Exploring Universal Design for Learning (UDL): The UDL Guidelines and the Learning Environment

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Exploring Universal Design for Learning (UDL): The UDL Guidelines and the Learning Environment. YOU MIGHT BE A PRESCHOOL TEACHER IF:. You hum The wheels on the bus go round and round while youre in the shower! Now you tell me. BCSC, November 2012. The Premise for UDL. - PowerPoint PPT Presentation

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<p>Slide 1</p> <p>Exploring Universal Design for Learning (UDL): The UDL Guidelines and the Learning Environment</p> <p>Universal Design forLearning (UDL)Ralabate, October 20111YOU MIGHT BE A PRESCHOOL TEACHER IF:You hum The wheels on the bus go round and round while youre in the shower!</p> <p>Now you tell me.</p> <p>BCSC, November 2012</p> <p>Ralabate, October 2011Have teachers tell their experiencesFrom the mouths of children comes so much truthassume nothing.they have an amazing perspectiveunpolluted and clouded by our often narrow vision.Star wars according to a 3 year hold.2The Premise for UDL</p> <p>BCSC, November 2012Ralabate, October 2011Comes from architecture3Essential QuestionsWhat is Universal Design for Learning (UDL)? </p> <p>How are the UDL Guidelines structured?</p> <p>Why is the Learning Environment a key component?</p> <p>CAST, March 2012Ralabate, October 2011These are the broad overarching essential questions addressed during this slide presentation.41st Question: What is UDL? What do I know about UDL?</p> <p>How did I learn it?</p> <p>CAST, March 2012UDL tip: This exercise activates background knowledge and recruits interest.Ralabate, October 2011If you are viewing these slides alone, reflect on these two questions. If in a group, divide in pairs to respond to the two questions on the slide: (1) What do I know about Universal Design for Learning? (2) How did I learn it?</p> <p>53 Networks = 3 UDL Principles</p> <p>UDL tip: This graphic offers information in text, visuals, &amp; color.Ralabate, October 2011Neuroscience shows us that there are three networks in the brain that are associated with learning. </p> <p>The 3 Principles of Universal Design for Learning (UDL) address these 3 brain networks in this way:- Recognition Networks the what of learning; associated UDL principle is the Principle of Representation = we need to provide Multiple Means of Representation;- Strategic Networks the how of learning; associated UDL principle is the Principle of Action and Expression = we need to provide Multiple Means of Action &amp; Expression;- Affective Networks the why of learning; associated UDL principle is the Principle of Engagement = we need to provide Multiple Means of Engagement.6</p> <p>http://www.youtube.com/watch?v=bDvKnY0g6e4</p> <p>CAST, March 2012UDL tip: This video offers information in another medium. Ralabate, October 2011This video explains UDL and is available on the National Center on UDL. 7What do you know and understand about the three principles?</p> <p>What do you know and understand about the nine guidelines?CAST, March 2012UDL tip: Asking key questions, prepares &amp; scaffolds learning.2nd Question:How are the guidelines structured? Ralabate, October 2011http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf</p> <p>CAST, March 2012Ralabate, October 2011These UDL guidelines guide UDL implementation. They are not meant to be a prescription but, instead offer guideposts for planning.</p> <p>Under each UDL Principle are 3 Guidelines. And, under each Guideline are 3 or more Checkpoints</p> <p>Guidelines in the first row (across the top) are related to ACCESS for learning; Guidelines in the second row (in the middle) are related to the COMPREHENSION AND USE of symbols and ENGAGEMENT in learning within a more complex and/or social environment.Guidelines in the third row (along the bottom) are related to HIGHER ORDER THINKING AND COMPREHENSION, EXECUTIVE FUNCTION AND ENGAGEMENT. </p> <p>Educators provide access and guidance to help learners become EXPERT LEARNERS: Learners who are knowledge, understand how they learn best so they can be strategic in their learning, and are motivated to learn and engaged in the learning environment. The bottom row represents the understanding, knowledge and skills learners need to be EXPERT LEARNERS. 9Universal Design for LearningREPRESENTATIONInputThe What? of learning</p> <p>Options to see, hear and perceive information:</p> <p>_________________________________________________________________________________________________________________________________________________________________________________________</p> <p>Options to decode language, math, symbols:</p> <p>_________________________________________________________________________________________________________________________________________________________________________________________</p> <p>Options to make sense and understand knowledge:</p> <p>_________________________________________________________________________________________________________________________________________________________________________________________ACTION/EXPRESSIONOutputThe How? of learningOptions to do, move and