What are your assumptions … Goals of Instruction Students of Today Curriculum Learning Universal...

What are your assumptions …

Goals of InstructionStudents of TodayCurriculumLearningUniversal Design for Learning

What informs your assumption (e.g. data, values, beliefs?)

Getting to know you…

the UDL way!

Goal: Prepare a delicious Indian Meal for 4 people

Goal: Prepare a delicious Indian Meal for 4 people

Think about what you would and

would not like to know and do to

achieve this goalI would like to ….

Work with a chef

I would not like to …

Shop for ingredients

What did you learn?

Variability is the rule, not the exception!!

•Make connections•Talk about implications

Guiding Questions for the Video

What I know

What I learned

What I want to know

UDL At A Glance

What is Universal Design for Learning?

A Framework UDL is 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.

UDL Assumptions

The goal of instruction is develop to “expert learners”

Strategic, goal-directed learners.

Resourceful, knowledgeable learners.

Purposeful, motivated learners.

UDL Assumptions

Learners in any classroom represent a range of variability

There is no one kind of “expert learner”

There is no one path to success

UDL Assumptions

Curriculum needs to reflect the variability of all learners

If the curriculum does not respond to learner variability, the curriculum is disabled

UDL Assumptions

Learning is the dynamic interaction of the individual with the environment/context

Learner ability/(dis)ability is at the intersection of the individual and the environment/context.

What are your assumptions …

Goals of InstructionStudents of TodayCurriculumLearningUniversal Design for Learning

What informs your assumption (e.g. data, values, beliefs?)

UDL Assumptions

1. The goal of instruction is to develop “

expert learners”

2. Learners in any classroom represent a

range of variability

3. Curriculum needs to reflect the variability

of all learners

4. Learning is the dynamic interaction of the

individual with the environment

UDL Assumptions

1. The goal of instruction is to develop “

expert learners”

2. Learners in any classroom represent a range

of variability

3. Curriculum needs to reflect the variability of

all learners

4. Learning is the dynamic interaction of the

individual with the environment

Benefits Challenges

What is UDL?

Universal Design for Learning is a conceptual

shift

It is a framework to design curriculum

(Goals, Methods, Materials, and Assessments)

that minimizes barriers and

maximizes learning for all students

A conceptual shift

First focus on the

curriculum and then

on individual

students

Universal Design … an example of change

Universal Design … an example of change

Problems with Retrofit

Drawbacks of Retrofitting:

Each retrofit solves

only one local problem

Retrofitting can be

costly

Many retrofits are

UGLY!

UD - A Conceptual Shift

“Consider the needs of the broadest possible range of users from the beginning”

-- Architect, Ron Mace

UD Examples

Ramps

Curb Cuts

Electric Doors

Captions on Television

Easy Grip Tools…

UD Belief

… “all new environments and products, to the greatest extent possible, should be usable by everyone regardless of their age, ability, or circumstance.”

Retrieved May 6, 2011 from http://www.ncsu.edu/www/ncsu/design/sod5/cud/about_us/about_us.htm

UD Assumptions

1. Not one size fits all – but alternatives for everyone.

2. Not added on later – but designed from the beginning.

3. Not access for some – but access for everyone.

Benefits Challenges

Change of Pace

ActivityGoal: Deconstruct a “new”

learning activity

Change of Pace

You Tube Video

http://www.youtube.com/watch?v=IAb31rIeGZo

Change of Pace

ActivityGoal: Deconstruct a “new”

learning activity

What did we learn?

What is Universal Design for Learning?

A Framework UDL is 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.

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.”

What do you think?

What does this mean to you?

Agree – Disagree

How does this apply to your practice?

Make connection?

Recognition: the “what” of learning” Multiple means of representation

Strategy: the “how” of learning Multiple means of action and

expression

Affect: the “why” of learning Multiple means of engagement

UDL and the Learning Brain

UDL

UDL

Impact on my

assumptions?

Impact on students?

Impact on curriculum?

Impact on my

practice?

UDL Guidelines34

CAST©2008