Loading presentation...

Present Remotely

Send the link below via email or IM


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.


UDL presentation EIT

No description

Sonya Kerr

on 7 May 2016

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of UDL presentation EIT

UDL Philosophy
How UDL Works
UDL & Motivation
esign for

Created by Sonya Kerr. Material contributed by Rawinia Paringati, Kirstin Glass, & Julie Cotterill
What is UDL?
is a set of PRINCIPLES for curriculum development that offers INDIVIDUAL students EQUAL OPPORTUNITIES to learn.

addresses the primary barrier to learning:
inflexible curricula where "one-size-fits-all."
provides fair and equal learning opportunities for students with differing abilities, backgrounds, and motivations.
programs are flexible, varied and customisable, using methods, materials, and assessment that work of everyone.
fosters empowered, expert learners, who progress successfully as individuals in their learning.
Watch this clip if you prefer audio-visual text
(National Center on Universal Design for Learning. n.d.)
Why do students have different learning needs?
Individual learners bring a huge variety of skills, needs and interests to learning "as varied and unique as our DNA or fingerprints."
The critical difference is how each individual utilises their 3 neurological networks:
Mainstream learning programs are designed to cater to the "typical" student, and don't account the diversity of those ACTUALLY populating the learning environment.

UDL encourages the curriculum to be designed to address the diversity of the learners to whom it will be presented.
(National Center on Universal Design for Learning, n.d.)
Like all of these different learners' needs!
Thinking styles
Why should we teach using UDL?
Learning is not simply about acquiring content knowledge or a specific set of skills. UDL helps students to master learning itself - to become expert learners who have developed three broad characteristics:
a) to be strategic, skillful and goal directed
b) to be knowledgeable
c) to be purposeful and motivated to learn more

To be life long learners!
Designing curricula using UDL allows teachers to remove the potential barriers that could prevent learners from meeting this important goal.
(National Center on Universal Design for Learning, n.d.)
Barriers like:
Being marginalised
- i.e. students who are gifted, talented, or have special needs or disabilities.

Underdevelopment of key learning strategies
- i.e. comprehension, evaluation, synthesis and transformation skills needed to successfully assimilate knowledge.

Limited instructional options
- i.e. for different students, at differing levels of understanding, that highlights the big ideas, provides relevant background knowledge, relates current skills to previous skills, models successful skills and strategies, monitors progress dynamically, and offers graduated scaffolding.
(National Center on Universal Design for Learning, n.d.)
There are 3 UDL Principles
There are also 9 UDL Guidelines
with related Checkpoints
The UDL Guidelines and Checkpoints can assist in planning lessons and units of study and in developing goals, methods, materials, and assessments that reduce learning barriers, as well as optimise levels of challenge and support, to meet the needs of ALL learners.

They can also help educators identify the barriers found in existing curricula.
(National Center on Universal Design for Learning, n,d.)
Learners differ in the ways that they perceive and comprehend information that is presented to them.
Influential factors include:
sensory disabilities (e.g. blindness or deafness)
learning disabilities (e.g. dyslexia)
language or cultural differences etc.
Other students may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text.
Additionally, learning, and transfer of learning occurs when
multiple representations
are used, because it allows students to make connections within and between concepts.
Linguistic & non-linguistic
Vision, hearing, touch
Graphs & images
As learners may require different ways of approaching content
there is no one means
of representation that will be optimal
for all learners.

Therefore, providing options for
representation is essential.
Learners differ in the ways that they can NAVIGATE a learning environment and EXPRESS what they know.
For example:
individuals with significant movement impairments (e.g. cerebral palsy)
those who struggle with strategic and organisational abilities (executive function disorders)
those who have language barriers, etc.

All students approach learning tasks very differently.
Some may be able to express themselves well in
written text
but not
, and vice versa.
require a great deal of strategy, practice, and organisation, and this is another area in which learners can differ.
Speaking & fluency
Physical movement
Modeling and examples
There is
not ones means
of action and expression that will be optimal
for all learners.

Therefore, providing options for action and expression is essential.
Emotional inclination (or affect) is a crucial element to learning, and learners differ greatly in the ways in which they can be ENGAGED or MOTIVATED to learn.

There are a variety of sources that can influence individual variation on affect including:
neurology, culture, personal relevance, subjectivity, environment, circumstance, experience, interest, and background knowledge.
Some learners are highly engaged by spontaneity and novelty.

While others are disengaged, even frightened by those aspects, preferring strict routine.
Some learners might like to work alone
While other prefer to work with their peers
There is
not one means
of engagement that will be optimal
for all learners
in all contexts.

Therefore, providing multiple options for engagement is essential.
What does
UDL look like
in practice?

Aye there.
I'm Julie Cotterill. I use UDL in
my technology class.

Here's my example...
UDL & Technology - by Julie Cotterill
Hi, I'm Sonya Kerr.
I use UDL in English.
Here's how...
UDL and English - by Sonya Kerr
Guten Tag.
I am Kirstin Glass.
Here is my example
of UDL in
Social Studies class.
UDL & Social Studies - by Kirtsin Glass
Kia ora!
I'm Rawinia Paringati. I use UDL to teach
Te Reo.
Here's how...
UDL & Te Reo Maori - by Rawinia Paringati
According to the "expectancy-value theory" a learner's motivation is determined by how much they value the goal, and whether they expect to succeed.
In essence-
"Can I do the task?"

"Do I want to do the task?"

These questions are influenced by several factors...
"Having confidence in one's ability to master academic work is a strong predictor of school achievement among academically struggling students".
(National Research Council, 2004)
The Perceived Value
The perceived value of school work is determined by four related constructs:

Intrinsic Interest
- the enjoyment one experiences while engaging in the task. According to intrinsic motivation theory, motivation is highest when individuals are doing tasks that they enjoy, as well as when they are doing tasks that are personally meaningful.
(Eccles et al, 1998)

Attainment Value
- the extent to which engaging in the task is consistent with one's self-image or identity. This image is made up of many parts:

conceptions of one's personality and capabilities
long range goals and plans
schema regarding the proper roles of men and women in one's culture group
motivational sets
ideal images of what one should be like
stable personal interests
social scripts regarding proper behaviour in a variety of situations
(Eccles et al, 1998)

Utility Value
- determined by how well a task fits into an individual's goals and plans or fulfills other basic psychological needs.

The perceived cost
of engaging in the activity.
(Cambridge Regional College, n.d.)
The result of teaching & learning with UDL
By giving students CHOICES, catering to their
INTERESTS and PREFERENCES for learning and encouraging them to be
PARTICIPANTS in their learning, the UDL strategy HEIGHTENS THE PERCEIVED VALUE of the learning experienced by

The provision of well thought out INSTRUCTIONS, including GRADUATED SCAFFOLDING, BACKGROUND KNOWLEDGE, EXAMPLES and MODELING, and FEEDBACK, and FEED-FORWARD, ensures students' learning experiences are positive, thereby increasing their SELF-EFFICACY and WILLINGNESS to challenge themselves academically.
Statement of contribution
Full transcript