Total Time on Section 4: 30 minutes Section 4 Training Objectives: For participants to begin to set goals for their implementation back at their school. For participants to begin planning next steps around the key ideas of Module 3. For participants to deepen their peer coaching network. Section 4 Outline: Participants are guided through setting one to two goals for an initial introduction of UDL to teachers at their school. For example, a goal might be to have teachers focus on the use of multiple representations. (5 minutes) After setting their goals, teachers will work within their group to back-map the key learning ideas and the steps that need to happen in order to get teachers to the point that the goal is met. (20 minutes) Participants will wrap up the activity by reflecting on and anticipating teacher needs and questions around UDL. (5 minutes) Supporting Documents Goal Setting and Next Steps worksheet Materials Chart paper Markers Slide 38 Setting Goals and Creating Next Steps Explain to participants that they will now use their work from Sections 2 and 3 to set goals and create next steps for bringing UDL back to their teachers. Further explain that even if they find themselves at a point in the school year when introducing UDL may not take place immediately, they can still plan for steps they want to take as they begin the 2014–15 school year. Participants will work in groups to identify a key idea about UDL that they want to start their introduction. Participants can reference their work at the end of Section 2. Participants will with set one or two implementation goals that support the key idea and then determine steps they will take in order to help teachers meet the goal(s). Go through the next three slides to provide participants with an example of this process. Slide 39 Setting Goals and Creating Next Steps Go over the example of a Key Idea selection. Slide 40 Setting Goals and Creating Next Steps
Total Time on Section 4: 30 minutes Section 4 Training Objectives: For participants to begin to set goals for their implementation back at their school. For participants to begin planning next steps around the key ideas of Module 3. For participants to deepen their peer coaching network. Section 4 Outline: Participants are guided through setting one to two goals for an initial introduction of UDL to teachers at their school. For example, a goal might be to have teachers focus on the use of multiple representations. (5 minutes) After setting their goals, teachers will work within their group to back-map the key learning ideas and the steps that need to happen in order to get teachers to the point that the goal is met. (20 minutes) Participants will wrap up the activity by reflecting on and anticipating teacher needs and questions around UDL. (5 minutes) Supporting Documents Goal Setting and Next Steps worksheet Materials Chart paper Markers Slide 38 Setting Goals and Creating Next Steps Explain to participants that they will now use their work from Sections 2 and 3 to set goals and create next steps for bringing UDL back to their teachers. Further explain that even if they find themselves at a point in the school year when introducing UDL may not take place immediately, they can still plan for steps they want to take as they begin the 2014–15 school year. Participants will work in groups to identify a key idea about UDL that they want to start their introduction. Participants can reference their work at the end of Section 2. Participants will with set one or two implementation goals that support the key idea and then determine steps they will take in order to help teachers meet the goal(s). Go through the next three slides to provide participants with an example of this process. Slide 39 Setting Goals and Creating Next Steps Go over the example of a Key Idea selection. Slide 40 Setting Goals and Creating Next Steps