WWH of UDL ALDI quebec 2014

The$Why,$What$&$How$of$Universal$Design$for$Learning$

Kathy$Howery$ALDIConference$October$9,$2014$

Today’s$Sessions$

2013I07I15$ K.$Look$Howery$ 4$

Why$UDL?$

Expected$Diversity$Profile$

Defining$Goals$

Assessment$

Materials$and$

Resources$Needed$

Methods:$UDL$&$DI$

DO$IT!$

Evaluate/Reflect$

Drowning$in$Alphabet$Soup….$

2014I10I09$ Kathy$L.$Howery$$$$

UDL$DI$

UbD$5$

Technology$is$my$friend?$

2014I10I09$ Kathy$L.$Howery$$$$ 6$

Why$UDL?$

•  Why$do$we$need$to$think$about$Universal$Design$for$Learning?$

•  What$is$UDL?$$(many$definibons)$•  Where$it$came$from…$•  What$is$the$philosophy$behind$UDL.$•  What$is$the$expected$benefit$of$UDL$pracbces$and$

processes?$

•  Why$are$you$thinking$about$UDL?$$What$are$you$trying$to$achieve$with$this$process?$

•  What$change$do$you$expect$to$see?$•  What$will$success$look$like?$

Why$UDL?$

The$Quebec$Context$

Context?$

•  What$is$the$context$in$which$I$am$seeking$to$explore/develop/implement$UDL?$$District?$School?$Classroom?$

•  What$are$current$inibabves/pracbces/drivers$that$are$pushing$me$to$engage$in$this$work?$

•  What$are$current$supports$or$challenges$I$should$consider?$

•  Are$there$any$special$or$unique$considerabons$for$my$parbcular$context$that$I$should$be$thinking$about?$$E.g.$lots$of$tech$in$place$already?$No$tech$(Hugerite$colony)?$

Why$UDL?$

Inclusive$Educabon?$•  What$are$the$current$pracbces$and/or$policies$around$inclusive$educabon?$

•  Do$all$kids$go$to$their$neighborhood$school?$•  To$what$extent$are$students$with$complex$excepbonalibes$expected$to$be$included$in$my$context?$

•  What$is$our$philosophical$and$pracbcal$definibon$of$inclusive$educabon?$

Inclusive$Educabon$

Today’s classrooms are comprised of wide diversity of students who are coming to school not proficient in the language of instruction, who are identified with learning disabilities, attention deficit disorders, or other disabilities and growing numbers of children who are identified as �at-risk��due to other factors such as socio-economic, cultural and environmental backgrounds.

(Alberta’s Commission on Learning, 2003) $ 2014I10I09$ Kathy$L.$Howery$$$$ 12$

Inclusive$Educabon$in$Quebec$

Within$the$EnglishIsector$school$boards,$about$85$percent$of$the$student$populabon$is$integrated$into$regular$classes,$and$schools$are$conbnually$searching$for$means$to$provide$greater$success$for$their$students.$$$

Inclusive$Educabon$in$Quebec$Inclusion$is$for$life,$not$just$for$a$class$or$a$term$or$a$year.$In$order$to$prepare$our$students$with$special$needs$to$live$within$society$as$contribubng$adults,$and$in$order$to$prepare$society$to$accept$them$as$an$integral$part$of$the$community,$we$need$to$structure$our$educabonal$organizabon$to$best$serve$all$students.$$$$

An#Inclusive#Educa/on#System#$•  The$goal$of$an$inclusive$educabon$system$is$to$

provide$all$students$with$the$most$appropriate$learning$environments$and$opportunibes$for$them$to$best$achieve$their$potenbal.$$

•  In$Alberta,$inclusion$in$the$educabon$system$is$about$ensuring$that$each$student$belongs$and$receives$a$quality$educabon$no$mager$their$ability,$disability,$language,$cultural$background,$gender,$or$age.$

hgp://educabon.alberta.ca/department/ipr/inclusion/about.aspx$$$

What$does$it$mean$to$be$“included”?$

being$part$of$the$whole;$contained;$covered$

I$think$it$is$everybody$have$say.$

What$does$it$mean$to$be$excluded?$

School/Classroom$Climate$

•  Building$inclusive$learning$communibes$requires$that$students$see$school$as$a$place$where$they$belong,$are$valued,$and$have$something$to$contribute.$

