Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

UDL Workshop

Workshop for Special Education Specialist
by

Nancy santos

on 19 February 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of UDL Workshop

the workshop... Universal Design for Learning Agenda 1. Ice Breaker Activity 2. Objectives 3. What is UDL? 4. The Origins of UDL 7. Applications for in the classroom 8. Conclusion What Animal Are You? Time Required: 15 to 20 minutes Materials Needed: chart paper
markers Learning Objectives: Help identify strengths in different teaching styles as well as areas of need in a subtle fashion. Help participants recognize possible solutions that can be used to improve, add to, or enhance teaching Activity: 1. Place chart paper and a marker at each corner of the room. 2. Mark each corner of the room with pictures of the following animals:

a. A lamb
b. A lion
c. A hawk
d. A mother hen 3.Ask each workshop participant to choose one of the four animals shown in the corners of the room and to move to that corner. 4. Get each group to hold a discussion about what the strengths and weaknesses might be of someone who has the teaching/management style of this particular animal. 5. Brainstorm possible solutions that may help teachers overcome their areas of need. 6.Each group will then select one person to present their findings to the rest of the workshop participants. Discussion Questions:
1.Of the four animals, is one animal’s teaching style superior to the others? Explain. 2. Thinking about your own teaching style, have you had to alter or change your approach to teaching over the years? If so, how? Why? 3. This activity involved animals and teaching styles but can you see how it could apply to students and their learning styles? Reference:

*Please note that this icebreaker was adapted from the following source.*

Faber, S. (2013) Opening Icebreakers for a Classroom Management Workshop. Retrieved
February 13, 2013 from http://www.ehow.com/info_12042858_opening-ice-breakers-classroom-management-workshop.html To learn the answer to the question ''What is UDL'' To examine the research base and history of UDL. To learn how to apply the principles of UDL in our classrooms To acquire some usful tools and resources to help us in our application of UDL When applied to education, “universal design” means eliminating the physical barriers to education materials or places • Universal Design for Learning (UDL) is a set of principles for curriculum development that give all individuals an equal opportunity to learn (CAST, 2012, http://www.cast.org) • UDL is similar to Differentiated Instruction (DI) in the sense that it is a learning system for everyone, it is not simply a one-size fits all method of teaching • Customized and flexible approaches are beneficial for all learners, especially those with special needs as all needs and abilities are met using this design • Universal Design for Learning (UDL) is a research based framework for designing curricula-that is, educational goals, methods, materials and assessments • The framework enables all individuals to gain knowledge, skills and an enthusiasm for learning • This is accomplished by simultaneously providing rich supports for learning and reducing barriers to the curriculum while maintaining high achievement standards for the students (CAST, 2012, http://www.cast.org) • UDL recommends ways to provide cognitive as well as physical access to the curriculum. Students are provided with scaffolds and supports to deeply understand and engage with standards-based material. They not only have access to content and facts, but they learn to ask questions, find information, and use that information effectively (CAST, 2012, http://www.cast.org) • UDL essentially helps students, both those with disabilities and those without, to learn how to learn • The shift in emphasis from access to learning environments to access to learning itself is a key tenet of UDL and in a sense is the bridge between special education and general education (Hehir, 2005) • The focus of UDL is that ALL learners get a high quality of education • Today, many of our general education classrooms are comprised of multiple needs and exceptionalities that are far from “general.” Educators need to move away from generalizing and standardizing the way in which they teach because the one-size fits all approach does not reach all of the diverse learners • The typical curriculum, which is usually centered on printed materials, is designed for a homogenous group of students and is not able to meet different learner needs (Ralabate, 2010) • UDL assists educators with the challenge of providing learning opportunities in the general education curriculum that are inclusive and effective for all students • There are three main principles that guide UDL which are explained below: Principle 1:

Provide Multiple Means of Representation Students differ in the ways they comprehend and perceive information that is presented to them.

