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LEARNING FOR ALL

Celebrating the Challenges, 2010

Universal Designfor Learning to

Support Diversityin Your Classroom

You will leave today knowingand understanding:

Alberta classroom populations are diverse Every student has a unique way of learning Teachers and students are living in a global digital

world. Setting the Direction proposes ONE inclusive

education system. Greater St. Albert Catholic Schools started on the

journey to one inclusive system 20 years ago.

You will leave today knowingand understanding:

The printed page is dominant in classrooms Inflexible print presents a barrier to many, affecting

achievement in every subject. The principles behind Universal Design for Learning (UDL) and that UDL uses technology’s power and flexibility to make

education more inclusive by reducing barriers so thatstudents can be striving towards the same high standards.

Designing lessons with diversity in mind using UDL principleseliminates the need to retrofit.

Classrooms can be front-loaded with technology to facilitateUDL implementation.

UDL benefits ALL students.

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WHAT?

The issue?

Alberta’s ClassroomPopulations are

Diverse

Every Student Hasa Unique Way of

Learning

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A New View Of Learner Differences New technologies allow us to see the brain as it learns.

Brain imaging techniques show activity in 3 elaborate sets ofnerve networks during learning. Their individual specializations areidentified by these 3 labels:

RECOGNITION NETWORK STRATEGIC NETWORK AFFECTIVE NETWORK

Revelations from Brain Research? There are no “regular students” The notion of broad categories of learners: smart, not smart;

disabled, not disabled; regular, not regular is a grossoversimplification that is not supported by research.

A student defined as learning disabled in a print environmentmay not be learning disabled in a video or audio-basedlearning environment.

Traditional views of learner’s abilities based on globalmeasures (IQ) or that place people into simple categoriessuch as “the learning disabled” are not supported.

Learning ability is far more diversified. Students can be“intelligent”, or less so, in a near endless number of ways.

(Rose and Meyer, “Teaching Every Student in the Digital Age”, 2002)

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Teachers andstudents are livingin a global digital

world

Learning in the Digital AgeTeaching in the 21st Century

Engagement =contruct and

validate meaning

Web 2.0Technology

The Future isHere

Knowledgecreation fluid

and fast

Critical ReflectionEmpirical ReasoningCollective IntelligenceMetacognition

Content andSkills

Problem-SolvingCritical ThinkingCommunication

ClickingAcross

Cultures

Self-DirectionCollaboration

CreativityInnovation

AssistiveTechnologies

for Reading andWriting

CreatingInformation and

ideas

DigitalStorytelling

Multimedia21st Century

Learning SkillsThe Read/Write

WebWhateverWheneverWherever

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The printed page isdominant inclassrooms

The printed page presents ahuge barrier to many of our

students, affecting theirachievement in every subject

Educators adapt and modify the content but despite these efforts, the Programs of Study, being presented mostly in a “print” or “text” format present barriers to learning.

The Text Book is a Barrier

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Students who are just learning English, whoare visually or hearing impaired, have a“learning disability”, are from a differentcultural background, or need conceptspresented in depth are challenged daily.

As a matter of fact…..

Ted McCain, “Teaching for Tomorrow”

•87% of students today are not auditory or text-based learners- they are visual or visual-kinesthetic learners wired for multi-media andmulti-tasking

•Todays students want to process pictures, soundand video BEFORE text.

CASS Special Ed. SymposiumMay, 2005

What: should be the underlying philosophy that

guides our work in establishing outcomes? constitutes a valid outcome for a student?Should the outcomes for students in special

education programs be: different from the outcomes in place for their

same age peers or grade equivalent peers tied to the program of studies?Are the Outcomes for special education best

achieved in an inclusive setting?

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The Challenge for Alberta’sEducators?

Learner Diversity21st Century Learners

High Expectations

SO WHAT?

Implications?

A New Vision for Alberta

SETTING THE DIRECTION:ONE inclusive education system where

each student is successful throughcurriculum, capacity and collaboration

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Setting the Direction

We must gain inexpertise that addressesdifferent learning needsand agree that thenotion of ‘one-size-fits-all’teaching is no longerrelevant for our 21stCentury learners.

Learning for All in GSACRD• Inclusion (since early 1990’s)

• Learning Support FacilitatorModel (2003)

• CASS Special Ed.Symposium (May, 2005)

• Learning Services Team (fall,2005)

• READ AND WRITE GOLD-Site License (2007)

• 1:1 Laptop Classrooms(2007)

• Levels of Support Model(2008)

• Pyramid Model ofIntervention to SupportDiverse Learners(2008)

• Learning Services Team-Common learning goalunder UDL umbrella (June,2010)

• PowerUp2Learn -RSFowler Jr. High (2010)

Merging of Departments

In 2005, 4 departments

Student Services (Special Education) /Technology/ Curriculum / AISI /Religious Education

merged under 1 umbrella

LEARNING SERVICESCollaboration between these 4 departments is

seen as essential to increasing access to thecurriculum for all students.