Jennifer$Katz$hgp://www.threeblockmodel.com/$$

Our$Challenge$$

is$to$think$differently$about$addressing$learner$diversity$and$ensure$that$learning$is$accessible,$engaging$and$challenging$$for$EVERY$student.$

Who$are$we$designing$learning$for?$

The$Illusory$Average$Student$2014I10I09$ Kathy$L.$Howery$$$$ 25$

Myth$of$the$“Average”$Learner$

Our$current$system?$

Combining$the$medical$model$(to$be$abnormal$is$to$be$unhealthy)$and$the$stabsbcal$model$(abnormally$large$or$abnormally$small$amounts$of$measured$characterisbc)…$turns$behavior$pagerns$into$pathological$$signs.$(Skrbc,$1986)$

Ableism$?$

•  An ableist society is said to be one that treats non-disabled individuals as the standard of �normal living�, which results in public and private places and services, education, and social work that are built to serve 'standard' people, thereby inherently excluding those with various disabilities."

Wikipedia"

Aimee$Mullen’s$on$DisIabled$

Ableism$in$Educabon$(Hehir,$2008)$Applied to schooling and child development… the

devaluation of disability results in societal attitudes that uncritically assert that:

•  It is better for a child to walk than roll •  Read print than read braille •  Spell independently than use a spell checker

Let’s$think$about$disIability$

DisIabling$barriers.$

Think$of$a$bme$you$have$been$disIabled$by$Barriers.$

Disability = a Mismatch between learner needs and education offered

Disability is artifact of lack of appropriate

relationship between the learner and the learning environment or education delivery.

Jutta Treviranus

What about in the Educational Environment?

The$Disabled$Curriculum$hgp://www.udlcenter.org/aboutudl/udlcurriculum/disabledcurricula$$

The$Disabled$Curriculum$

Changing$our$Thinking$From$DISIability$to$VARIIability$

Something$new?$

“The new challenge of inclusion is to create schools in which our day-to-day efforts no longer assume that a particular text, activity, or teaching mode will “work” to support any particular students’ learning�

Ferguson, 1995

What is new?

The$Vision…$When new technologies move beyond their

initial stage of development, innovations in curriculum design, teaching strategies and policies will be driven by the needs of students �at the margins�, those for whom present technologies are least effective- most prominently, students with disabilities.

The beneficiaries of these innovations will be ALL students.

Leveraging$$Diversity$

Change$comes$from$the$Margins$

Dangers$of$designing$for$the$norm$

•  Stagnation •  Shrinking of ideas •  Self perpetuating rut •  Lack of innovation

Enter$UDL…$

$What$do$you$think$of$when$

$you$think$of$UDL?$

Let’s$consider…$$

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.

Universal#Design#for#Learning$is$a$set$of$principles$for$curriculum$development$that$give$all$individuals$equal$opportunibes$to$learn$$

Universal$Design$for$Learning$

•  An educational approach that aims to increase access to learning for all students by reducing physical, cognitive, intellectual, organizational and other barriers.

Alberta Education

What$do$we$mean$by$Universal?$

Think$Different$

•  Expect$Learner$Variability$

•  Proacbvely$Reduce$Barriers$

Expected$Learner$Variability$I$fear$that$the$promise$of$UDL$will$not$be$achieved$unless$we$begin$to$focus$on$developing$diversity$blueprints.$$

Dave$Edyburn,$2010$$What$is$the$diversity$of$students$you$expect?$

Sheryl$Burgstahler,$Ph.D$$

It's$call$the$NORMAL$CURVE$for$a$reason!$$Me,$2013,early$one$morning!$

Kathy$L.$Howery$$$EPSB$$2014I10I09$ 56$

What$is$your$Diversity$Blueprint?$What$barrier$might$these$students$experience$in$

learning$environments?$

Common$barriers$for$your$students?$

2014I10I09$ KHOWERY$$

Expected$Diversity$Profile$Students# Characteris/cs# Barriers#they#may#

experience#Possible#solu/ons#

Universal Design for Learning calls for ... * Flexible means of representation, to give

learners various ways of acquiring information and knowledge,

*Flexible means of action and expression, to provide learners alternatives for demonstrating what they know,

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

Why$is$flexibility$important?$

Flexibility$is$important$for$two$reasons:$$1.$Differences$between$learners$$2.$Differences$between$instrucbonal$media$

Flexibility is essential for two reasons: $

Differences between learners

Differences between instructional media.