interact:__________________________________________________________________________________________________________________________________________________________________________Options to differentiate expression of knowledge:__________________________________________________________________________________________________________________________________________________________________________Options to plan, strategize and initiate action:__________________________________________________________________________________________________________________________________________________________________________ENGAGEMENTConnectionThe Why? of learningOptions to care, value and find relevance:______________________________________________________________________________________________________________________________________________________________________________Options to vary challenge and/or support:</p> <p>_______________________________________________________________________________________________________________________________________________________________________________Options to set goals and self regulate:_______________________________________________________________________________________________________________________________________________________________________________</p> <p>Bartholomew Consolidated School Corporation 2012Scaffolding: support for understandingGOAL: ________________________________________________________________Ralabate, October 201110Universal Design for Learning: ExamplesREPRESENTATIONInputThe What? of learningOptions to see, hear and perceive information:</p> <p>EXAMPLES:Video, Lecture, Demonstration, Diagram, Story, Textbook, Website</p> <p>Options to decode language, math, symbols:</p> <p>EXAMPLES:Text to speech, Manipulatives, PicturesOptions to make sense and understand knowledge:</p> <p>EXAMPLES:Graphic Organizer, Clues, Prompts, Aided Questions, Models</p> <p>ACTION/EXPRESSIONOutputThe How? of learningOptions to do, move and interact:</p> <p>EXAMPLES:Game, Acting/Role playing, Demonstrate, Lab, Speech, Typing, Recording</p> <p>Options to differentiate expression of knowledge:EXAMPLES:Journaling, Oral expression, Timeline, Worksheet, Exam</p> <p>Options to plan, strategize and initiate action:</p> <p>EXAMPLES:Project, Portfolio, Create a videoENGAGEMENTConnectionThe Why? of learningOptions to care, value and find relevance: </p> <p>EXAMPLES:Discussion, Guest speaker, Journaling, Video, Experiment</p> <p>Options to vary challenge and/or support: </p> <p>EXAMPLES:Learning Center, Small Group Activity, Discrepant Event, Worksheet, Internet</p> <p>Options to set goals and self regulate:EXAMPLES:Interest Inventory, Reflection, Survey, Goal Setting Activity</p> <p>Bartholomew Consolidated School Corporation 2012Examples and modeling provide scaffolding.Ralabate, October 2011Universal Design for Learning (UDL)UDL Principles: Theory to ApplicationMultiple Means of Representation (Recognition)The WHAT of learning?Multiple Means of Action and Expression (Strategic)The HOW of learning?Multiple Means of Engagement (Affective)The WHY of learning?</p> <p>CAST, March 2012 (Adapted by BCSC, November 2012)Ralabate, October 2011Restate: The three UDL Principles are </p> <p> Educators need to provide Multiple Means of Engagement (for the Affective Networks) Educators need to provide Multiple Means of Representation (for the Recognition Networks) Educators need to provide Multiple Means of Action and Expression (for the Strategic Networks).</p> <p>The links on this slide offer additional introductory information about UDL.12A word about goals: GOAL PurposeThe Outcome of learning</p> <p>Provide clearly developed goal:Reflects content/skill(s)Means are not embeddedClearly defines learning outcomeOptions for access/display of goal:Goal is clearly communicatedStudents understand the goalAllows appropriate challenge &amp; support</p> <p>Options for content/skill comprehension:Fosters learning how to learnEnables progress monitoringEmpowers understanding and meaning of the content/skill</p> <p>BCSC, January 2013Content standards: provide options</p> <p>Skill standards: provide scaffoldingRalabate, October 2011How does it fit?BCSC, January 2013</p> <p>Ralabate, October 2011</p> <p>Provide Scaffolding Standard:SKILLRalabate, October 2011CONTENT Standard: Provide OptionsBCSC, January 2013</p> <p>2 &lt; 10FONT COLOR</p> <p>Ralabate, October 20113rd Question: Why is the Learning Environment a component? How does the design of the learning environment affect access to content, expression and connection?</p> <p>Take a moment to reflect on the current options available to students in your learning environment?</p> <p>BCSC, November 2012Ralabate, October 2011Fill out key components offered in the learning environment on the lesson/reflection tool.17Essential Question:What prevents learners from reaching or connecting to the curriculum and/or the learning environment?</p> <p>BCSC, November 2012Ralabate, October 2011Options for expression and communication, Options for executive functions, Foster collaboration and community, Options for recruiting interest18Goal:Create questions that foster reflection directly related to:Evaluating the Learning EnvironmentEmbracing Learner VariabilityRemoving Barriers BCSC, November 2012Ralabate, October 2011Evaluating Barriers &amp; Addressing VariabilityWhat prevents learners from reaching or connecting to the curriculum and/or the learning environment?