PHASE 1: ONLINE LEARNING SERIES (September 12 – 30, 2022)

The online learning series will take place over seven (7) days, focused on the following learning sessions:

Session I: Understanding Inclusion through UDL Framework and Why It Matters (2.5 hrs)

This first session in the series helps participants build a foundational understanding of the concept of inclusion through UDL Framework, what it means, who it impacts, and how to translate the concept into a global vision for what happens in a fully inclusive classroom. It also focuses on the context of Indonesia, using available data and participant experiences, to explore issues of exclusion and inclusion in the specific Indonesian context, and works with participants to identify key barriers that may be at the core of their efforts to enhance inclusion in their classrooms and schools.

Session II: Supporting Inclusion through Universal Design for Learning (2.5 hrs)

Session II builds on Session I foundations to begin to explore the principles and framework of UDL. The session will help participants understand the use of UDL principles to improve the learning of ALL students, and to particularly support those students for whom full access to learning is an issue. Participants will be challenged to use case studies provided in the session to identify differentiated approaches to What students learn, How they learn it, and how they Show what they have learned. These core principles of UDL will set the stage for upcoming sessions, where the principles of UDL are applied to specific classroom resources and processes.

Session III: Curriculum & Inclusive Pedagogy (2.5 hrs)

This session will support teachers in understanding how the implementation of UDL influences curriculum implementation and pedagogical approaches. While teachers may be very familiar with thinking about curriculum, this session will focus on how to apply curriculum for learners with different needs, linking required curriculum with modified expectations and specific pedagogical approaches. Participants will receive examples of good pedagogical approaches for any grade level (and those customized by grade levels) that teachers can use to provide wider and deeper access to learning. Pedagogy that supports inclusion will be highlighted. Differentiated instruction will be explored, and how to think about employing that approach in classrooms with limited resources and large class sizes will be discussed.

Session IV: Inclusive and Adaptive Materials and Resources (2.5 hrs)

This session links back to Session III, helping teachers know how to access or create appropriate resources or assistive devices to support any student, but even more specifically those students who require specialized resources and adaptive tools to have full access to the curriculum and learning in the classroom. Participants will explore both high‐tech and low‐tech solutions, identify availability of adaptive devices in their context, and understand the extent to which – and how – they can reach out to government and supporting community agencies to partner in providing the necessary resources and devices their students need to learn.

Session V: Inclusive Assessment (2.5 hrs)

This session will support teachers in understanding key elements of classroom assessment, including direct vs indirect assessment, diagnostic vs mastery assessment, and formative vs summative assessment. It will also explore how assessment can help teachers recognize the diversity of learners in their class and plan accordingly for appropriate and informative assessment that draws on the demonstrated strengths of students and supports them in areas of need. Teachers will draw on Sessions II, III and IV to link to this session, examining how the use of specific curriculum, instructional approaches and resources link successfully to certain types of assessment. Finally, this session will provide comprehensive case studies for small group exploration during the online session to assess participant abilities to apply what they have learned throughout the series.

Session VI: Applied Classroom Research/Action Research (2.5 hrs)

This session prepares teachers to be observers of learning and learning needs in their classrooms, by engaging from a classroom researcher perspective in all learning interactions. It provides a simple process teachers can use on a regular basis to become more reflective about their own practice and make good decisions about student learning, especially learning that can support all learners in the classroom. It also prepares teachers to engage successfully in the practical classroom project required to receive certification for program participation (see below).

Session VII: Putting it All Together (2.5 hrs)

In this session teachers will review what they have learned and plan to bring all elements together into a 6‐week classroom action research project focused on applying principles and approaches of UDL in their own classroom.

PHASE 2: APPLIED/ACTION RESEARCH & CONCLUDING SESSION (October 1 – November 30, 2022)

Field Work: Applied Research (12 hrs)

When the learning sessions are complete, participants will be provided with eight (8) weeks of classroom time to apply what they have learned to complete their classroom inclusion project and prepare their presentation. They will use an “action research” process to implement their project for six (6) weeks (2 hrs per week). Teachers will then have two (2) weeks to analyze and review their project and prepare a multi‐media performance‐based presentation to demonstrate they have met the standards required to receive a certificate.

Session VIII: Performance Presentations (3 hrs)

All participants will present their classroom inclusion projects, which will be reviewed by an online panel using a performance rubric to determine certification in the program.

Illustrative Reading Materials

1. Culturally Responsive Design for English Learners: The UDL Approach, Patti Kelly Ralabate & Loui Lord Nelson
2. Design and Deliver, Planning and Teaching Using Universal Design for Learning, Second Edition, Loui Lord Nelson
3. A Practical Guide to ACTION RESEARCH for Literacy Educators, International Literacy Association, Sakil Malik and Amy Pallangyo (English) and Sandra Hollingsworth
4. Panduan Praktis PENELITIAN TINDAKAN KELAS untuk Pendidik Keaksaraan, Ditulis oleh Glenda Nugent, Sakil Malik, dan Sandra Hollingsworth (Bahasa Indonesia)

Amy Pallangyo – Senior Technical Advisor of Global Education Programs (Global Center for Innovation and Learning)

