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UDL

A look at the universal design for learning (UDL) and its impact on students in today's classroom.
by

Chris Carpenter

on 3 February 2013

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Transcript of UDL

Architectural Roots Technology Brain Research Learning Tools Available Through CAST Potential Impact
On Our Students Three Principles of UDL Architects thought of it first Universal Design for Learning or just UDL The same principals of UDL that
apply to architecture apply to
our classrooms! This not only helps the
girl in the wheel chair . . .
it gives more
options for everyone . . . How does she get here? Architects add ramps into plans. Like Fig 1 Fig 2 Fig 3 Fig 4 Fig 5 Fig 6 Fig 7 Or even ... Or this... this . . . It also just gives people options! Fig 8 According to CAST (2012a): "UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs." Principle 1 - Provide Multiple Means
of Representation a) Provide options for perception
b) Provide options for language, mathematical expressions, and symbols
c) Provide options for comprehension (CAST, 2011) Principle 2 - Provide Multiple Means of
Action and Expression d) Provide options for physical activity
e) Provide options for expression and communication
f) Provide options for executive functions (CAST, 2011) Principle 3 - Provide Multiple Means
of Engagement g) Provide options for recruiting interest
h) Provide options for sustaining effort and persistence
i) Provide options for self-regulation (CAST, 2011) For an even more details & examples visit: http://www.udlcenter.org/aboutudl/udlguidelines a) Provide options for perception Examples of Instructional Methods Display
Use color to emphasize info
Modify the timing of a video
Auditory
Provide transcript for video
Provide visual description of music
Visual Alternatives
Provide auditory cues for transitions Examples of Instructional Methods Vocabulary & Symbols
Provide graphic symbols
Use hyperlinks for key vocab
Supporting Decoding
Allow use of Text-to-Speech
Understanding Across Languages
Provide electronic translation tools
Make key info available in first language CAST (2011) CAST (2011) b) Provide options for language, mathematical
expressions, and symbols Examples of Instructional Methods Activate Background Knolwedge
Anchor instruction to prior knowledge
Pre-teach critical prerequisites
Guide Information Processing
Give explicit prompts for each step
Progressively release information
Maximize Transfer & Generalizations
Use explicit opportunities to review CAST (2011) c) Provide options for comprehension Examples of Instructional Methods Vary Methods for Response & Navigation
Provide Alternatives for physical responses or making selections
Provide alternatives for physically interacting with materials
Optimize Access to Tool and A.T.
Provide alternative keyboards
Use compatible software
Provide alternative keyboard commands for mouse actions CAST (2011) d) Provide options for physical activity Examples of Instructional Methods Use Multiple Media Formats
Use physical manipulatives
Use social media
Build Fluencies with Graduated Support
Provide differentiated models to emulate
Provide differentiated mentors
Provide scaffolds that can be gradually released CAST (2011) e) Provide options for expression and communication Examples of Instructional Methods Guide Appropriate Goal Setting
Provide scaffolds to estimate effort, resources, and difficulty
Post goals, objectives, & schedules
Facilitate Management of Information
Provide graphic organizers
Enhance Capacity for Monitoring Progress
Guide self-monitoring and reflection
Have students identify the feedback they are seeking CAST (2011) f) Provide options for executive function Examples of Instructional Methods Optimize Indiv. Choice & Autonomy
Provide as much discretion & autonomy as possible
Involve them in setting personal goals
Optimize Relevance, Value, & Authenticity
Vary activities & sources of info
Make learning outcomes authentic
Minimize Threats & Distractions
Create supportive classroom climate
Vary level of sensory stimulation CAST (2011) g) Provide options for recruiting interest Examples of Instructional Methods Foster Collaboration & Communication
Create cooperative learning groups with clear goals and roles
Optimize Challenge
Provide alternatives in the permissible tools and scaffolds
Increase Mastery-Oriented Feedback
Provide feedback that is frequent, timely, and specific CAST (2011) h) Provide options for sustaining
effort & persistence Examples of Instructional Methods Optimize Motivation
Support activities that encourage self-reflection and personal goals
Facilitate Personal Coping Skills
Use real-life situations to demonstrate coping skills
Develop Self-assessment & Reflection
Help students monitor their own behavior through data CAST (2011) h) Provide options for self-regulation Fig 9
CAST, 2012a Supports
Principle #1
Providing Multiple
Means of
Representation Supports
Principle #2
Providing Multiple
Means of
Action/Expression Supports
Principle #3
Providing Multiple
Means of
Engagement The Three Principles of UDL are backed by research into the workings of the brain, particularly through digital imagery.
One of the most important things we can glean from this research is that neurologically speaking there is no "regular" student (Rose & Meyer, 2002)
There are three recognized "Learning Networks" which effect how each student learns and expresses information: Summary of Research The complexity of, and interaction between, these three learning networks means that: "Each student brings a unique assortment of strengths, weaknesses, and preferences to school" (Rose & Meyer, 2002).
It is our job to create an environment where all of these students can flourish . . .
. . . But how in the world do we find time for that much differentiation?!?! . . . ... the solution begins with How are technology and UDL linked? Aksterichardson, 2010 Length 1:49 Resources To Summarize . . . Technology is not a requirement of UDL . . .

