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UNIVERSAL DESIGN FOR
LEARNING
Applications for Your Classroom
Ellen Theloosen
Kelly Meadows
Rhonda Harding
Michael Drachman
UDL Team
Kennedy Krieger Institute• "We at the Kennedy
Krieger Institute dedicate ourselves to helping children and adolescents with disorders of the brain and spinal cord achieve their potential and participate as fully as possible in family, school and community life.”
What is UDL? Universal Design for Learning (UDL) is a
framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.
The Origins of Universal Design
Universal Design originated in the field of architecture
Originated by Ron Mace at North Carolina State University to create structures that are designed from the beginning to accommodate the widest range of users, including those with disabilities.
Ramps, Curb Cuts, Electric Doors, Captions on Television, Easy Grip Tools all represent the ideas of UDL.
http://www.cast.org
Origins of UDL CAST – Center for Applied Special
Technology Founded in 1984 to develop innovative,
technology-based educational resources and strategies based on the principles of Universal Design for Learning (UDL)
Mission = to expand learning opportunities for all individuals, especially those with disabilities, through the research and development of innovative, technology-based educational resources and strategies.
Origins of Universal Design for Learning (UDL)
CAST believes that “barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.”
Teaching Every Student in the Digital Age, p. vi
http://www.cast.org
Origins of Universal Design for Learning (UDL)
Definition: UDL is an educational approach to teaching, learning, and assessment, drawing on new brain research and new media technologies to respond to individual learner differences.
http://www.cast.org
UDL and the Learning Brain
One must recognize information, ideas and concepts.
One must be able to apply strategies to process the information.
One must be engaged.Lev Vygotsky
Russian Psychologistwww.CAST.ORG c2003
UDL Guidelines
Principles of UDL
UDL Guidelines - Representation
1. Provide options for perception○ Presentation accommodations○ Alternatives for visual and auditory information
2. Provide options for language and symbols○ Define terms and symbols○ Use nonlinguistic means to illustrate concepts○ Offer alternative methods for decoding text or
mathematical notation
3. Provide options for comprehension○ Provide background knowledge○ Highlight key information and ideas○ Support memory and transfer of information
UDL Guidelines - Expression4. Provide options for physical action
○ Options for physical response, navigation, and accessing tools and technology
5. Provide options for expressive skills and fluency
○ Response accommodations○ Options in the media for communication, tools for
composition and problem solving, and scaffolds for practice and performance
6. Provide options for executive functions○ Options to guide goal-setting, support planning,
facilitate managing information, and enhance capacity for monitoring progress
UDL Guidelines - Engagement7. Provide options for recruiting interest
○ Increase individual choice and autonomy, enhance relevance, value, and authenticity, reduce threats and distractions
8. Provide options for sustaining effort and persistence
○ Make goals and objectives meaningful, vary the levels of challenge and support, and increase mastery-oriented feedback
9. Provide options for self-regulation○ Options that guide personal goal-setting and
expectations, scaffold coping skills, and develop reflection
Teacher challenges
Professional Expectations
Classroom Realities
Time Constraints
Instructional Limitations
Supporting the instructional process with UDLUDL can be instrumental in Setting clear goals
Supporting every student’s learning
Helping teachers more accurately assess student progress
Let’s examine the handout!
Principles of the UDL framework PRINCIPLE 1: to support recognition
learning, provide multiple, flexible methods of presentation
PRINCIPLE 2: to support strategic learning, provide multiple, flexible methods of expression and apprenticeship
PRICIPLE 3: to support affective learning, provide multiple, flexible options for engagement
UDL supports students’ diverse recognition networks by: Providing multiple examples
Highlighting critical features
Providing multiple media formats
Supporting background context
UDL supports students’ diverse strategic networks by:
• Providing flexible models of skilled performance
• Providing opportunities to practice with supports
• Providing ongoing feedback
• Offering flexible opportunities for demonstrating skill
UDL supports students’ diverse affective networks by: Offering choices of content and tools
Offering adjustable levels of challenge
Offering choices of rewards
Offering choices of learning context
USING TECHNOLOGY TO SUPPORT UDL
Remember!
Technology tools must work for the individual student
Technology tools must work in the context of the classroom and the school
Low Tech Resources
Sticky notes Highlighters Removable tape Correction tape Number lines Enlarged text/worksheets Pencil grips Pocket dictionaries
Mid Tech resources
Tape recorders/digital recorders Portable keyboards Hand held spell checkers Electronic dictionaries Electronic books Digital text Calculators Electronic writing templates
High Tech Resources
Concept mapping software Text to speech software Screen readers Word prediction software Interactive white boards/software Electronic worksheet software Voice recognition software
Making the Connection
Technology, from low tech to high tech, can be used to support the UDL Learning GuidelinesMultiple Means of Representation (“what”)Multiple Means of Expression (“how”)Multiple Means of Engagement (“why”)
Multiple Means of Representation Providing options for:
PerceptionLanguage and symbolsComprehension
BY… Changing the size or color of text for emphasis Adding picture symbols or digital pictures to text Using a variety of graphic organizers Providing a recording of the reading Provide lesson notes to students Using screen reading software to read a digital story
Multiple Means of Expression Providing options for:
Physical actionExpressive skills and fluencyExecutive functions
BY… Providing both pencil/paper and electronic formats Using manipulatives (tangible or electronic) Providing visual checklists Allowing students to compose using a variety of
media (e.g., speech, text, drawing, music, acting) Using a spell checker or grammar checker Providing sentence starters or story webs
Multiple Means of Engagement Provide options for:
Recruiting interestSustaining effort and persistenceSelf-regulation
BY… Letting students choose the tools used information
gathering (e.g., internet, library, electronic database) Letting students choose graphic designs, colors,
layouts of assignments Using the internet to provide socially relevant
examples Provide schedules, timers, calendars in order to
increase student autonomy
The World Wide Web
Abundance of free educational toolsCurriculum resourcesTemplates
○ PowerPoint○ Rubrics
Text to SpeechVoice recognitionDigital textInternet SupportVideos
Questions?
