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Universal Design for Learning

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Mary Martin

on 19 June 2011

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Transcript of Universal Design for Learning

Universal Design
for Learning

What is UDL?
Universal Design for Learning is an instructional approach
using flexible methods, materials, and assessments to open learning opportunities so that ALL students can achieve learning goals.
Inspiration
Universal Design for Learning was mirrored after the Universal Design movement in architecture. The architectural movement taught architects to design buildings that provided multiple and alternative entries so that everyone would have access.
Similarly, Universal Design for Learning focuses on designing instruction in a way that removes barriers to learning and provides multiple and varied ways for students to access, display, and engage in learning.
Works Cited
--Laureate Education, Inc., 2009, program 12
--Laureate Education, Inc., 2009, program 12
Curb Cuts
Ramps
Accessible Entries
Principles
of UDL
Principle 1:
Provide multiple
representation
Students differ in the way they perceive and comprehend information that is presented to them. Therefore, multiple options for representation allow ALL learners to make connections within and between concepts. This not only ensures that all students learn the information presented, but also ensures a transfer of learning to situations outside of the immediate context.
Possible Instructional Methods
Offer alternatives for auditory information
Offer alternatives for visual information
Clarify vocabulary and symbols
Support decoding text, mathematical notation, and symbols
Activate or supply background knowledge
Highlight patterns, big ideas, critical features, and relationships
means of
Students differ in the way they can navigate
learning environments and express what they know; therefore, individual learners approach learning tasks differently. Further, action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. Consequently, providing multiple options for action and expression is essential.
Provide multiple
Recognition
Throughout the years, Schofield Middle has seen a number of curricular and instructional strategies come and go. How is UDL any different?
Why is UDL necessary?
Teachers already know that individuals bring a huge
variety of skills, needs, and interests to learning. UDL, however, helps explain some of these learning differences as it is based upon the findings of neuroscience which reveals that individual learning is as unique as our DNA or fingerprints. Based upon this research, UDL emphasizes instructional approaches that consider the following three primary brain networks:
Based on
the three
primary
brain networks
--CAST, 2009
--CAST, 2009
--CAST, 2009
Principle 2:
The brain distributes processing laterally to the 3 networks depending upon the task itself and the learner’s level of proficiency with various components.
means of
action and expression
Possible Instructional Methods
Vary the methods for response and navigation
Optimize access to tools and assistive technologies
Use multiple media for communication.
Use multiple tools for construction and composition
Support planning and strategy development
Facilitate managing information and resources
Enhance capacity for monitoring progress
Strategic
CAST, 2009
CAST, 2009
Students differ in the ways in which they can be engaged or
motivated to learn which makes affect a critical element of
learning. Variance in student affect can be attributed to
neurology, culture, personal relevance, subjectivity, background knowledge, and various other factors. Consequently, there is not one means of engagement that will be optimal for all learners in all contexts; thus, providing multiple options is essential.
Principle 3:
Provide Multiple
means of
engagement
Provide opportunities for individual choice and autonomy
Vary activities and sources to optimize to optimize relevance, value, and authenticity
Vary demands and resources to optimize challenge
Foster collaboration and communication
Increase mastery-oriented feedback
Provide opportunities for self-assessment and reflection
Promote expectations and beliefs that optimize motivation
Possible Instructional Methods
Affective
CAST, 2009
Sounds good, but . . .
SMS teachers
already have a lot
on their plate!
Data-driven
Instruction
Making Middle
Grades Work
Differentiation
Student
Engagement
Response
to
Intervention
Inclusion
Rit Band
Instruction
Rigor
High Stakes
Testing
Literacy
Model
State Standards
that all of these programs and initiatives have in common is the desire to close achievement gaps by reaching and teaching each and every student regardless of cultural, ethnic, linguistic, socio-economic, and/or academic diversity.
One thing
Universal Design for Learning provides a blueprint for designing curriculum and instruction that is flexible and presented in multiple formats in order to be accessible and appropriate for students with diverse backgrounds, learning styles, and abilities. By implementing the
UDL framework, SMS teachers will find
that they are able to meet the
expectations of our district, state,
and federal initiatives and programs.
Fortunately,
UDL
--The Access Center, 2007
The best way to implement UDL is to begin collecting and using curricular materials and resources that are flexible. The best way to do this is through:
Significance for Learning:
Processing is distributed hierarchically, enabling simultaneous processing of sensory information entering low in the hierarchy (�bottom-up�) and contextual influences entering high in the hierarchy (�top-down).
--Laureate Education, Inc., 2009, program 13
=
+
--Rose & Meyer, 2002
There are no "regular" students, and broad categories like "smart" or "not smart" do not capture reality.
--Rose & Meyers, 2002
--Orkwiss, 1999
Works Cited
The Access Center. (2007). Universal Design to support access to the general education curriculum. Retrieved from http://www.k8accesscenter.org/training_resources/UniversalDesign.asp.