5$Nov$2012$ KLHowery$ 63$

Differences$between$instrucbonal$media$

•  There is no universal medium of instruction

Medium$of$Instrucbon$

•  Auditory - Listening / Speaking

•  Text - Reading / Writing

•  Visual - Viewing / Representing 5$Nov$2012$ KLHowery$ 65$

Qualibes$of$Speech$$•  Natural speech has expressive power.

•  Speech is transitory. 2014I10I09$ Kathy$L.$Howery$$$$ 68$

Qualibes$of$Text$$•  Representational - permanent record •  Reduces memory demands

•  �ut�we�must�be�able�to�decipher�the�code!

Qualibes$of$Text$$•  Representational - permanent record •  Reduces memory demands

•  But we must be able to decipher the code

Long$ago,$Plato$raised$a$concern$in$his$Phaedrus$that$is$familiar$in$our$era:$new$technology$will$undermine$tradiQonal$literacy.$$

Plato$(quoQng$Socrates)$expressed$the$fear$that$the$emerging$technology$of$wriQng$would$destroy$the$rich$oral$literacy$that$was$central$to$his$culture.$WriQng$would$reduce$the$need$for$memory$and$aVenQve$listening.$It$would$give$learners$the$appearance$of$wisdom$by$aiding$rapid$recall$of$informaQon$and$facts$without$requiring$internalizaQon$of$such$wisdom.$This$sort$of$�superficial�$learner$would$inevitably$be$less$literate.$It$turned$out$Plato$was$right$only$in$part;$although$wriQng$did$change$the$meaning$of$literacy$it$enabled$incredible$advancements$in$knowledge.$$

Qualibes$of$Images$$• A picture is worth a thousand words…

• But do you see what I see?

Promise$of$Digital$Media$

In$our$view,$what$is$of$most$significance$to$the$future$of$educaQon,$especially$for$students$with$disabiliQes,$is$the$unequaled$flexibility$and$transformability$of$digital$media.$$

Rose$&$Meyer$2002$$

Digital$Media:$Flexible$and$Transformable$

Learning$Resources$(Materials)$

UDL$Principles$

3: Provide options for comprehension

3.1 Activate or supply background knowledge

3.2. Highlight patterns, critical features, big ideas, and relationships

3.3 Guide information processing, visualization, and manipulation

3.4 Maximize transfer and generalization

9: Provide options for self-regulation

9.1 Promote expectations and beliefs that optimize motivation

9.2 Facilitate personal coping skills and strategies

9.3 Develop self-assessment and refl ection

6: Provide options for executive functions

6.1 Guide appropriate goal-setting

6.2 Support planning and strategy development

6.3 Facilitate managing information and resources

6.4 Enhance capacity for monitoring progress

Universal Design for Learning GuidelinesI. Provide Multiple Means of

Representation

1: Provide options for perception

1.1 Offer ways of customizing the display of information

1.2 Offer alternatives for auditory information

1.3 Offer alternatives for visual information

4: Provide options for physical action

4.1 Vary the methods for response and navigation

4.2 Optimize access to tools and assistive technologies

7: Provide options for recruiting interest

7.1 Optimize individual choice and autonomy

7.2 Optimize relevance, value, and authenticity

7.3 Minimize threats and distractions

2: Provide options for language, mathematical expressions, and symbols

2.1 Clarify vocabulary and symbols

2.2 Clarify syntax and structure

2.3 Support decoding of text, mathematical notation, and symbols

2.4 Promote understanding across languages

2.5 Illustrate through multiple media

5: Provide options for expression and communication

5.1 Use multiple media for communication

5.2 Use multiple tools for construction and composition

5.3 Build fl uencies with graduated levels of support for practice and performance

8: Provide options for sustaining effort and persistence

8.1 Heighten salience of goals and objectives

8.2 Vary demands and resources to optimize challenge

8.3 Foster collaboration and community

8.4 Increase mastery-oriented feedback

II. Provide Multiple Means of Action and Expression

III. Provide Multiple Means of Engagement

Resourceful, knowledgeable learners Strategic, goal-directed learners Purposeful, motivated learners

© 2011 by CAST. All rights reserved. www.cast.org, www.udlcenter.org APA Citation: CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author.2014I10I09$ Kathy$L.$Howery$$$$ 78$

Principle$1:$Representabon$

•  Students differ in the ways that they perceive and comprehend information that is presented to them.

