An Introduction to UDL(Universal Design for Learning)

Teacher Induction WeekJuly 22 – July 31, 2013

Identify the concepts of Universal Design for Learning

Identify the concepts of Universal Design for Learning in the TAP rubric

Use the concepts of Universal Design for Learning to create a class profile

Session Goals

Take 2 minutes to share with your shoulder buddy about what you have heard or know about UDL.

What is UDL?

• Current challenges include increased diversity in classrooms; high expectations for all students; high stakes testing; accountability for all students.

Assess your current comfort level with this challenge in your own classroom. Which aspect of this challenge are you the most comfortable with? The least? Why?

Our Challenge

The Origins of UDL

• UDL originated in the 1980s with Ron Mace – an architect who designed buildings .

• Before the UD movement, architects rarely addressed the mobility and communication needs of people with disabilities. • Thus, buildings were inaccessible to

many.

• Changes in legislation led to extensive retrofitting with ramps, elevators, talking signs, and other access devices.• But retrofitting is expensive,

aesthetically displeasing and inadequate.

*UD believes that built-in accessibility for everyone is superior to retrofitting.

“the design of products and environments to be usable by all people, to the greatest extent possible, without the need of adaptation or specialized design.” – Mace

Reflect upon the above quote. What are potential classroom implications of UD?

Classroom Implications

UDL is based on the premises 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

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.

The Origins of UDL

Flexible Success-oriented Inclusive/Equitable Features foresight in anticipating needs Encompasses physical space as well as

optimal learning opportunities Helps all – not just those it was intended for

Removes barriers, which benefits many, not just those with expressed need

Basic Elements of UDL

When information is presented to all learners with a single form of representation, inequalities arise

Vocabulary may be inaccessible to some Symbols may not be understood Pictures may carry different meanings

depending on cultural or familial backgrounds

Real-World Application

Brain Research

To reach all learners, we must activate each area of the brain:

• The Recognition Network• “input” from our

senses is processed

• The Strategic Network• organizing and

carrying out tasks

• The Affective Network• engagement and

motivation

*There are no “typical” learners

*Curriculum is designed to address diversity

The Recognition Networks

Recognition

The “what” of the learning

Identify and interpret patterns of sound, light, taste, smell, and touch

Everyday examples:• identifying ingredients for recipes• telling the difference between

shampoo and shaving cream so you can wash your hair

• recognizing the sound of joy, pain, etc.

Classroom examples:• students identify letters,

formulas, maps, ideas, cause/effect relationships, etc.

Recognition Activity

The Strategic Networks

Strategic

The “how” of learning

Plan, execute, and monitor actions and skills

Everyday examples:• cooking a meal• planning an outing• executing a golf

swing• driving a car

Classroom examples:• doing a project• taking a test• taking notes• listening to a

lecture

One must recognize information, ideas, and concepts

One must be able to apply strategies to process the information

One must be engaged

-Lev Vygotsky (1896-1934)

Russian Psychologist responsible for development of the concept of the “zone of proximal development”

The Affective Networks

The Zone of Proximal Development

Task too difficult

Zone of proximal development

Task too easy

• Vygotsky's "zone of proximal development" (ZPD) suggests that learning occurs when there is an appropriate level of challenge and support to learn the task.

• In classroom learning situations, this means providing learning tasks that are too difficult to do independently, but are within reach with support. The task should stretch the learner past his current level of knowledge.

Visualize your own personal encounters in learning situations and think about one where you were bored, inattentive or distracted: Was your inattention due to lack of challenge or inadequate support to understand the content? In either case, you were not learning in your “zone.”

The ZPD in the Classroom

All learners are unique and

universal does not mean

“one size fits all”

The Takeaway

First Step:

Use what you have learned about the networks of the brain to create a class profile. When used for cross-referencing alongside your lesson planning, you’ll be able to determine the necessary elements to include for:

Presenting instructional content Many ways students can demonstrate what they know and can do

(Assessment) Consideration for motivating students

All demonstrate TEACHER KNOWLEDGE OF STUDENTS and implications for the LEARNING ENVIRONMENT

Incorporating UDL:Your Task

http://www.cast.org/teachingeverystudent/tools/classprofile.cfm

Utilize this site to: practice making a class profile through a tutorial use the online class profile maker tool download a class profile template

Class Profiles are due on Monday, August 12th by 3:00 PM.

UDL Class Profile Maker