However, it is one of the best tools we have to build in the flexibility that the diverse students of our classroom require while still allowing us to keep our sanity as educators.

It allows us to (more) easily personalize each students' learning so that they may be as successful as possible (Laureate Education, Inc., 2012).

Technology is also a great way to engage students, thereby helping access their affective networks Some Great UDL Technology Resources http://www.systemsofsupport.org/udlblog/ http://bergman-udl.blogspot.com/ Use categories to search for UDL specific articles Use search bar to find
articles specific to UDL UDL Lesson Builder This free online tool teaches educators to customize standards-based curriculum to meet individual learning needs (CAST, 2012b). Incorporating UDL into a classroom is no easy feat. This tool will help our staff scale this task down by providing advice and ideas for incorporating it into our lessons. CAST Science Writer An online writing tool that is designed with the principles of UDL to explicitly guide and support middle and high school students through the process of writing a science report (CAST, 2012b). A great student for tools with lots of support for the diversity of students in our classrooms. This support includes AT like Text to Speech and Animated Helpers as well as great lab tools like checklists for reports and a digital scientific journal. UDL Online Modules These two free online modules introduce the theory, principles and application of Universal Design for Learning (UDL) to teachers (CAST, 2012b). If we are serious about getting UDL into our school then these would be a great Professional Development opportunity for our staff. Available online and at the teachers convenience, the completion of these would give our staff an in depth look at how to get UDL in our classrooms. "UDL takes advantage of innovative technologies to accommodate learner differences"
(Meo, 2008, p22). Although UDL seems daunting it is quite doable, and the access to learning by all students outweighs nearly any cost. As we work to implement UDL in our classrooms we will find that: "Increasing flexibility and accessibility ultimately benefits everyone, including those whom the innovations were not explicitly intended to help" (Meo, 2008, p 22). By planning for the wide array of learners that sit in our classrooms, we can design lessons that allow: "Each student to have access to the curriculum in a way that promotes the most learning for that individual" (Howard, 2004) The End . . . or is it just the beginning? Still want more? Aksterichardson (2010, May 27). Technology with UDL [Video file]. Retrieved from
Bergman, M. (2013). Learn lead grow blog. Retrieved from http://bergman-udl.blogspot.com/
CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author
CAST (2012a). About UDL. Retrieved from http://cast.org/udl/index.html
CAST (2012b). Learning Tools. Retrieved from http://cast.org/learningtools/index.html
Figure 1. Girl in wheelchair: 110235. Retrieved on January 24, 2013 from http://www.bellbirdkidz.com.au/shop/index.php?cPath=5736_5746&osCsid=17de60dc8a0d4ddcb08d2e560c6e6f8b
Figure 2. Prosperous_Garden_outdoor_stairs. Retrieved on January 26, 2013 from http://commons.wikimedia.org/wiki/File:HK_%E6%B2%B9%E9%BA%BB%E5%9C%B0_Yamatei_%E9%A7%BF%E7%99%BC%E8%8A%B1%E5%9C%92_Prosperous_Garden_outdoor_stairs.jpg
Figure 3. Lightbulb. Retrieved on January 24, 2013 from http://pjmedia.com/tatler/2011/07/11/the-house-of-representatives-the-senate-and-the-light-bulb/
Figure 4. Wheelchair-access-ramp. Retrieved on January 26, 2013 from http://accessibility-fail.dreamwidth.org/1101.html
Figure 5. Running with stroller. Retrieved on January 24, 2013 from http://asecondopinionmag.com/archives/2954
Figure 6. Mother-child-roller-blading-lg. Retrieved on January 25, 2013 from http://blogs.fanbox.com/Sampaguita%28scientificname
Figure 7. Mail_cart. Retrieved January 26, 2013 from http://www.littlelostrobot.com/2004_07_01_archive.html
Figure 8. Take-the-stairs. Retrieved on January 26, 2013 from http://www.coachwithjeremy.com/blog/tag/stairs-vs-elevators
Figure 9. UDL. Retrieved from CAST on February 1, 2013 from http://cast.org/udl/index.html
Howard, K. L. (2004). Universal design for learning: Meeting the needs of all students. Learning & Leading with Technology, 31(5), 26–29.
Laureate Education, Inc. (Producer). (2012a). Universal design for learning. [Course Media]. Reaching and Engaging all Students through Technology. Baltimore, MD: Author.
Marylandlearninglink (2011, September 21). Universal design for learning (UDL) [Video file]. Retrieved from
Meo, G. (2008). Curriculum planning for all learners: Applying universal design for learning (UDL) to a high school reading comprehension program. Preventing School Failure, 52(2), 21–30.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/
Universally Designed (2013). Universally designed blog. Retrieved from http://www.systemsofsupport.org/udlblog/
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