•  For example, those with sensory disabilities (e.g., blindness or deafness), learning disabilities (e.g., dyslexia), language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information better through visual or auditory means rather than from printed text.

Let�s$Reflect$

•  What are ways you currently provide for multiple means of representation for your students?

Opbons$for$Percepbon$$Accessibility Features http://www.apple.com/accessibility/ http://www.microsoft.com/enable/

Opbons$for$Percepbon$

Text#to#Speech:#

$Built$in:$$$ $Mac$TextItoISpeech$$ $Windows$Navigator$

$Google$Docs:$$ $Read&Write$for$Google$Docs$$

Opbons$for$Percepbon$$Readability

hgp://lab.arc90.com/experiments/readability/$$

Safari Reader

Language$&$Expression$

Wikipedia$

Opbons$for$Comprehension$

Free Online Automatic Text Summarization Tool http://www.textcompactor.com/

Opbons$for$Comprehension$

•  Digital resources –  www.LearnAlberta.ca

•  Book Rags –  http://www.bookrags.com/

•  60 Second Recap –  http://www.60secondrecap.com/

•  YouTube –  http://www.youtube.com/watch?

v=DzAtEqFU3Lc&feature=related

hgp://www.sparknotes.com$$

Comprehension$

Principle$2:$$Acbon$&$Expression$

Students differ in the ways that they can navigate a learning environment and express what they know.

•  For example, individuals with significant motor disabilities (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (e.g., executive function disorders, ADHD), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in writing text but not oral speech, and vice versa.

Let�s$Reflect$•  What are ways you currently provide for multiple means

of expression for your students?

Physical$Acbon$

Google Scribe Dragon Naturally Speaking Writing Tools http://udltechtoolkit.wikispaces.com/Writing+tools Siri 2014I10I09$ Kathy$L.$Howery$$$$ 93$

Expression$&$Communicabon$

Expressive$skills$&$fluency$Digital story telling •  http://udltechtoolkit.wikispaces.com/Multimedia

+and+digital+storytelling

Voice Thread http://voicethread.com

iMovie$

Execubve$Funcbons$

Free Graphic Organizers: •  http://udltechtoolkit.wikispaces.com/Graphic+organizers Study Skills Tools: •  http://udltechtoolkit.wikispaces.com/Study+skills+tools CAST Learning Tools: http://www.cast.org/learningtools/index.html

Execubve$Funcbon$

At$the$highest$level$of$the$human$capacity$to$act$skillfully$are$the$soIcalled$“execubve$funcbons.”$$$Associated$with$networks$that$include$the$prefrontal$cortex,$these$capabilibes$allow$humans$to$overcome$impulsive,$short]term$reacQons$to$their$environment$and$instead$to$set$longIterm$goals,$plan$effecbve$strategies$for$reaching$those$goals,$monitor$their$progress,$and$modify$strategies$as$needed.$$

Execubve$Funcbon$

Mirta$the$Super$Fly$APP$$to$Flexible$Thinking$

2013I09I05$ Kathy$Look$Howery$ 99$

Principle 3 : Engagement$Students differ markedly in the ways in which

they can be engaged or motivated to learn. Some students are highly engaged by

spontaneity and novelty while other are disengaged, even frightened, by those aspects, preferring strict routine.

2014I10I09$ KHOWERY$$

What$about$"Engagement"?$

The Why of Learning!!

Mulbple$Engagement$Students differ markedly in the ways in which they

can be engaged or motivated to learn. Some students are highly engaged by spontaneity

and novelty while other are disengaged, even frightened, by those aspects, preferring strict routine.

Engagement… what do we mean?

