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UDL Presentation
- 1. An Overview ofthe Universal Design for Learning Suzanne Rainey ~ Revised July 2014
- 2. What is UDL? •Universal Design for Learning • Research-Based Theory • Guides curriculum, lesson planning, and implementation to meet the needs of all learner • Maintains high achievement standards for all students (CAST, 2011) • Based on “cognitive neurosciences”
- 3. Inspiration and PhysicalExamples • Originated in architectural field to make places more accessible – Wheelchair ramps/Appropriate parking spaces – Indoor and outdoor step and vehicle lifts • Shift from the architectural field to students who were struggling with: – Disabilities – Language development – Motivation
- 4. UDL Overview Principles andPractice A brief overview of UDL principles and practices from the National Center on Universal Design for Learning https://www.youtube.com/watch?v=pGLTJw0GS xk&list=PLDD6870F2D42327F3
- 5. Principles of UDLand Brain Research • Based on the power to be flexible and provide choice to students 1. Access: Provide multiple means of representation – WHAT? 2. Assessment: Provide multiple means of action and expression – HOW? 3. Engagement: Provide multiple means of engagement – WHY?
- 6. Brain Research and DifferentNetworks
- 7. Recognition Network • Howwe gather facts and categorize using sensory information • Helps people identify sounds, smells, textures, sights, and tastes • Examples: – Identifying letters – Identifying words – Identifying author’s style
- 8. Strategic Network • Howwe organize and express ideas • Planning and performing tasks by sending messages to muscles • Examples: – Writing – Solving problems – Playing sports
- 9. Affective Network • Howlearners get engaged and stay motivated • Controls emotions • Examples include HOW a person is: – Challenged – Excited – Interested – Fearful
- 10. So What Doesthat Matter? • No two students are alike. • Students have differing ways of recognizing, interpreting, organizing, and engaging with information • Helps determine strengths and weaknesses in individual students
- 11. Examples of InstructionalMethods • Create lessons that are universal and designed to make sure everyone learn • Use visuals often – Graphic organizers – Guided notes • Incorporate technology – Whole/small/individual use – Blogs, wikis, vimeo, ipads, laptops, classroom websites, etc. • Include hands-on and authentic learning methods – Virtual field trips – Manipulatives – Foldables
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- 13. Foldable and VirtualField Trip Examples Visit the following link to view ten examples of virtual field trips: http://www.eschoolnews.com/2013/04/07/ten-of- the-best-virtual-field-trips/
- 14. Technology and UDLwith Examples • Technology is a MUST! • Technology can level the playing field, while also challenging all learners to be successful • Technology Uses: – Assistive Technology • Adapted to meet the needs of learners • Examples: Communication devices, speech to text – Supportive Technology • Examples: Online textbooks, blogs, websites
- 15. Technology and UDLVideo Connection For more information on technology as it relates to UDL, check out the following video. https://www.youtube. com/watch?v=zLHYb CMOCBo
- 16. Student Learning andUDL • Designed to meet the needs of all learners • Struggling students • Students with disabilities • English Language Learners • Gifted students • Reduce barriers to student learning, especially through the use of technology
- 17. Brain Research andLearning Differences • UDL is a “framework for making curriculum more inclusive” (CAST, 2011). • Brain research tells us that every child learns different so teachers should: – Incorporate technology (both assistive and supportive) – Vary assignments and projects – Give choices, when possible – Use visuals – Include hands-on learning and authentic learning
- 18. Instruction and Learningwith UDL • Teachers meet the needs of all learners, (students with disabilities, students from various cultural, ethnic, linguistic, and academic backgrounds) when they use methods of instruction based off of the UDL framework. • Include students in the planning process and make sure they understand the outcome of lessons.
- 19. Central Role ofTechnology and UDL
- 20. CAST Resource #1 •UDL Book Builder: – Allows students and teachers to create digital books – Builds reading comprehension and fluency – Use with children ages three and up – Would meet English curriculum goals in districts where students struggle with reading on-grade level – Engages students through audio, picture creation, and writing processes – Could be used across the curriculum • I would use this as a way of motivating students to write. They could make their writing into a book and share with the class. • This resource meets my academic goals in my classroom because it would engage students in the writing process as well as allow them an outlet to share their writing with the class.
- 21. CAST Resource #2 •Strategy Tutor: – Engages students in reading and researching online – Students are able to gather and understand online information easier through the organization system – Teachers use this resource to compile lessons rich in research-based strategies and ideas – Engages and motivates learners to find information to share with others. • I would use this resource first as an organization tool for creating lessons for use in my classroom. • Then I would use it with my students when they are gathering information to complete research papers or oral projects about the books that we read in class. • This resource meets my academic goals in my classroom because it would be an engaging way to help students understand the best options for collecting information from online resources.
- 22. CAST Resource #3 •UDL Editions: – A tiered support system that builds on reading strategies for struggling readers – Helps students understand author’s purpose – Accessible for ELL students – Includes glossaries, text aids such as highlighting, and enrichment activities – Students are encouraged to “Stop and Think” while reading so they do not miss important information • I would use this resource in small groups to build on the mini- lessons that I teach with each unit. • Students would be able to practice what they learn in an engaging, online manner that utilizes researched-based methods. • This resource meets my academic goals in my classroom because it would act as enrichment for the mini-lessons I already teach. Students would be able to practice previously taught strategies.
- 23. Resources • CAST. (2011).“UDL curriculum self-check. Retrieved from http://udlselfcheck.cast.org/ • Howard, K. L. (2004). Universal design for learning: Meeting the needs of all students. Learning & Leading with Technology, 31(5), 26–29. Retrieved from the Walden University Library using the Education Research Complete database. • Laureate Education, Inc. (Executive Producer). (2009). Reaching an engaging all learners through technology: Universal Design for Learning. Baltimore, MD: Author. • National Center on Universal Design for Learning. (2011, March 15). UDL guidelines–Version 2.0. Retrieved from http:// www.udlcenter.org/aboutudl/udlguidelines • 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/