Amy Pallangyo has more than 35 years of experience working in inclusive education, program development, and international education program implementation, with a focus on literacy, inclusive educational program design, and government capacity‐building. She is permanently based with her family in Tanzania. Amy is an independent technical consultant, working for companies such as Creative Associates, DAI, International Literacy Association, World Learning, and URC. She worked as a Senior Technical Advisor for the USAID‐funded Reading within Reach (REACH) Project and Global Reading Network (GRN), which worked to improve the literacy of primary school children around the world, and with several USAID‐funded reading programs – TZ21 in Tanzania, Vamos Ler in Mozambique, and READ II in Ethiopia. She has also worked with early childhood and teacher training programs in a variety of other countries, including Bangladesh, Haiti, Indonesia, Kenya, Nepal, Philippines, and Sierra Leone. Amy was previously Vice President of a US‐based professional development organization, the Collaborative for Teaching and Learning, and served as a performance assessment specialist with Measured Progress. Amy earned a Master of Education as a Reading Specialist from the University of Louisville, and a Bachelor of Education from Transylvania University in K‐12 Education and Arts Education. She has additional training in Program Evaluation and Program Management. She is one of the main contributors and editor of UNIVERSAL DESIGN FOR LEARNING TO HELP ALL CHILDREN READ: Promoting Literacy for Learners with Disabilities (USAID Toolkit) and Using Information Communications Technologies (ICT) to Implement Universal Design for Learning (UDL) – USAID.

Dr. Emily Bouck – Professor and Interim Associate Dean for Education (MSU College of Education)

Emily Bouck’s (Ph.D., Michigan State University) research focuses on mathematics education for students with disabilities and those at‐risk. Bouck examines the response to intervention for mathematics at the elementary and secondary level as well as mathematical interventions to support students with disabilities or those receiving RtI Tier 2 or Tier 3 services. Within her work on mathematical interventions, Bouck examines such technological approaches as virtual manipulatives and the virtual manipulative‐based instructional sequences.

Sakil Malik, MPM – CoFounder and Chief Executive Officer (Global Center for Innovation and Learning)

Sakil Malik, a veteran of work in international development, is the Co‐Founder and Chief Executive Officer of the Global Center for Innovation and Learning, USA. He is currently the Vice President for Asante Africa Foundation. He has recently served as the Senior Global Practice Leader of Global Education at DAI Inc., Vice President of Global Development at World Learning Inc., and Director for the Reading within Reach (REACH) Project and Global Reading Network (GRN) funded by USAID recently. He has more than 25 years of experience in international project management, focused on literacy, social and human development, and human rights. His portfolio at Creative Associates as the Senior Associate/Director was $100 million across five countries: Tanzania, Timor Leste, Cambodia, India and Tajikistan. Before arriving at Creative, he was the Director of Global Operations at the International Reading Association (now ILA) in Washington, DC, where he led program management of literacy projects and provided strategic leadership and direction to the Executive Team. He has successfully won and administered funding from government and corporate funders, including USAID, UNESCO, Pearson Foundation and Nokia Corporation. He has a master’s degree in Educational Leadership and Policy from the University of Maryland, USA, a master’s degree in Economics from Aligarh University in India, and a Bachelor’s Degree in Commerce from Dhaka University in Bangladesh. He is a certified project manager with CIPM, CMMP and MPM certification.

Dr. Loui Lod Nelson – Visiting Resource Person

Dr. Nelson has been helping educators learn about and apply UDL for 15 years. She completed her post‐doctoral work at CAST (the creators of UDL), has written three books about UDL, has designed games to teach about UDL, leads two podcasts about UDL, and has worked with schools, districts, and Ministries of Education around the world, including in low- and middle‐income countries. Dr. Nelson is passionate about helping educators learn about UDL and apply it in their own environments.

Dr. Lynn Paine – Technical Advisor (MSU) and Associate Dean of International Studies and Professor of Teacher Education (MSU College of Education)

Lynn Paine (Ph.D., Stanford University) is Associate Dean for International Studies in the College of Education. She also is a Professor of Teacher Education, and affiliated faculty in MSU’s Asian Studies Center and the Center for Gender in Global Context. Her work focuses on teacher learning and development. Much of her scholarship has involved the comparative study of teachers, teaching and teacher education, and has been supported by research in China, the United States, England, and other countries. She is interested in understanding teacher change in context and in support of local and global visions of reform. Dr. Paine’s work on learning in and from practice draws on her ongoing comparative research of teacher education, including her participation in a US Department of Education‐funded comparative study of mentored learning to teach, and her co‐leadership of two US NSF-funded comparative case studies of policies and practices that support beginning teacher learning. Her current involvement as leader of the thematic working group developing a framework for future‐oriented teaching for the OECD’s Education and Skills 2030 will contribute to shaping the program. A secondary school teacher before she became a teacher educator, she has been leading international professional development for teacher educators and teachers from Indonesia, Argentina, Tanzania, China, and other countries. She is deeply committed to reciprocal learning in and through international professional development.

Dr. Isabella Tirtowalujo – Program Manager (MSU) and Assistant Director of the Asian Studies Center and Co-Coordinator of AsiaNexus (MSU International Studies and Programs)

Isabella Tirtowalujo holds a PhD in Curriculum, Instruction, and Teacher Education from the MSU College of Education. Dr. Tirtowalujo is currently the Assistant Director of the Asian Studies Center at Michigan State University and a co‐coordinator of the AsiaNexus initiative, which seeks to serve as a platform to innovate partnerships, to build network‐of‐networks toward innovating global solutions, developing global citizens, and generating global investments. Her own research explores issues of out‐of‐school children; rurality, youth, and schooling; and capacity development in the context of decentralization of education in Indonesia. Prior to joining the MSU Asian Studies Center, she worked in education development projects supporting central and local governments, and development partners including UNICEF and the Asian Development Bank.