Center for Applied Special Technology. (2009). UDL guidelines, version 1.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines.

Orkwiss, R. (1999). Curriculum access and Universal Design for Learning. Retrieved from http://www.cec.sped.org/Content/NavigationMenu/NewsIssues/TeachingLearningCenter/Curriculum_Access_and_Universal_Design_for_Learning.htm

Laureate Education, Inc. (Producer). (2009). Program 12: Universal Design for Learning [Video File]. Reaching and engaging all learners through technology. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2009). Program 13: Brain research and Universal Design for Learning [Video File]. Reaching and engaging all learners through technology. Baltimore, MD: Author.

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/
Digital media
provides the greatest flexibility for planning, implementing and assessing learning activities
Digital media can
be created, stored, catalogued, searched, adapted, and linked
together more easily than print-based materials.
Using common
software and hardware, teachers and students can locate information in a variety of formats and access multiple models.
Technology and
digital media allow
teachers and students to repurpose or modify information so that it is
easy to see, hear,
and/or understand.
Technology can be
used to provide scaffolds
and supports to guide
learning and provide
formats that allow
students to process
their thinking.
Digital media
allows students to synthesize, generate, and demonstrate new understandings and skill.
The Role of Technology
Okay, so how can SMS teachers implement UDL?
As our knowledge of the primary networks and distributed processing in the brain grows, we can see that students do not have one kind of intelligence or one way of learning.
UDL infuses technology into curricular design to create multiple, customized pathways that honor learner variations and allow all students to access the curriculum.
The Role of
Technology

--Rose & Meyers, 2002
Cennamo, Ross, & Ertmer, 2009
Examples of software tools, digital content, and World Wide Web resources
• Multimedia composition tools such as HyperStudio, Kid Pix, and PowerPoint.
• Web-capable electronic graphic organizers (see Figure 6.2) such as Inspiration and Kidspiration.
• Programs that support the translation of content from one medium to another (e.g., text-to-speech and text-to-image) such as CAST eReader, Pix Reader, Pix Writer, and Intellitalk II.
The Cast UDL Lesson Builder
This tool allows teachers to explore existing model UDL lesson plans and provides an online template that walks teachers through the steps of creating their own UDL-based lessons. Grade-level departments could collaborate in creating content-specific lessons that meet diverse learning needs as well as academic goals.
http://lessonbuilder.cast.org/
CAST Content Curriculum Resources
This resource provides both descriptions and links to websites that support UDL and technology usage in content areas. Again, grade-level departments might wish to divvy and explore the sources mentioned to create a list of content-area favorites.
http://udlselfcheck.cast.org/resources.php#curriculum
UDL Class Profile Maker
This resource provides an online tutorial that allows practice in using the UDL framework to
develop a class profile of strengths, challenges, and interests, as well as a UDL Class Profile
Maker Tool that provides online structure and template for developing a class learning profile
for your own students. SMS teachers could utilize this tool early in the year to develop a
snapshot of the individualized learners in their classrooms.
http://www.cast.org/teachingeverystudent/tools/classprofile.cfm
For those who would like to recap . . .
Ross & Meyer, 2002
The End,
but not the end of
Presentation by:
Mary Martin
Full transcript