IDENTIFYING STUDENT NEEDS
A Toolkit for New Students
Objectives
Participants will be able to identify 3 important facts to know about learners in order to meet their needs in a classroom
Participants will be able to describe 3 tools that can be used to determine the needs of the learner
What do you need to know?
On your own: Brainstorm what information you would need to know about a student in order to plan for them in a classroom? Where can you find that information? How might you be able to learn more about the student?
Use a strategy to brainstorm – make list, talk to a partner, use a web
What do you need to know?Categories: Learning Style/Multiple Intelligences
Present levels of Performance: Reading, Math, Writing, Life Skills, Behavior
Accommodations: Presentation, Response, Timing and Scheduling, and Setting
Assistive Technology: Hardware and Software
Learning Styles
Generally 4 categories: Visual, Auditory, Kinesthetic, and Tactile
Multiple Intelligences: More than how you learn, includes a broader idea of how each child is smart and talented
Multiple Intelligences
1. Linguistic intelligence ("word smart")
2. Logical-mathematical intelligence ("number/reasoning
smart")
3. Spatial intelligence ("picture smart")
4. Bodily-Kinesthetic intelligence ("body smart")
5. Musical intelligence ("music smart")
6. Interpersonal intelligence ("people smart")
7. Intrapersonal intelligence ("self smart")
8. Naturalist intelligence ("nature smart")
Multiple Intelligences
What kind of learner are you?
Multiple Intelligences AssessmentsGreat activity for getting to know your
studentsVaried assessments
Present Levels of Performance
Current functioning in reading, writing, math, and behavior
Can be found on IEP for students in Special Ed
Can also be determined using informal assessments, grade level passages, and skills assessments
IEP Important areas on the IEP that can be used
for planning:Present levels of performance: Indicate student’s
current functioning in academic areasAcademic goals and objectives: Identify areas of
need that should be targeted Accommodations: Indicate strategies and tools
that the student needs for classroom success (aligned with UDL guidelines)
Assistive Technology: Technology tools that the student needs in order to be successful in the classroom
Organizing
Student Profile Matrix One page document that contains key
planning information for each student
Maintained electronically and on paper
Provides added area for team discussion of successful and unsuccessful classroom practices
Wrap up
Important facts to know about students:
Tools that can be used to locate and/or determine them:
PUTTING IT TOGETHER
We’ve got the tools, now let’s make something spectacular!
What’s in our toolbox?
PRINCIPLES OF THE UDL FRAMEWORK:
Recognition Learning – presentation Strategic Learning – expression &
apprenticeship Affective Learning – engagement
What else is in our toolbox?
INFORMATION FROM RECORD REVIEWS & OBSERVATIONS
Present levels of performance Strengths and needs Accommodations and modifications Behavioral antecedents Likes and dislikes
What other tools do we have?MULTIPLE INTELLIGENCES & LEARNING
STYLES Verbal/Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Interpersonal Intrapersonal Naturalist
With whom are we working?
ROBERT, CLARICE, KENNETH Eleventh graders Have an English class together Vary widely in areas of ability and
interest
Let’s get out our toolsSTUDENTS PLOPS STYLES ACCOMMOD. OBSERVATIO
NS
Robert Word ID-2.0Comp-2.5L/Comp-6.2Writ -3.0
IntrapersonalInterpersonal
Verbatim reading of entire test
Friendly, but quiet
Clarice Word ID-7.7Comp-7.8L/Comp-4.2Writ-9.5
InterpersonalVerbal/Ling.
Verbatim reading of selected sections
Very sociable
Kenneth Word ID-12.9+Comp-11.7Writ-12.9+
Verbal/Ling.Intrapersonal
Visual & graphic organizers
Prefers to work alone.
Here’s our blueprintGOAL EXPECTATION INDICATOR ASSESSMENT
LIMIT
The student will demonstrate the ability to respond to a text by employing personal experiences and critical analysis
The student will construct, examine, and extend meaning of traditional and contemporary works recognized as having significant literary merit
The student will identify and/or explain connections between and among themes and/or styles of two or more texts
Analyze the similarities or differences in themes of two or more texts
Let’s get to work
LESSON OBJECTIVE
Students will compare and contrast the ways in which the themes of love and loss are treated by Shakespeare, (Romeo and Juliet) in Greek mythology, (Orpheus and Eurydice) and in the play, West Side Story.
We’re using our toolsSTUDENTS PRESENTATION EXPRESSION ENGAGEMENT
Robert Listen to the texts on tape or CD at a study carrel, or use recorded books at the computer
Record responses on tape
•Solicit student feedback regarding their impressions about /responses to the stories. •Could the content be related to personal experiences, current affairs, pop culture, movies or TV shows, or another text?•Watch movie versions of the stories•Reenact scenes.•Attend a stage play, if possible
Clarice Read silently or round robin in a small group with peers at or near her reading level using modified versions of the texts
Make an oral presentation
Kenneth Read standard versions of the texts, using graphic organizers to guide and/or as note-taking tools
Write a critical summary
It’s time for your own creations
Using your assigned lesson objective:Design a presentation (process) activity
based on your group’s learning style (BLUE CARD)
Create an expression (product) model based on your group’s intelligence mode (YELLOW CARD)
Describe your engagement measureLet’s share
Wrap Up and Questions
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