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Universal Design for Learning

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Mindy Hart

on 5 March 2013

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Transcript of Universal Design for Learning

An Overview by Mindy Hart Three Principles of UDL Overview Of UDL As absurd as it seems to ask an elephant to climb a tree, our students are faced with similar unrealistic feats due to the limitations of our curriculum. Visual learners are expected to learn from written print instead of having the opportunity to see a graphic representation, one that they could interpret and was meaningful to them. Struggling readers have limited access to the content based upon their reading ability, and kinesthetic learners rarely have the opportunity to make connections and learning through the physical activity they need.

The Universal Design for Learning (UDL) is a framework that focuses on making classroom content equally accessible by all students instead of trying to make each child fit within the "one-size-fits-all" curriculum (National Center on Universal Design for Learning, 2011). http://udltechtoolkit.wikispaces.com/

http://www.diigo.com/list/udlcenter/Guidelines-Examples-and-Resources

http://www.udlcenter.org/implementation/examples Role of Technology in UDL Principle 1
Provide Multiple Means of Representation Potential Impact of UDl Universal Design for Learning Examples of UDL in the Physical Environment References Cagle, Kathleen. (2011). Coming Soon-to a Classroom Near You: UDL. [Video file]. Retrieved from www.youtube.com/watch?v=ELw7XzMoW8M

CAST. (2012). Transforming Education Through Universal Design for Learning. http://www.cast.org/index.html

ColleginFocus. (March 9, 2009). Universal Learning Design: Empowering the Next Generation. [Video File]. Retrieved from www.youtube.com/watch?v=7SG1IwzHhiU

Fritts, Jaime. (2009). Examples of UDl in the Physical Environment. Retrieved from www.youtube.com/watch?v=KOdrNr-sD9c


Kahrimanis, Nancy. (November 27, 2010). UDL Movie. [Video file]. Retrieved from www.youtube.com/watch?v=RQMaKF736J0

Laureate Education, Inc. (Producer). (2011). Program two: Brain research and learning [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Maryland Learning. (2011). Universal Design for Learning (UDL). [Video file].Retrieved from www.youtube.com/watch?v=aaSZqgr2eUM
UDL Cast (2010). UDL at a Glance. [Video file]. Retrieved from www.youtube.com/watch?v=bDvKnY0g6e4

Mayining1. (2011). How does teaching with UDL impact you? [Video file]. Retreived from www.youtube.com/watch/v=k747zYVPRIM

Odland, Rachel. (January 29, 2011). Universal Design for Learning. [Video file]. Retrieved from www.youtube.com/watch?v=Boeyn8frkiY

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/

Teacher Tube. (August 28, 2009). Universal Design for Learning Math Lesson. [Video File]. Retrieved from www.youtube.com/watch?v=mm96AnHJniU

UDL Center. (March 17, 2010). UDL Guidelines in Practice: Grade 1 Mathematics. [Video file]. Retrieved from www.youtube.com/watch?v=KuTJJQWnMaQ

UDL Center. (2010). UDL Guidelines in Practice: Grade 6 Science [Video file]. Retrieved from www.youtbue.com/watch/v=dTxFyf501-4

UDL Center. (2010). UDL Principles and Practices. [Video File]. Retrieved from www.youtube.com/watch?v=pGLTJw0GSxk

UDL Haven. (June 21, 2012). UDL Principles Multiple Means of Representations. [Video file]. Retrieved from www.youtube.com/watch?v=aRJVlL8O3PQ

