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<ul><li>Slide 1</li></ul> <p> What do you know about Universal Design for Learning (UDL)? Slide 2 Creating Curricular Opportunities in the Digital Age Universal Design for Learning Slide 3 Please ask questions and share comments using the following link: Slide 4 Slide 5 To get a basic understanding of UDL: Influences and concepts (what) Learning variability (why) Application and use (how) Understanding the relationship between UDL and the three brain networks (Affective, Strategic, and Recognition) Our goals for today: Slide 6 Slide 7 Universal design for learning is a scientifically valid framework for guiding educational practice tha ( a) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (b) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient. Higher Education Opportunity Act UDL: The Definition Slide 8 UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL: The Framework Slide 9 UD Neuroscience Digital Technology UDL: Influences Slide 10 CUSTOMIZATION AND INDIVIDUAL DIFFERENCES Slide 11 PRINT AND ITS DISABILITIES THE PROMISE OF NEW TECHNOLOGIES Slide 12 the myth of average Individuals are continually shifting. Individuals exist in relationship to the environment including the classroom. Variability is the rule, not the exception. Individual qualities or abilities are not static and fixed. Variability and difference constitutes the norm from student to student even among those who seem to share similar characteristics of age, culture, level or success, race. (Hall, Meyer, Rose, 2012) Slide 13 Learner Variability Slide 14 A quick variability example... Watch Video Slide 15 And another why Slide 16 National Instructional Materials Accessibility Standard Higher Education Opportunity Act Common Core State Standards Initiative National Educational Technology Plan UDL Bill COMAR UDL Policy Slide 17 OSEP UDL Toolkit UDL in 2007 draft House NCLB bill Higher Education Act of 2008 House/Senate LEARN ACT Guidance on ARRA National Educational Technology Plan Administrations Blue print for ESEA OSEP Personnel Preparation Grants Where is UDL in Federal Policy and Legislation? Slide 18 Slide 19 The UDL Framework Slide 20 The UDL Guidelines What the PHYSICAL SPACE looks like What the PHYSICAL SPACE looks like What the TEACHER Is doing What the TEACHER Is doing What the STUDENT is doing What the STUDENT is doing Slide 21 BIG IDEA: Slide 22 Three Core Principles Slide 23 Low-tech, mid-tech, high-tech Slide 24 Multiple Representations of the Guidelines National UDL Center - Examples and Resources National UDL Center - Examples and Resources UDL Interactive Wheel Low Tech Wheel UDLinks app (on android or apple device)androidapple Slide 25 The Brain Networks Complete Your Three Brain Networks.Your Three Brain Networks Slide 26 UDL Tools: CAST UDL Exchange MSHA, October 2012 Slide 27 UDL Tools: CAST e-Books MSHA, October 2012 Slide 28 UDL Tools: CAST BookBuilder MSHA, October 2012 Slide 29 UDL Tools: CAST UDL Studio MSHA, October 2012 Slide 30 UDL Tools: iSolveIt App MSHA, October 2012 Slide 31 UDL Tools: Science Writer MSHA, October 2012;jsession id=49AC32D0EA01E49264116FBEAB389068 Slide 32 UDL Tools: AT Match-Up Tool MSHA, October 2012 Slide 33 Start with the goal and the content. What do you want to teach? - David Rose, CAST UDL is not an all or nothing proposition Slide 34 Ultimately, what will separate new curricula from old is that they will reflect a new ecology for learning. That new ecology will put students at the center of the learning environment. And all students will not only learn, each in their own way; they also will teach. Every curriculum will not only teach, it will learn. In so doing, we will create an optimal ecology for learning, one in which the paths to learning are rich and diverse enough for all our students. -Rose and Gravel, 2012 Slide 35 Meet Dr. Katie Novak! FUTURE DIRECTIONS Slide 36 Reflection What the PHYSICAL SPACE looks like What the PHYSICAL SPACE looks like What the TEACHER Is doing What the TEACHER Is doing What the STUDENT is doing What the STUDENT is doing Slide 37 Slide 38 Resources </p>


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