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Half-Day Workshop

Seminar: Universal Design for Learning in Math

The Universal Design for learning framework, developed by CAST.org, leverages research in education and neuroscience to provide teachers with a free tool that they can use to optimize teaching and learning for all students in all subjects. By following the concrete suggestions provided by the guidelines, teachers can optimize their existing lesson plans to meet a wider range of student with minimal effort. Since math teaching is often both qualitatively and quantitatively different than teaching other subjects, learning to apply the guidelines in a math context is key. The goal is to help teachers reduce barriers to learning so that all children can achieve their full potential in math.

This course will explore math teaching using the Universal Design for Learning (UDL) framework for learning and teaching. This course will dig deep into the UDL guidelines and use activities and group work to critique lessons from a UDL lens, and we will learn to tweak our own lessons to create incremental change in our math classrooms.

Dates:09 and 10 Jun 2021 (Wed and Thu)
Time:8.30am - 12.30pm (Singapore Standard Time GMT+0800)
Venue:Live Online Training
Speaker: Cristina Post

Cristina Post, Ed.M., has a degree in Mind, Brain, and Education from Harvard Graduate School of Education, where her research focused on the cognitive effects of math anxiety on learning. She is an educational therapist with a specialty in math, and an experienced math and science teacher, having taught every grade from K-12. Cristina has also taught at Fitchburg State University in Massachusetts, where she facilitated a graduate-level course for public school teachers on Universal Design for Learning in Math with CAST.org. She specializes in understanding how education can support healthy brain development.

Cristina has presented her research in math education for the Association of Educational Therapists, the Association of Teachers of Mathematics in New England (ATMNE) annual conferences, and at schools throughout New England, both public and private.

Course Outline

Day 1:

  1. Introduction to neurodiversity and the learning brain. How can we teach to facilitate healthy brain development? Changing our teaching incrementally to meet a wider range of learner.
  2. Overview of the three principles of UDL with examples/activities:
  3. Engagement:
    1. Recruiting Interest
    2. Optimizing choice and autonomy
      1. Think both big and small – brainstorm in the context of a lesson
    3. Minimizing threats and distraction
      1. Math anxiety and stereotype threat – how this affects cognition
      2. Mindful Learning techniques
    4. Optimize value and authenticity
      1. Teach a game – both online (hundred board adding up bc it can be done in person as well) and using manipulatives. Practice in breakout groups?
        • Garbage ten frame game, What did I do? from Peggy Kaye’s book
  4. Pause for Q&A
  5. Sustaining effort and persistence
    1. Number talks and rich math dialogue, even among low learners
      1. Estimystery, Estimation clipboard, Parrish book
    2. Movement breaks!
  6. Pause for Q&A
  7. Self-regulation
    1. Mindful Learning
    2. Journaling (as possible/appropriate)

Day 2:

  1. Representation:
    1. Perception, Language and Symbols, Comprehension
      1. Customizing display and offering alternatives to auditory and visual information
        • How do you teach math to a non-reader?
          1. Infinut app demo, Math ML
      2. Activating background knowledge, drawing connections
        • How are fractions and division related? Fractions and decimals? How does this relate back to number talks and sustained persistence?
  2. Pause for Q&A
  3. Action and Expression:
    1. Physical Action, Expression and Communication
      1. How do we allow children to demonstrate knowledge?
        • Legos or other manipulatives, annotated problems, oral solving, text to speech, modmath.com
        • Scaffolded problem-solving
    2. Executive Function
      1. Feedback and self-assessment – how can we manage information? How can we help children see change over time? Tie-in to the role of emotion in learning, yet again.
  4. Pause for Q&A
  5. Lesson Workshop in Breakout Rooms: Choose one of 3 sample lessons (so 3 breakout rooms) to revise to become more UDL. What did you change and why?
    1. Handout of checkpoints for each principle (most will be blank but can drill down later)
    2. Volunteer representative to discuss what their group changed.
    3. How would you implement in your classroom? What resources would you need?
    4. What kind of learner will you reach that you wouldn’t have reached before?
  6. Final Thoughts and Closing
Course Objectives

On completion of the workshop, participants will be able to:

  1. Understand the concept and implications of neurodiversity
  2. Familiarize themselves with the three major UDL principles
  3. Understand how the guidelines support neurodiverse children
  4. Brainstorm ways to apply the UDL guidelines
  5. Critique a lesson using a UDL lens
  6. Implement incremental change using UDL
Who Can Benefit?

This course will benefit teachers who want to understand how they can tweak their teaching to reach a wider range of student. The information presented can be used to modify lesson plans for any grade or ability level.

Course Fees & Closing Dates
Registration Type Closing Date Fees (S$) per pax
31 Mar 2021 300
Normal Till Full 350