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Universal Design for Learning

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amanda king

on 15 May 2015

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Transcript of Universal Design for Learning

UDL - Main ideas
3 Principles
Curriculum with
multiple means
of:
1). Representation
2). Action & Expression
3). Engagement
Universal Design for Learning
Principle #1: REPRESENTATION
REPRESENTATION
REPRESENTATION: design and deliver
Principle #2:
Action and Expression
polleverywhere.com
Text JUICYPEBBLE585 to 22333
How do you currently design and deliver information to your class?
VERBALLY? VISUALLY? KINESTHETICALLY?
Books, CD's, Ipad, Whiteboard,
Smartboard, Notecards,
highlighted handouts, color coded
How many ways do you currently allow students to
demonstrate understanding
in your class on a regular basis?
Action and Expression
Paper pencil? Verbally? Projects? Rubric? Student Input?
Principle #3 Engagement
How do students
participate
on a regular basis in your class?
Engagement
Cooperative Learning Groups? Stations? Work groups? Independent work? Sit and listen? Giving choices?
REMOVE BARRIERS
LEAD THE WAY!
Classroom Examples:
Universal Design!
I Can…

Goals

To introduce the origins of UDL.
Examine the three brain networks.
Explore the three principles.
Demonstrate and provide resources.


state the origins of UDL.
discuss why it is important to know how the brain functions.
list the three principles.
locate resources to support UDL.


Special Thanks....
OCALI

Jeff McCormick and Ron Rogers

Universal Design for Learning Professional Development for Fairfield Union Local School District
What do squirrels have to do with anything?
What was learned?
Who were the teachers? Learners?
What teaching strategies were used?
Interventions? Successful?
How could the environment have been originally designed to ensure success?
Simply put, universal design for learning (UDL) is the practice of embedding flexible strategies into curriculum during the planning process so that all students can access a variety of learning opportunities.
OLD ASSUMPTIONS
Students who learn differently constitute a separate category
Instructional adjustments need to be made for at-risk students
Learning is centered on single textbook
problem is with the student
NEW ASSUMPTIONS
Students DO learn differently
Instructional adjustments need to be made for ALL learners
Learning materials are varied and include digital material
The solution is within curriculum. Flexible curriculum adapts to needs
Achievement Gap
Braiding of Initatives
UDL
OIP
DI
PBIS
Learning standards
tPBL
RTI
OTES
Co-teaching
Assessment
Reading Guarantee
Inclusion
http://www.moillusions.com/wp-content/uploads/2014/08/Astronaut-Skull-Optical-Illusion.jpg?626ca7
IQ only, predicts 25% of liklihood of a students learning in a school, under ordinary circumstances
The other 75% can be accounted for by factors such as:
memory
persistence
motivation
instructional supports provided by teachers
Fix the students or the environment?
The key to helping all students achieve is identifying and REMOVING barriers from teaching methods and curriculum.
"When we plant lettuce, if it does not grow well, we don't blame the lettuce. We look into the reasons it is not doing well. It may need ferlizer, or more water, or less sun. We never blame the lettuce." - Thich Nhat Hahn
Universal Design for Learning
Universal Design for Learning (UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn. 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
Cast (UDL 2.0 Guidelines
"In any learning opportunity, many different regions of the brain may be involved." -Dr. David Rose
Co-founder of UDL
Recap:
1). What is Representation? How do present concepts?
2). What is Action and Expression? How do I allow demonstration of what they know?
3). What is Engagement? How are students involved in the learning process?
"UDL strategies for instruction are front-loaded rather than retrofitted"
More efficient
What do you see?
Full transcript