Two Types of
Standards and UDL
Implementation
Dr. Katie Novak
UDL Activator The Dinner Party
• Lucy is lactose intolerant.
• Greg is on a gluten free diet.
• Victoria is a vegetarian.
• Wanda is on Weight Watchers.
UDL: Immersion Experience
Imagine you’re having a dinner
party. Create one dish that will
satisfy all guests, but keep in mind
that you have a few dietary
restrictions in your guest list. If you
finish early, add an appetizer and a
dessert.
Review of UDL
Speed Dating Protocol
1. You will have five 2-minute dates to discuss what you
think UDL looks like in the classroom.
1. First 20 seconds, answer one of the following
questions:
• What’s your favorite place in the entire world?
• Favorite movie of all time? Why so?
• What is your favorite way to spend a Saturday?
• Do you have any pet peeves? What are they?
4. Take notes, but don’t lose eye contact
UDL: Immersion Experience
1. Create inner circle and outer circle
What are you looking for?
Types of Standards
Content standards define the
knowledge, and concepts that
students should acquire.
Performance standards outline
specific skills students will have
to complete in specific ways. The
KEY to their success is following
steps to a process. The method is
embedded in the expectation.
UDL: Immersion Experience
There are two types of standards
Reminder: Content standards
Teachers provide:
1. Flexible ways of presenting lesson
content
2. Flexible options for student
engagement
3. Flexible methods of expression and
assessment
UDL: Immersion Experience
Students have:
1. Options for how they learn
2. Choices which will engage their
interest and challenge them
3. Choices for how they demonstrate
their learning
Reminder: Methods standards
Teachers provide:
1. Flexible ways of presenting lesson
content
2. Scaffolding and work samples for
each step of the process
3. Graphic organizers, rubrics, and
opportunities to provide mastery
oriented feedback
UDL: Immersion Experience
Students have:
1. to complete a task in a specific
way
Workshop Time: UDL Observation doc
are effectively using UDL
strategies when working toward
content standards? (Remember...
lots of choice!)
 What do you see when teachers
are effectively using UDL
strategies when working toward
methods standards?
(scaffolding, scaffolding,
scaffolding....)
UDL: Immersion Experience
 What do you see when teachers
Back to the Long & Short
Reflect and ticket out! (p.6)
UDL: Immersion Experience
Differentiate the ways that
students can express what
they know or provide
enough scaffolding for
everyone to complete same
assessment