For example, those with sensory disabilities (blindness or deafness), learning disabilities (dyslexia), language or cultural differences may require different representations of information in order to access and understand the same content (Gravel & Rose, 2010, p. 6) Differentiated Instruction comes into play when one considers the idea that there is not one type of representation that is optimal for all students for all types of learning; providing options is essential Principle 2:
Provide Multiple Means of Action and Expression Each individual student differs in the ways that they can navigate a learning environment and express and represent what they know - Students with significant motor disabilities (cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders, ADHD), and those who have language barriers all approach learning tasks very differently and will demonstrate their mastery very differently. Some may express themselves well in writing but not orally and vise-versa (Gravel & Rose, 2010) Providing options for expression and representation for students is key to UDL and to student success Principle 3:
Provide Multiple Means of Engagement All students differ in ways in which they can be engaged or motivated in their learning Where some students are extremely engaged and excited about learning and new opportunities, others are disengaged, timid or even frightened by new and spontaneous aspects of learning and would prefer routine, structure and predictability Due to the fact that every student is unique in their learning preferences, educators must reach and engage students in multiple ways Recap ...
The Three Principles of UDL: • The roots of UDL are found in early civil rights and special education legislation that emphasized the right of all students to a free, appropriate public education in the least restrictive environment (Hitchcock, Meyer, Rose, & Jackson, 2005) (Ralabate, 2010) Click to listen • The UDL framework was conceived by researchers at the Centre for Applied Special Technologies (CAST) in the late 1980s as the result of the alignment of three conceptual shifts: advancements in architectural design, developments in education technology, and discoveries from brain research (Ralabate, 2010) • After the passing of the Americans with Disabilities Act in the 1990s, schools and other public places were becoming more physically accessible with the building of ramps and elevators • Brain imaging conducted while individuals were engaged in learning tasks revealed three networks at work in the brain during learning: recognition network (the what of learning), strategic network (the how of learning) and affective network (the why of learning) (Ralabate, 2010) • Due to architectural design principles (making the physical environment accessible for all), flexibility available through education technology, and through developments in brain research, innovators at CAST developed what is now known as The Universal Design for Learning Now, you will actually practice applying UDL to the classroom by completeing the one of the following interactive UDL activites. Please right click on the link below, and open the link in another tab or window. Then ,choose a school division to work with. You can repeat the process with another division, later, if you want.

Be sure to return to the presentation to complete the workshop!

http://marylandlearninglinks.org/3816 Interactive Activity click here Now that you see where UDL comes from and you know what the principles behind it are.....

how can it be used and applied
within your classroom? Classroom Applications The purpose of the implementation of UDL is to create expert learners and learning for all, regardless of ability level (physical or otherwise).

UDL strives to develop learners who can assess their own learning needs, monitor progress, and sustain interest, effort and engagement during a learning task.

The one thing that the majority of learners have in common is the idea that they need some form of support or scaffolding of skills in order to become an expert leaner. Go to the next stop to find out...
Please visit the following link to view a “learning guidelines table” that will be helpful with the implementation of UDL in your classroom:

http://www.asha.org/uploadedFiles/ASHA/Publications/leader/2011/110830/Learning-Guidelines-Universal-Design.pdf When considering curriculum options and how you may use the various areas of UDL specifically into your classroom, visit the link below “Guidelines and Educator’s Checklist.”

After you have considered and pinpointed the area of need(s) in your classroom, use this guideline checklist to establish the differentiation and scaffolding you will use to support ALL learners.

This link offers further links to follow for each section.

http://www.asha.org/uploadedFiles/ASHA/Publications/leader/2011/110830/UDL-Guidelines-Educator-Checklist.pdf A website to consider when implementing UDL into your literacy program is called Elements of a Story and it is excellent when teaching narrative structures.

The site reads the story aloud (accompanied by the words and pictures) and the student can click on tabs that explain the setting, characters, problem, solution, etc of the story.

http://www.learner.org/interactives/story/ Website: Elements of a Story The Book Builder website is a free tool where students and educators can create an account and create engaging books that are centered on an area of study or interest.

http://bookbuilder.cast.org/ Website: Bookbuilder We hope you have ejoyed our worshop on Universal Design for learning. It can seem to be a very daunting thing to try and meet the needs of all our students, but with thoughtful design, access to materials and the support of our collegues success in this area is more than possible. Learning and innovation go hand in hand. The arrogance of success is to think that what you did yesterday will be sufficient for tomorrow.

William Pollard References
CAST Universal Design for Learning. (2012). Universal Design for Learning. CAST, 2012, http://www.cast.org Accessed on: February 12, 2013.

Gravel, J.W., & Rose, D.H. (2010). Getting from Here to There: UDL, Global Positioning Systems, and Lessons for Improving Education. National Centre on Universal Design for Learning.


Hehir, T. (2009). Policy foundations of universal design for learning. In D. T. Gordon, J. W. Gravel & L. A. Schifter (Eds.), A policy reader in universal design for learning ( pp. 35-45). Cambridge, MA: Harvard Education Press.

Hitchcock, C.G., Meyer, A., Rose, D., & Jackson, R. (2005). Equal access, participation, and progress in the general education curriculum. In D. Rose, A. Meyer, & C. Hitchcock (Eds). The universally designed classroom: Accessible curriculum and digital technologies (pp. 37-68). Cambridge, MA: Harvard Education Press.

Ralabate, P.K., (2010). Universal Design for Learning: Meeting the Needs of All Students. The ASHA Leader (American Speech-Language-Hearing Association. http://www.asha.org/Publications/leader/2011/110830/Universal-Design-for-Learning--Meeting-the-Needs-of-All-Students/ Accessed on: February 11, 2013. Handouts Handouts for this workshop can be downloaded and printed by following this link:

http://udlworshop.weebly.com/
Click Here for credits Click to start
Full transcript