Fredricks, Blumenfeld, & Paris (2004) Synthesis of the research in school

engagement •  Behavioral •  Cognitive •  Emotional

Behavioral Engagement: Broadly defined as doing school work and following

rules. Examples: •  Positive Conduct: Consists of behaviors that

illustrate effort, persistence, concentration, attention, asking questions, contributing to class discussion, following rules, studying, completing homework, and participating in school-related activities. "

•  Absence of Disruptive Conduct: Not skipping school and not getting in trouble.

Cognitive Engagement: Essentially defined as motivation, effort and strategy use. This includes a psychological

investment in learning, a desire to go beyond the requirements and a preference for

challenge. Examples: "Flexibility in problem solving, preference for

hard work, investment in learning beyond just behavioral engagement, mental effort, and desire to master a task.

Emotional Engagement: In general, this includes interests, values

and emotions. Examples: "Affective reactions in the classroom,

attitudes towards school and teachers, identification with school, feelings of belonging, appreciation of success in school.

The antithesis of positive feelings are also emotional engagement items.

Let�s$Reflect$

•  What are ways you currently provide for multiple means of engagement for your students?

2014I10I09$ Kathy$L.$Howery$$$$ 109$

Recruiting interest

Sustaining effort and persistence

Self-regulation

hgp://www.edutopia.org/studentIreflecbonIblogsIjournalsItechnology$$

Engagement$$ Support$ Challenge$

If I were asked to summarize my reading of centuries of wise reflection on what is required of an environment for it to facilitate the growth of its members, I would say this: people grow best where they are continuously experiencing an ingenious blend of support and challenge; the rest is commentary.

Robert Kegen, In Over our Heads

What$about$"Engagement"?$

There's$an$App$for$that!?$

Front$end$loading$$Using$digital$materials$&$�assisbve�$technologies$into$the$classroom$we$can$create$a$more$accessible$and$flexible$environment$for$all$students.$

2014I10I09$ Kathy$L.$Howery$$$$ 119$

Sounds$easy,$right?$

2014I10I09$ Kathy$L.$Howery$$$$ 120$

The$Steve$Jobs$Model$$for$Educabonal$Reform$

-RUPERT MURDOCH

"If you read the front pages of the New York Times, they will tell you that technology's promise has not yet been realized in terms of student performance. My answer is, of course not. If we simply attached computers to leeches, medicine wouldn't be any better today than it was in the 19th century either. You don't get change by plugging in computers to schools designed for the industrial age. You get it by deploying technology that rewrites the rules of the game."

• 

2014I10I09$ Kathy$L.$Howery$$$$ 121$

ReIwribng$the$rules$of$the$game...$

•  Flexible$Accessible$MATERIALS$$•  Flexible$instrucbonal$METHODS$$

•  Clear$Accessible$GOALS$$•  Accessible$Authenbc$ASSESSMENT$

2014I10I09$ Kathy$L.$Howery$$$$ 123$

2014I10I09$ Kathy$L.$Howery$$$$ 124$

Flexibility$requires$Intenbonal$Pedagogy!$

2014I10I09$ Kathy$L.$Howery$$$$ 125$

Intenbonal$Goals$

•  You$need$to$know$what$your$goal$is$to$understand$and$set$up$how$this$will$work!$

•  Goals$the$reduce$inappropriate$barriers$for$expected$student$diversity$

2014I10I09$ Kathy$L.$Howery$$$$ 126$

UDL$Goals$•  Separabng$the$means$from$the$ends$

hgp://marylandlearninglinks.org/1023$$127$

Examples$from$the$$Program$of$Studies:$UDL?$

Grade$10$English$Language$Arts$General'Outcome'2'/'Comprehend'literature'and'other'texts'in'oral,'print,'visual'and'mul9media'forms,'and'respond'personally,'cri9cally'and'crea9vely'

2.1'Construct'meaning'from'text'and'context$$

2014I10I09$ Kathy$L.$Howery$$$$ 128$

Examples$from$the$$Program$of$Studies:$UDL?$

Grade$7$Science$Unit$D:$$Structures$and$Forces$(Science$and$Technology$Emphasis)$

Skill$Outcome$:$Analyzing$and$Interprebng$$Students$will:$$Analyze$qualitaQve$and$quanQtaQve$data,$and$develop$and$assess$possible$explanaQons$compile$and$display$data,$by$hand$or$computer,$in$a$variety$of$formats,$including$diagrams,$flow$charts,$tables,$bar$graphs,$line$graphs$and$scaVerplots$(e.g.,$plot$a$graph,$showing$the$deflecQon$of$different$materials$tested$under$load)$

