity.” The third image is the same
three people watching the game, but the fence is
gone, so everyone can see the game unobstructed. This image is
labeled “liberation.” HEIDI ORVESH-KAMENSKI:
This next graphic is really what we really want you to do. And that is to change the story. This is how we appreciate
differences, recognize learner variability, and we
get to liberation. And we really want
you to be the change so that those fences
and all that stuff can be taken down so we
can all reach liberation. RON B. ROGERS: So what’s been
your golden nugget reflection from this webinar? Please use the Chat box or
Padlet or Twitter, or even if you have a
partner, and discuss what’s that one gold nugget
that you walked away from today from this 30 minute webinar? And while you’re
doing that, we’re going to continue
with our slides. The UDL environment supports
culturally relevant pedagogy. You really don’t
need a crystal ball to be able to support
an environment of equity and liberation. Join one of the best
chats on Twitter, hashtag UDLchat, 9:00 PM Eastern
Time every first and third Wednesday. And if you enjoy learning 24/7,
that hashtag is open 24/7. Thank you for your time and
engagement during the webinar. HEIDI ORVESH-KAMENSKI:
Thank you for your time. I hope you will be the change. Bye, everyone. Have a great evening.