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Building Success into the K-12 JourneySusan M. ConnollyCombined Summer Institute2009
Universal Design for Learning
The Beginning…
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The DestinationPrepared for LIFE!
The Educational Journey
Learning experiences
Based upon a common set of standards
Designed to enable each child to engage in the experiences………..
AND SUCCEED!
ChallengesAll students face challenges
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Appropriate Level of ChallengeTo challenge a child appropriately is an essential part of the process
What is appropriate challenge?
Zone of Proximal Development
Independent With support
≤ ZPD ≥
(Vygotsky, 1962)
An Easy Way to Remember…..
Goldilocks Principle!
“Not too difficult, not too easy, but just right!”
HazardsAlong the K-12 Journey
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The Hazards
Many factors CAN become hazards
Vary according to the child
Vary in impact
Examples of Hazards
Learning experiences….Require knowledge or skills missing or
inconsistently presentNOT considerate of the child’s learning
strengths and learning challenges NOT considerate of the child’s special
needs
Roadblocks
Hazards + Roadblocks = Missed Connections
Incomplete understanding
Carry forward from school year to school year
Ripple effect
Universal Design for LearningNeuroscience Research Informing Educational Decisions
Universal Design for Learning
Designing curriculum with access in mind
Learning experiences designed to support individual learning differences using multiple, flexible means
History of Universal Design
Universal Design in Education
Access to the curriculum
Multiple sources of content
Multiple formats and media
Multiple options (choices)
The Learning Brain
1 trillion neurons and 10 trillion connections create a dense and complex network
3 primary, specialized sub-networks, functionally distinguishable yet highly connected
Equally essential in learning
Neuro-networks and Learning (L. Vygotsky)
3 networks parallel conditions for learningRecognize information to be learned
Apply strategies to process that information
Engage with the learning task
(Lev Vygotsky as referenced in Meyer & Rose, (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD, Virginia.)
Universal Design for Learning:Network FunctionsRecognition Networks
Function: Assign meaning to patterns In classroom: Identify, understand, classify ideas and
concepts
Strategic Networks Function: Plan and generate processes - cognitive or physical In classroom: Organize, decide how to proceed, execute, and
reflect on all tasks and processes
Affective Networks Function: Evaluate patterns and assign emotional significance In classroom: Motivation to participate in and engage with
tasks and learning; Sense of self and abilities; Confidence
Implementing UDL
Understand the the strengths and challenges of each child
Understand the potential barriers in the curriculum
Design learning experiences to support the networks & minimize barriers
Recognition Networks
To see connections
To recognize patterns
To identify, name, classify
Tasks
Strategies to Support Recognition Learning
Connect to student’s background knowledge and experiences
Use a variety of media and formats
Provide multiple examples
Highlight critical features
Strategic Networks
To plan or execute any action, skill or process
Tasks
Strategies to Support Strategic LearningScaffolds: Practice
with support
On-going, relevant feedback
Models of skilled performance in variety of contexts
Flexible opportunities to demonstrate learning
Affective Networks
Engage with
learning
Participate in
environment
Understand why the task is
important
Responsible for
Strategies to Support Affective Learning
Choice of content and tools
Adjustable levels of challenge
Choice of context
Choice of how to demonstrate learning
CHOICES!
OR
Designing Learning Experiences the UDL Way
Let’s Try It!
Our Classroom
30%
25%25%
10%
5% 5%
Based on National Averages At risk/ Struggling learners/Others
LD/Special Ed
ELL
Underchallenged
Deaf/Hard of hear-ing
Vision Impaired
Our Process
Learning experience “traditionally designed”
Decide if your student can be successful
Hold up the appropriate signal
Our Traffic Signals
Appropriate for student
Support or change needed
Student cannot complete task
Re-designing the Experience with UDLThe learning experience will then be re-designed to reflect principles of UDL
Re-evaluate: Now can your student succeed? Hold up the appropriate signal.
Example 1: Social Studies Grade 4
WA GLE 4.3.1
Understands that there are multiple perspectives regarding the interpretation of historical events and creates an historical account using multiple sources.
Example 1: Goal
Students will construct an historical account of Lewis and Clark’s exploration of the Pacific Northwest using evidence from artifacts and primary sources, such as journal entries.
WA GLE 4.3.1 Example
Examples of Traditional Learning ExperiencesRead from text on Lewis & Clark
Answer text questions
Read diary excerpts
Write summary of diary excerpts
Complete worksheets on analyzing pictures of artifacts
Prepare written report on Lewis & Clark
Supporting Recognition Networks
Listen to audio version of text while following along
Watch short video clip
Read article at a different reading level
Listen to guest speaker acting the part of Lewis or Clark
Supporting Strategic Networks Work with a partner to discuss questions
Complete or create a graphic organizer of key concepts
Create a drawing/map/diagram
Use a teacher-created scaffold to guide the research process
Supporting Affective Networks Students choose the media/format for the
historical accountWritten reportDrawings, cartoons, diorama, etcCreate a video: historical fiction or
documentaryCreate a radio program script
Students can work alone, with a partner, or a small group
Example 2: Science Grades 2-3
WA GLE 2-3 LS1A
Describe the life cycle of a common type of plant (e.g., the growth of a fast-growing plant from seed to sprout, to adult, to fruits, flowers, and seeds).
Traditional vs. UDL
Read from text
Listen to teacher present information
Research individual plants
Create written report
Draw plant life cycle
Electronic media
Graphic organizers; partially completed outlines and pictures
Research scaffolds: tagged web sites, process scaffolds
Presentation, story board, video, concept map, etc, as alternatives to written report
Electronic media and tools for drawing/creating pictures
Traditional UDL
YOUR turn!
Work with a partner.
Be prepared to share!
Example 3: Literature
WA EALR 2: The student understands the meaning of what is read
Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.
Examples of Traditional Learning ExperiencesText: Tuck Everlasting by Natalie Babbitt
Read a section together
Summarize
Discuss
Answer questions
Thinking Reader
An electronic alternative
Utilizes authentic literature
Human voice
Supported environment
7 research-based reading strategies
Where can I Learn More?
www.cast.org
Rose, David H. & Meyer, Anne. (2005) Teaching every student in the digital age: Universal Design for Learning. ASCD: Virginia.
The end, or the beginning, of our Journey
“By considering the nature of the three networks critical to learning and by selecting media and tools wisely, we can extend learners’ abilities and open pathways to success for every one.”
Teaching Every Student in the Digital Age: Universal Design for Learning. P. 173.