2014I10I09$ Kathy$L.$Howery$$$$ 129$

Curriculum$and$Progression$of$Learning$

hgp://www.mels.gouv.qc.ca/en/curriculum/$$

And$let’s$think$about$CHOICE…$In$an$instrucQonal$se_ng,$it$is$o`en$inappropriate$to$provide$choice$of$the$learning$objecQve$itself,$but$it$is$o`en$appropriate$to$offer$choices$in$how$that$objecQve$can$be$reached.$

The$right$kind$of$choice$and$level$of$independence$must$be$opbmized$to$ensure$engagement.$

hgp://www.udlcenter.org/aboutudl/udlguidelines/principle3$$

2014I10I09$ Kathy$L.$Howery$$$$ 131$

Separabng$the$Goal$from$the$Means:$

Goals/Objectives that LIMIT Access: Instead of …

Goals/Objectives that ALLOW Access: Try …

The student will write… The student will express… The student will generate…

The student will read… The student will receive information…

The student will spell… The student will select…

The student will compute… The student will solve…

The student will define… The student will show…

WriQng$Goals$and$ObjecQves$that$Increase$Access*$

*$From$Gargiulo$&$Metcalf$(2010)$p.$270$ 132$

What$about$Stretch?$

2014I10I09$ Kathy$L.$Howery$$$$ 133$

“UDL$seeks$to$decreasing$unacceptable$challenge$while$maintaining$acceptable$challenge”$

Support$ Challenge$

2014I10I09$ Kathy$L.$Howery$$$$ 135$

The$Planning$Pyramid$

2014I10I09$ Kathy$L.$Howery$$$$ 136$

UDL$Planning$$Step$1:$Accessible$GOALS$

What$will$the$students$learn?$What$is$the$GOAL$of$this$learning$experience?$$$Are$the$goals$achievable$by$students$I$can$expect$to$be$in$my$class?$LOOK$FOR$BARRIERS$Are$the$goals$achievable$in$a$variety$of$means?$$How$might$goals$be$considered?$Reframed?$

2014I10I09$ Kathy$L.$Howery$$$$ 137$

Materials$&$Learning$Resources$

•  Flexible$•  Accessible$•  Mulbple$•  Everyone$

2014I10I09$ Kathy$L.$Howery$$$$ 138$

Ebooks$digital$resources$

2014I10I09$ Kathy$L.$Howery$$$$ 139$

Marriage$of$AT$&$IT$

2014I10I09$ Kathy$L.$Howery$$$$ 140$

UDL$Planning$$Step$2:$Accessible$&$Flexible$Resources$

What$resources$&$materials$are$readily$available?$$$Are$the$materials$accessible$to$the$expected$diversity$of$students?$LOOK$FOR$BARRIERS$Are$the$materials$appropriate$for$the$expected$diversity$of$students?$$Are$materials$engaging$to$expected$diversity$of$learners?$How$might$I$access$DIGITAL$RESOURCES?$$What$kind$of$technologies$are$available$to$my$class?$Where$can$I$get$help?$2014I10I09$ Kathy$L.$Howery$$$$ 141$