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LEARNING SERVICES TEAM Common Goal under UDL Umbrella

Learning for All in GSACRD

Programmingstems from aphilosophy ofbelonging and acommitment tohigh standardsand quality of life.

NOW WHAT?

Learning For All Through

Universal Design for Learning

How?

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History

UNIVERSAL DESIGN FOR LEARNING

http://www.udlcenter.org/screening_room/udlcenter/udl- video0

The UDL Framework

The fundamental nature of the recognition, strategic andaffective networks form a framework we can use toanalyze our students’ individual strengths andweaknesses and understand their individual differences.

The principles behindUniversal Design whenapplied to teaching, areeffective in removing the

barriers to learning.

Servus Place?

Accessible Classroom?

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Universal Design for Learning

Universal Design allows foraccess withoutextraordinary means and isbased on the assumptionthat people with disabilitiesare numerous and shouldbe able to lead regular lives.

Universal Design for Learning.

When we design lessonsand assessment withdiverse learner needs inmind from the beginningof the planning process,the need for “retrofitting”or adaptation is eliminated.

“Multiples” is the keyword in UDL…A UDL BIG IDEA

Multiple means of representation togive learners various ways ofacquiring information andknowledge and to practice skills. Multiple means of expression toprovide learners alternatives toshow what they know. Multiple means of engagement totap into learners' interests,challenge them appropriately, andmotivate them to be engaged andlearn.

Rose, D.H., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design forLearning. Alexandria, VA: ASCD.

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DIGITAL TECHNOLOGY

The most powerful tool for providing flexiblemeans of REPRESENTATION of the curriculumand EXPRESSION of what students know andunderstand.

Digital technology overcomes the inflexibility ofprinted text and creates new pathways forlearning. Many of our students, despite averageintelligence, are challenged by materials in print.

REACHING EVERY STUDENT throughUniversal Design for Learning

1) Front-load classroomswith technology

2) Plan for diversity at theout-set.

3) Reduce barriers bycreating multiplepathways for Learning(UDL)

REACHING EVERY STUDENT1) Front-load classrooms

1) Teacher’s webpage (providesaccess to materials)

2) Digital novels, textbooks,assignments

3) Text-to-Speech software(audio support)

4) Collaborative Websites-Voicethread

Universal technologies to benefit all include flexiblematerials for presentation and for students to demonstratewhat they know. e.g.

5) Tiered and Simplified Websites

6) Word accessibility features

7) Personal Response devices

8) Podcasts/Vodcasts

9) Audio Support for Internetresearch

10) Surveys (e.g. Survey Monkey)

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REACHING EVERY STUDENTJon Mundorf’s Top 10 Technologies

http://jmundorf.edublogs.org/

REACHING EVERY STUDENT2) Plan for Diversity at the Outset

Knowing yourlearners is the

first step.

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Knowing Your Students

http://education.alberta.ca/teachers/resources/cross/making-a-difference.aspx

Knowing yourcurriculum is

the next.

Be very clear about your objectives and do notinclude in the objectives, the METHOD forachieving them:

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Then, identifybarriers tolearning

REACHING EVERY STUDENT3) Reduce Barriers Using UDL

Reduce Barriers By Creating FlexiblePaths to Learning

•REPRESENT information in different ways (multiplemedia, varied support, graphics, animations, highlightcritical features, activate background knowledge andsupport vocabulary)

•Allow students to approach learning and EXPRESSwhat they know in different ways (varied ways torespond, to interact with materials, choices of media,integrate assistive technology)

•Offer OPTIONS that keep students interested andENGAGED.

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1) Multiple Forms of Representation

Multiple examples

Information provided in multiple media and formats

Critical features highlighted

Supports provided for limited background knowledge

Technologies focused on in GSACRD toprovide multiple means of Representation

1)Text-to-Speech Software Read and Write Gold

2) Audacity/GarageBand-(to record voice-tests,audiofiles onto iPods,etc.)

3) Audio support forInternet Research Read and Write Gold

4) Digital textbooks,novels and assignments

(Al. Ed. Digital TextRepository)

5)Picture Support forLiteracy Boardmaker/Symwriter

Technologies focused on in GSACRD toprovide multiple means of Representation

6)Websites that supportall learners:

Discovery EducationBrain PopVoicethread

Reading from A-Z7)Tools to simplify

Website Content/TieredWebsites Readability Wikipedia Simple

English

8) MS Word- accessibilityfeatures

9) As of 2010, iPod Appswhich include many thatreduce barriers tolearning.

http://elearning.gsacrd.ab.ca/

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1. Text-to-Speech Software

Read&Write Gold gives a boost to studentswho need support with reading, and writing.