Laureate Education, Inc. (Producer). (2011). Program two: Brain research and learning [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1 http://www.google.com/imgres?hl=en&tbo=d&biw=984&bih=455&tbm=isch&tbnid=8QsXrO7gJmkvLM:&imgrefurl=http://www.posterenvy.com/servlet/the-2124/motivational-albert-einstein-fish/Detail&docid=SsuTEyXCj61ytM&imgurl=http://www.posterenvy.com/catalog/cm421thumb%252520-%252520Everybody%252520is%252520a%252520Genius.jpg&w=403&h=600&ei=H439UMHoGMiFqQG154GYDA&zoom=1&iact=hc&vpx=4&vpy=39&dur=2569&hovh=275&hovw=184&tx=60&ty=218&sig=101514249675965014479&page=2&tbnh=139&tbnw=93&start=11&ndsp=16&ved=1t:429,r:17,s:0,i:133 Principle2
Provide Multiple Means of Action and Expression Principle 3
Provide Multiple Means of Engagement Provide the same information through different modalities (visual, auditory, touch)
Offer ways of customizing the display Resources to accomplish this: http://www.udlcenter.org/implementation/examples Provide materials in which all kids can interact
Vary the methods for response and navigation. (computer instead of pencil/paper, additional time, adaptive keyboards, etc.)
Multiple Media for Communication (text, speech, drawing, illustration, design, videos, music, dance, etc.) Provide options for recruiting interest
Optimize individual choice
Authentic tasks
Minimize Threats and Distractions
Foster Collaboration (CAST, 2011) Technology is a great way to ensure our students all have equal access to the content. It allows, text to be read aloud (or for captions of audio presentations)
It allows students to create with Voice-to-Text or graphics
It allows students to enlarge text, bookmark sections, or highlight items
It allows students to demonstrate their understanding using a variety of modalities. For example, VoiceThread allows classrooms to collaborate while giving students the opportunity to draw, type, or record an audio message or a video message.
It translates information for ELLs
It provides multiple ways to interact and practice with content using a number of senses
It expands teachers' ability to collect many varied examples that are personally and topically relevant and provides new ways for students to interact with those examples (Rose & Meyer, 2002) https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSd3XmgKbZ94-JJvmlpr1m4RW1C1qEI4SUiNAr2n-MjAe9b6dAO9A http://udl.spps.org/Multiple_Means_of_Representation.html Additional Resources http://udl.spps.org/home
http://www.cast.org/udl/
http://www.unco.edu/cetl/UDL/index.html
http://www.diigo.com/list/udlcenter/Guidelines-Examples-and-Resources UDL focus is to ensure all students have equal access to educational content. This will allow students to show us what they know instead of only being able to show us how well they relate to our limited teaching practices. By ensuring all students have access to the material we will be increasing their likelihood of being successful. Also providing multiple ways for students to interact with the content will help them to make connections using a variety of senses. After all, “The more modalities you use to enter information into the brain, the more avenues you have to retrieve it" (Laureate Education, Inc., 2011).

By incorporating UDL into our school we will make the content accessible to all students, which will strengthen understanding and positively impact test scores and student achievement. http://chiasuanchong.files.wordpress.com/2012/01/standardized-tests.jpg https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcRt6CV6KW1xu4zRh_Celvzp6K1XIabc2Rrp60a8Yrh0EQL-cKc7 https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcQ4VdbjKE5lxsJwtoH_1M0moZlXwMREwYnDLfdJe1XhYTkIdA2R https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcQg8IN7ndXWNaF33vb-OHJP-v2jjlU10z-Ldm39nmwiVe41p1Zoqw Images From: Examples in Classroms Websites/Resources Overview of UDL Brain Research has proven there are three main networks in the brain (CAST, 2012) Network-Appropriate Teaching Methods (Rose & Meyer 2002) Recognition Strategic Affective Provide multiple examples
Highlight critical features
Provide multiple media and formats
Support background context Provide flexible models of skilled performance
Provide opportunities to practice with supports
Provide ongoing, relevant feedback
Offer flexible opportunities for demonstrating skill Offer choices of content and tools
Offer adjustable levels of challenge
Offer choices of rewards
Offer choices of learning context Starting to feel a little stressed? Don't worry! CAST is here to help! CAST has a number of great resources on their website to help teachers implement the UDL Framework with ease. Here are three of my favorites. CAST Lesson Builder (http://lessonbuilder.cast.org/) This tool helps teachers to implement UDL by providing more information, example lesson plans, and a template to create and store newly created lessons. CAST Lesson Exchange (http://udlexchange.cast.org/home) No need to reinvent the wheel thanks to this resource! This tool provides teachers with UDL resources such as images, videos, websites, etc., as well as a collection of already made lessons. CAST UDL Curriculum Self-Check (http://www.cast.org/learningtools/udl_self_check/index.html) This tool helps teachers to focus on their current teaching and their areas of strengths and weaknesses based upon the UDL Framework. http://media.tumblr.com/tumblr_lszaksXojF1qdmbv9.png http://i2.squidoocdn.com/resize/squidoo_images/-1/lens15978931_1294162439overwhelmed_teacher.jpg
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