Instrucbonal$Methods$$

2014I10I09$ Kathy$L.$Howery$$$$ 142$

2014I10I09$ Kathy$L.$Howery$$$$ 143$

Instrucbonal$Methods$There$is$no$universal$method$or$medium$$of$instrucbon$

2014I10I09$ Kathy$L.$Howery$$$$ 144$

Medium$of$Instrucbon$

•  Auditory$I$Listening$/$Speaking$

•  Text$I$Reading$/$Wribng$

•  Visual$I$Viewing$/$Represenbng$

2014I10I09$ Kathy$L.$Howery$$$$ 145$

Approach# Proacbve$ Responsive$ Intervenbonist$

Focus# Environment/$Curriculum$

Instrucbon$Learner$Characterisbcs$

Individual$Learners$

Involves# Eliminabng/reducing$barriers$in:$

Goals$Methods$Materials$Assessments$

Flexible$&$Dynamic$instrucbon/Groupings:$

Readiness$Interest$Learner$Profile$

Screening$&$Data$informed$specialized$instrucbon$$$

Key#Ideas# Mulbple$Means:$Representabon$Expression$Engagement$

Flexible$Methods:$Content$Product$Process$

Pyramid$of$Intervenbons$Specialist$Supports$$

2014I10I09$ Kathy$L.$Howery$$$$ 146$

UDL$Takes$a$TEAM…$

2014I10I09$ Kathy$L.$Howery$$$$ 147$

"Everyone's in!"$

Illusory Average Teacher

Teams$A$team$comprises$a$group$of$people$linked$in$a$common$purpose.$$$Teams$are$especially$appropriate$for$conducbng$tasks$that$are$high$in$complexity$and$have$many$interdependent$subtasks.$$

2014I10I09$ Kathy$L.$Howery$$$$ 149$

Teaming$

•  Buy-in from administrators, teacher leaders, technology coordinators and parents is key

•  Collaboration between teachers and in many instance other professionals is essential

2014I10I09$ Kathy$L.$Howery$$$$ 150$

Beger$together!$

2014I10I09$ Kathy$L.$Howery$$$$ 151$

Gather$you$team…$

2014I10I09$ Kathy$L.$Howery$$$$ 152$

UDL$Planning$$Step$3:$Flexible$Methods$

What$instrucQonal$methods$are$currently$use?$Lecture $ $ $ $Whole$Class$DemonstraQon $ $ $Small$Group$Text $ $ $ $ $Individual$

Are$methods$accessible$to$the$expected$diversity$of$students?$$$Are$methods$appropriate$for$the$expected$diversity$of$students?$LOOK$FOR$BARRIERS$How$might$flexibility$be$increased?$Consider$DIFFERENTIATION$Will$some$students$need$more$specialized$or$individualized$instrucQon?$$By$whom?$$$$2014I10I09$ Kathy$L.$Howery$$$$ 153$

2014I10I09$ Kathy$L.$Howery$$$$ 154$

2014I10I09$ Kathy$L.$Howery$$$$ 155$

Quesboning$our$Assumpbons$

2014I10I09$ Kathy$L.$Howery$$$$ 156$

What$and$why$are$we$measuring?$

2014I10I09$ Kathy$L.$Howery$$$$ 157$

Sorbng….$

2014I10I09$ Kathy$L.$Howery$$$$ 158$

Peculiar?$$

The$first$instance$of$grading$student’s$papers$occurred$in$1792$at$the$suggesbon$of$a$tutor$named$William$Farrish…$

2014I10I09$ Kathy$L.$Howery$$$$ 159$

Our$psychologists,$sociologists,$and$educators$find$it$quite$impossible$to$do$their$work$without$numbers…$I$shall$not$argue$that$this$is$stupid$or$dangerous$idea,$only$that$it$is$peculiar.$

To$say$that$someone$should$be$doing$beger$work$because$he$has$an$IQ$of$134,$or$that$someone$is$a$7.2$on$a$sensibvity$scale,$or$that$this$man’s$essay$on$the$rise$of$capitalism$is$an$AI$and$that$that$man’s$is$a$C+$would$have$sounded$like$gibberish$to$Galileo$or$Shakespeare$or$Thomas$Jefferson.$

Neil$Postman$

Making$Differences$Ordinary$

If$inclusion$is$to$be$successful$and$students$with$disabilibes$are$to$be$part$of$the$learning$community,$there$must$be$a$fundamental$change$in$the$general$educabon$classroom$so$it$is$accepted$that$not$all$students$will$learn$the$same$things,$in$the$same$way,$at$the$same$Qme.$(McLesky$&$Waldron,$2000)$2014I10I09$ Kathy$L.$Howery$$$$ 161$

I$don’t$want$it$if$it’s$different$

2014I10I09$ Kathy$L.$Howery$$$$ 162$

Assessment$•  Do we know what we are assessing?

