Universal Design for Learning - Meeting the Needs of Learners

Universal Design for Learning

Meeting the Needs of Learners

GoalsUnderstand background &

foundational concepts of Universal Design for Learning (UDL)

Getting started with UDL – Applications and Resources

Why We Do What We Do

“Students are not empty vessels to be filled, but flames to be lit” (Plato)

Needs to be a shift in how we perceive our youth

“Something in here, that I want to put into the world…”

What is it in you that gives you joy, excites

you…Most students

know their “spark”Most say no one

has asked them what their “spark” is

Only 25% say there is a community around them that helps nourish their “spark”

Five Essential Questions

What is your spark?

Who knows your spark?

Who helps nourish your spark?

What gets in your way?

How can I help?

How Can We Help?

Reaffirm why we do what we do…“vessels” or “sparks”?

Use all the resources available to “light those sparks” which includes:

Personalized LearningInquiryUniversal Design for LearningInfusing Technology

Origins of Universal Design

Originated in the field of architecture

Design buildings with built-in accessibility for everyone was an approach superior to retrofitting buildings to accommodate diverse individual needs.

Universal Design: We all benefit

Not one size fits all – but alternatives.

Designed from the beginning, not added on later.

Increases access opportunities for everyone

Universal Design Is All Around Us…

RampsCurb CutsElectric DoorsCaptions on

TelevisionEasy Grip

Tools

Slide adapted from Kathy Howery

Center for Universal Design (NCU) –

7 PrinciplesEquitable UseFlexibility in UseSimple & IntuitivePerceptible

InformationTolerance for errorLow physical effortSize and space for

approach and use

UDE Applications

Universal Design in Education (UDE)

Provides a philosophical framework for the design of a broad range of educational products & environments

Unlike an accommodation for a specific person with a disability, the practice of UDE benefits all students

-Educational software-Websites-Meetings-Instructions-Curriculum-Libraries-Computer labs-Registration options-Student housing & residences-Student services

Universal Design – Principles for

Instruction Class Climate Physical Access,

Usability, and Safety Delivery Methods Information

resources Interaction Feedback Assessment Accommodation

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 (CAST, 2003)

http://lessonbuilder.cast.org/learn.php

Traditional vs. UDL Approach

Celebrating Diversity

“We must fundamentally alter our thinking about diversity as deviant, that…it must be accommodated. . .

Rather, we need to be clear that diversity is an essential part of the human condition and needs to be anticipated and celebrated.”

Dave Edyburn, Associate Professor, UWM

Slide created by Kathy Howery

UDL Originated From the Edges…

Innovations emerge from the margins, not from the centre or mainstream of an industry…

Moving to Accessibility –

A3 Model

ADVOCACY (Barriers to

learning exist)

ACCOMMODATION (Assistive Technology for

Learning)

ACCESSIBILITY (Universal Design for

Learning)

APPROACH

APPROACH CHANGES OVER TIME

Universal Design for Learning

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.”

-CAST 2003

UDL - The Intersection of

Initiatives “UDL is the intersection

where all our initiatives - integrated units, multi-sensory teaching, multiple intelligences, differentiated instruction, use of computers, performance based assessment, and others - come together”

Donna Palley (Education in the Digital Age: Rose & Meyer)

UDL and the Learning Brain

Recognition network

Strategic network

Affective network

UDL and the Learning Brain

Recognition Networks:

“the what of learning”

-identify and interpret patterns of sound, light, taste, smell, and touch

UDL and the Learning Brain

Recognition Networks

Recognition Networks

UDL and the Learning Brain

Strategic networks:

“the how of learning”

-plan, execute, and monitor actions and skills

UDL and the Learning Brain

Universal Design and the Learning

Brain

Strategies & Eye Movement Studies

UDL and the Learning Brain

Affective networks:

“the why of learning”-evaluate and

set priorities

UDL and the Learning Brain

Learning and Emotion

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

-Vygotsky

UDL and the Learning Brain

All learners are

unique and

universal does

not mean

“one size fits all”

What do we mean by Universal?

To many people the term seems to imply that UDL is a quest for a single, one size-fits-all, solution that will work for everyone.In fact, the very opposite is true.

The essence of UDL is flexibility and the inclusion of alternatives to adapt to the myriad variations in learner needs, styles, and preferences.

-Slide adapted from Kathy Howery

Universal Design for Learning calls for:

Multiple means of representation::to give learners various ways of acquiring information and knowledge,

Multiple means of expression: to provide

learners alternatives for demonstrating what they know

Multiple means of engagement: to tap into learners' interests, offer appropriate challenges, and increase motivation.

Multiple Means of

Representation

Multiple Means of

Representation

Multiple Means of Representation

VideoSparks NotesConsiderate Text

(Mobipocket)Read/Write Gold“Writing with

Symbols” (ELL)Reduce cognitive

barriers

Multiple Means of Action & Expression

Multiple Means of Action &

ExpressionSpeech

recognition software

Alpha SmartiMovie or Movie

MakerInspirationWebspirationPixwriterBloggingVoice Thread

Multiple Means of Engagement

Multiple Means of Engagement

Multiple Means of Engagement

21st Century Learners – Digital Natives

Virtual classroomsNurturing “Sparks”Teach today’s

students with today’s tools

Universal Design for Learning

Provides a variety of choice for different learners.

Has these options available before students enter the classroom.

Teachers can plan in advance to meet students’ needs.

-Slide adapted from Kathy Howery

Universal Design for Learning

By frontloading “assistive” technologies into the classroom we can create a more accessible and flexible environment for all students.

-Slide adapted from Kathy Howery

Digital Media is Flexible and

Transformable

ExamplesUDL EditionsStrategy TourThinking ReaderBook BuilderDraft Builderhttp://www.cast.org

“Joe’s Non-Netbook” - Youtube

Planning for All Learners (PAL)

Set GoalsClassroom ProfilesIdentify Methods,

Materials, Assessments & Barriers

Apply UDLTeach UDL Lesson

Classroom Profiles

Profile of EACH student’s STRENGTHS & WEAKNESS:

Recognition NetworksStrategic NetworksAffective Networks“Sparks”

Classroom Profile

Materials, Methods & Assessment

Potential Barriers & Solutions:

MethodsMaterialsAssessment

Materials, Methods,

Assessment

Finding UDL Solutions

http://udlcenter.org/implementation/examples

UDL LESSON PLANNING & PROCESSES

Digital Text

Digital Repository of Digital Textbooks (Canada Copyright Law – Section 32)

Authorized Novels & Plays in Digital Format

Other Sources Project Gutenberg

(free electronic books)

Wikibooks UDL Editions by CAST Google Books Bookshare.com

Alberta Education

UDL Resources - Technology

http://udltechtoolkit.wikispaces.com/

http://www.techmatrix.org/

http://www.udlcenter.org/

UDL & 21st Century Learning

Information is easy to get!

UDL & 21st Century Learning

What will be valued is people who can make “usable knowledge” with that information!

-Slide adapted from Kathy Howery

Are We Ready?