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Transcript of udl
Provide variability in how we present and share information
Provide variability in how we allow students to demonstrate their knowledge, skills, and understanding
Provide variability in how we engage students
Teaching to the middle guarantees exclusion
When we design for the margins, everyone benefits!
Grade 1 Math
What does this look like in the classroom?
If you were designing a new product, would you try to design it with the typical user in mind?
Would you design it so MOST people could use it?
Something to Think About
General to specific
Introduction to the concept of Universal Design
Universal Design for Learning
Networks (Recognition, Strategic, Affective
A Classroom View
We will be able to apply the tenets of Universal Design for Learning (UDL) to our lesson design process
Universal Design for Learning:
a brief introduction
Think about a future lesson or concept, and identify a learning goal
List any barriers to success
Come up with some ideas to address such barriers using the 3 networks (recognition, strategic, affective)
Ticket to Leave
Provide “multiple means of action and expression”
Provide options for recruiting interest
Optimize choice and autonomy
Optimize relevance, value, and authenticity
Minimize threats and distractions
Provide options for sustaining effort and persistence
Heighten salience of goals and objectives
Vary demands and resources to optimize challenge
Foster collaboration and community
Increase mastery-oriented feedback
Provide options for self-regulation
Promote expectations and beliefs
Facilitate personal coping skills and strategies
Develop self-assessment and reflection
Accessing Affective Networks
Provide “multiple means of action and expression
Provide options for physical action
Vary methods for response
Optimize access to tools and assistive technology
Provide options for expression and communication
Use multiple media for communication
Use multiple tools for construction and composition
Build fluencies with graduated levels of support
Provide options for executive functions (juggling)
Guide appropriate goal setting
Support planning and strategy development
Facilitate managing information and resources
Enhance capacities for monitoring progress
Accessing Strategic Networks
Provide “multiple means of representation
Provide options for perception
Provide options for language, mathematical expressions, and symbols
Clarify vocab and symbols
Clarify syntax and structure
Support decoding of text and symbols
Provide options for comprehension
Activate/supply background knowledge/ ‘give them a plate’
Highlight patterns/big ideas
Maximize transfer and generalization
Accessing Recognition Networks
Universal Design is a shift in philosophy at the design stage
It is about anticipating “barriers” and planning for ways to address them
When such barriers are addressed, everyone can benefit
Universal Design for Learning (UDL) takes this idea and applies it to the classroom
A quick test UDL “at a glance”
How can we eliminate the barriers to academic success?
“There is an app for that”
Multiple Means of Engagement
Multiple Means of Action and Expression
Multiple Means of Representation
Stimulate interest and motivation for learning
Differentiate the ways that students can express what they know
Present information and content in different ways
How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.
Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.
How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.
The "why" of learning
The "how" of learning
The "what" of learning
Grade 6 Science
Grade 5 ELA