2014I10I09$ Kathy$L.$Howery$$$$ 163$

2014I10I09$ Kathy$L.$Howery$$$$ 164$

2014I10I09$ Kathy$L.$Howery$$$$ 165$

Construct$Irrelevant$Variance$

•  ConstructIirrelevant$variance$exists$when$the$"test$contains$excess$reliable$variance$that$is$irrelevant$to$the$interpreted$construct"$(Messick,$1989,$p.34).$$

2014I10I09$ Kathy$L.$Howery$$$$ 166$

Universally$Designed$Assessment$

•  Must clearly understand what we are assessing!

•  Reduce Construct Irrelevant Variance! •  Multiple pathways to demonstrating

success. •  Be authentic!

2014I10I09$ Kathy$L.$Howery$$$$ 167$

Resources$worth$exploring:$

hgp://www.aac.ab.ca/Scaffolding.html$$hgp://www.edu.gov.mb.ca/k12/assess/wncp/index.html$$

UDL$Planning$$Step$4:$Assessment$

What$assessment$methods$are$currently$in$use?$Paper$&$Pencil$DemonstraQon$Products$

Is$assessment$one]size]fits?$What$is$the$purpose$of$the$assessment?$Are$assessments$accessible$to$the$expected$diversity$of$students?$$$Are$assessments$appropriate$for$the$expected$diversity$of$students?$LOOK$FOR$BARRIERS$How$might$construct$irrelevant$variance$be$reduded?$How$might$appropriate$choice$in$students$demonstraQon$of$learning$be$provided?$$$How$might$rubrics$be$designed$for$a$UDL$based$lesson?$

2014I10I09$ Kathy$L.$Howery$$$$ 169$

2014I10I09$ Kathy$L.$Howery$$$$ 170$

Learning$in$the$21st$Century$

2014I10I09$ Kathy$L.$Howery$$$$ 171$

UDL$&$21st$Century$Learning$•  Not coming into the information age – we are leaving it!

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!

Expert$Learners$•  In UDL we are seeking

to create expert learners, individuals who- whatever the particular strengths and weaknesses are know themselves and know how to learn.

Expert$Learners$are:$

Strategic,$goalIdirected$learners.$Know$who$you$are$as$a$learner.$

Knowledgeable$learners.$$They$have$prior$knowledge$or$know$how$to$find$it.$

Purposeful,$mobvated$learners.$$They$are$intrinsically$rather$than$extrinsic$learners.$$$

Amplificabon$of$Differences$

•  In the 21st Century – the goal of education to recognize the diversity and amplify it not reduce it!

UDL$as$a$PROCESS$of$Change$

UDL$Implementabon:$A$Process$of$Change$hgp://udlseries.udlcenter.org/categories/implement.html$

2014I10I09$ Kathy$L.$Howery$$$$ 179$

Look#for#opportuni/es/

barriers#

Set#a#GOAL#

Make#a#plan##

Put#plan#into#Ac/on#

Evaluate#how#it#is#working#

Iden/fy#a#“problem”#

2014I10I09$ Kathy$L.$Howery$$$$ 180$

Selected$Resources:$CAST$www.cast.org$$$Karen$Janowski’s$Blog$hgp://teachingeverystudent.blogspot.ca$$$Universal$Design$for$Learning$in$HCPSS$hgp://udlhcpss.wordpress.com/$$$Maryland$Learning$Links$UDL$in$Your$Classroom#

hgp://marylandlearninglinks.org/1021$$$Alberta$Resources$hgp://www.erlc.ca/resources/resources/udl/$$$EPSB$Site$hgps://sites.google.com/a/share.epsb.ca/universalIdesignedIlearning/Home$$$BC$Universal$Design$for$Learning$Project$hgp://www.setbc.org/sebnfo/bcudl/$$UDL$Wiki$Mine$hgp://epsbjan13.wikispaces.com/home$$

2014I10I09$ Kathy$L.$Howery$$$$ 181$

2014I10I09$ Kathy$L.$Howery$$$$ 182$

IMAGINE…$

Change$is$possible…$

And$potenbally$TRANFORMATIONAL$

�The success of technology has more to do with people than machines. All the right parts and

pieces together won’t work miracles by themselves. It is people who make technology

powerful by creatively using it to fulfill their dreams.� !"

$ $$$ $ $Alliance$for$Technology$Access,$1996$

Kathy$Howery$khowery@ualberta.ca$

2014I10I09$ Kathy$L.$Howery$$$$ 187$

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