Whether reading, writing, researching forassignments or leisure, this software putssuccess within reach. Its audio supporthelps to bypass the challenge of informationbeing presented in text fashion only.

1. Text-to-Speech Software

Reading: Audio Support

A variety of strategiescan be used to provideaudio support forstruggling readers:talking web browsers,text to speechsoftware, and text-to-MP3 audio files.

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No more readersand scribes!

FREE OPEN-SOURCESOFTWARE FORRECORDING ANDEDITING SOUNDS

2.

3. Audio Support for Internet Research

4. Digital Textbooks, Novels Government of Alberta Learning Resources Center

http://www.lrc.education.gov.ab.ca/pro/default.html

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5. Picture Support for Reading

I Can Read! - Alix, grade 3, JJNearing

I love mybear.

My bear issoft…

6. Websites that Support All Learners

Discovery Education

http://school.discoveryeducation.com/

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Brain Pop (website or App)

VoicethreadWith VoiceThread, group conversations about images, documents andvideos are collected and shared in one place from anywhere in the world.All with no software to install.

https://voicethread.com/ - q.b1238580.i6666441

7. Tools to Simplify Website Content:

http://www.aerospaceguide.net/planet/planetearth.html

Readablity to makerepresentation lesscluttered:

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Wikipedia - Simple Englishhttp://en.wikipedia.org/

From

To

Simplify the language for concrete learners:

http://en.wikipedia.org/wiki/Earth

Then, useReadability!

Reading: Tiered Windows to the Universe

http://www.windows.ucar.edu/

Starchild

http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html

The Brain from Top to Bottom http://thebrain.mcgill.ca/flash/index_d.html

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Speech Built into MacBook

Reads any Word document aloud

Mac Speech Option

8) MS Word- accessibility featuresReading-Cognitive Rescaling

AUTOSUMMARIZE - in Word

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Cognitive Rescaling + Audio Support Open Word

Choose “create new document and put summary there”

Click on the key previously identified in Apple SystemPreferences (e.g. command + 7) to activate “text to speech”

2) Cognitive Rescaling + Audio Support

Open Word Choose “create new document and put summary

there”

Open RWG and hit Command-C to have audio + speechhighlighting.

“Read or Listento Chapter 12

inTicket to Curlew”

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)2) Multiple Forms of Expression

Flexible models of skill performance

Ongoing relevant feedback

Accommodations or scaffolds to support studentlearning

Students using a variety of tools to demonstrateunderstanding of skills.

Technologies focused on in GSACRD toprovide multiple means of Expression

1. Writing with Read and Write Gold 2. Co:Writer 3. Adobe Reader-Annotate feature (write in

textbook) 4. iLife Suite 5. Symwriter 6. Blogs, Glogs 7. Digital Storytelling

Flexible models of skill performance

Ongoing relevant feedback

Variety of tools to demonstrate understanding of skills.

WIKISPACES

DIGITAL STORYTELLING

CHAPTER REVIEWWITH GARAGE BAND

POEMS WITH

Symwriter

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WRITING Many students have good ideas but find it

challenging to get those ideas “down” into a writtenformat.

RWG and Co:Writer are two software programswhich promote success

The students “Co-Write” with the software programand then return the text to a source document (e.g.Word, Powerpoint or e-mail).

Engagement and motivation increase with the use ofthe “Speak as I Type”, “Spell Checker”

and “Word Prediction” features.

Read and Write Gold

Meet Tyler - grade 5Albert Lacombe School

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I Can Write! Deanne -grade 5J.J. Nearing School

Co:Writer

Product demo:http://www.donjohnston.com/resources/cowriter6_index.html

Grade 4/5 J.J. Nearing School

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“Writing” in Math Textbook

3) Multiple Means of Engagement

Extensive content choices and tools provided

Choices of learning context

Multiple Forms of Engagement

http://www.bookadventure.org/ki/bs/ki_bs_helpfind.asp

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Engaging Students in Learning

Students are engaged when the content ispresented in multiple ways and they can showwhat they know in a variety of ways as well.

9) Powerpoint Talking Books

Jacob - grade 6 -Neil M. Ross School

Wampum BeltsWampum belts were made from beads and

Shells. The design told stories of the lives ofthe Iroquois

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10)Comic Life

11)iLife Suite

CAST UDL GUIDELINES http://www.udlcenter.org/aboutudl/udlgu

idelines/principle1

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Excellence in Learning throughFaith, Engagement and

Relationships

R.S. Fowler Junior High School

Excellence in Learning throughFaith, Engagement and

Relationships

www.glogster.com- R.S. Fowler Junior High School

http://www.delicious.com/kpedersenbayus

When the barriers areremoved ALL studentscan learn and strive for

the same highstandards.

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What will YOUdo NEXT?

http://www.donjohnston.com/media/flash/case_against_technology/index.html