</p> <p>Jot a few down on sticky notes:</p> <p>Which are barriers in the curriculum or environment?Which are learner variabilitys?Divide into two categoriesBCSC, November 2012Ralabate, October 2011Demonstrate triangle model.20</p> <p>Where is the focus?BCSC, January 2013Ralabate, October 2011Sticky notes/barriers on triangle poster21Where is the focus?BCSC, January 2013</p> <p>Ralabate, October 2011Flip our thinking/change the paradigm. What can we control/change/design??????22Intentionality:Pick a learner variability or a barrier.Reword into a question that reflects directly back to the curriculum and/or the learning environment.Where would this fall on the UDL Guidelines?BCSC, January 2013Universal Design for LearningREPRESENTATIONInputThe What? of learning</p> <p>Options to see, hear and perceive information:</p> <p>_________________________________________________________________________________________________________________________________________________________________________________________</p> <p>Options to decode language, math, symbols:</p> <p>_________________________________________________________________________________________________________________________________________________________________________________________</p> <p>Options to make sense and understand knowledge:</p> <p>_________________________________________________________________________________________________________________________________________________________________________________________ACTION/EXPRESSIONOutputThe How? of learningOptions to do, move and interact:__________________________________________________________________________________________________________________________________________________________________________Options to differentiate expression of knowledge:__________________________________________________________________________________________________________________________________________________________________________Options to plan, strategize and initiate action:__________________________________________________________________________________________________________________________________________________________________________ENGAGEMENTConnectionThe Why? of learningOptions to care, value and find relevance:______________________________________________________________________________________________________________________________________________________________________________Options to vary challenge and/or support:</p> <p>_______________________________________________________________________________________________________________________________________________________________________________Options to set goals and self regulate:_______________________________________________________________________________________________________________________________________________________________________________</p> <p>Bartholomew Consolidated School Corporation 2012GOAL: ________________________________________________________________24Evaluating Your Learning EnvironmentEvaluate your learning environment as it relates to the Recognition network :REPRESENTATIONInputThe What? of learning1. Options to see, hear and perceive information2. Options to decode language, math, symbols3. Options to make sense and understand knowledge</p> <p>individual25Evaluating Your Learning EnvironmentEvaluate your learning environment as it relates to the Strategic network :ACTION/EXPRESSIONOutputThe How? of learning4. Options to do, move and interact:5. Options to differentiate expression of knowledge6. Options to plan, strategize and initiate action</p> <p>Small group/partner26Evaluating Your Learning EnvironmentEvaluate your learning environment as it relates to the Affective network :ENGAGEMENTConnectionThe Why? of learning:7. Options to care, value and find relevance8. Options to vary challenge and/or support9. Options to set goals and self regulate</p> <p>Whole group27Learning Environment vs. LessonWhat OPTIONS &amp; SCAFFOLDING can you INTENTIONALLY add to your learning environment for each of the principles of UDL?How can you embed PBIS in your learning environment?When and how can you ask for assistance?WHAT TECHNOLOGY IS AVAILABLE TO SUPPORT UDL IMPLEMENTATION?The more time you spend front loading your learning environment, the less time you spend integrating the lessons into the learning environment.</p> <p>SummaryUDL is based on what weve learned in neuroscience and the learning sciences about HOW we learn. There are 3 brain networks associated with learning: Affective, Recognition, Strategic and 3 UDL Principles offering multiple means of: Engagement, Representation and Action &amp; Expression.The Learning Environment is a key component.Barriers must be evaluated and replaced with scaffolding and supports.We can plan a UDL Curriculum and Learning Environment by evaluating barriers and asking questions based on the UDL Guidelines.CAST, March 2012 (Adapted by BCSC November 2012)Ralabate, October 2011Resourceshttp://udlwheel.mdonline...</p>

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