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Ralabate, October 2011
Universal Design forLearning (UDL)
Exploring Universal Design for Learning (UDL): The UDL Guidelines and the Learning Environment
Ralabate, October 2011
YOU MIGHT BE A PRESCHOOL TEACHER IF:
You hum “The wheels on the bus go round and round” while you’re in the shower!
Now you tell me….
BCSC, November 2012
Ralabate, October 2011
The Premise for UDL…
BCSC, November 2012
Ralabate, October 2011
Essential Questions
What is Universal Design for Learning (UDL)?
How are the UDL Guidelines structured?
Why is the Learning Environment a key component?
CAST, March 2012
Ralabate, October 2011
1st Question: “What is UDL?”
“What” do I know about UDL?
“How” did I learn it?
CAST, March 2012
UDL tip: This exercise activates background knowledge and recruits interest.
Ralabate, October 2011
3 Networks = 3 UDL Principles UDL tip: This graphic offers information in text, visuals, & color.
Ralabate, October 2011
http://www.youtube.com/watch?v=bDvKnY0g6e4
CAST, March 2012
UDL tip: This video offers information in another medium.
Ralabate, October 2011
What do you know and understand about the three principles?
What do you know and understand about the nine guidelines?
CAST, March 2012
UDL tip: Asking key questions, prepares & scaffolds learning.
2nd Question:“How are the guidelines structured?”
Ralabate, October 2011
http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf
CAST, March 2012
Universal Design for Learning
REPRESENTATIONInput
The “What?” of learning
Options to see, hear and perceive information:
_________________________________________________________________________________________________________________________________________________________________________________________
Options to decode language, math, symbols:
_________________________________________________________________________________________________________________________________________________________________________________________
Options to make sense and understand knowledge:
_________________________________________________________________________________________________________________________________________________________________________________________
ACTION/EXPRESSIONOutput
The “How?” of learning Options to do, move and interact: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ Options to differentiate expression of knowledge: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ Options to plan, strategize and initiate action: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________
ENGAGEMENTConnection
The “Why?” of learning Options to care, value and find relevance: ___________________________________ ___________________________________ ___________________________________ __________________________________ ___________________________________ Options to vary challenge and/or support:
______________________________________________________________________ _________________________________________________________________________________________________________ Options to set goals and self regulate: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________
Bartholomew Consolidated School Corporation 2012Scaffolding: support for understanding
GOAL: ________________________________________________________________
Universal Design for Learning: Examples
REPRESENTATIONInput
The “What?” of learning
Options to see, hear and perceive information:
EXAMPLES:Video, Lecture, Demonstration, Diagram,
Story, Textbook, Website
Options to decode language, math, symbols:
EXAMPLES:Text to speech, Manipulatives, Pictures
Options to make sense and understand knowledge:
EXAMPLES:Graphic Organizer, Clues, Prompts, Aided
Questions, Models
ACTION/EXPRESSIONOutput
The “How?” of learning Options to do, move and interact:
EXAMPLES:Game, Acting/Role playing, Demonstrate,
Lab, Speech, Typing, Recording
Options to differentiate expression of knowledge:
EXAMPLES:Journaling, Oral expression, Timeline,
Worksheet, Exam
Options to plan, strategize and initiate action:
EXAMPLES:Project, Portfolio, Create a video
ENGAGEMENTConnection
The “Why?” of learning Options to care, value and find relevance:
EXAMPLES:Discussion, Guest speaker, Journaling,
Video, Experiment
Options to vary challenge and/or support:
EXAMPLES:Learning Center, Small Group Activity, Discrepant Event, Worksheet, Internet
Options to set goals and self regulate:
EXAMPLES:Interest Inventory, Reflection, Survey, Goal
Setting Activity
Bartholomew Consolidated School Corporation 2012
Examples and modeling provide scaffolding.
Ralabate, October 2011
Universal Design for Learning (UDL)
UDL Principles: Theory to Application Multiple 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?
CAST, March 2012 (Adapted by BCSC, November 2012)
Ralabate, October 2011
A word about goals:
GOAL PurposeThe “Outcome” of learning
Provide clearly developed goal: Reflects content/skill(s) Means are not embeddedClearly defines learning outcome Options for access/display of goal:Goal is clearly communicated Students understand the goal Allows appropriate challenge & support
Options for content/skill comprehension: Fosters “learning how to learn” Enables progress monitoring Empowers “understanding” and “meaning” of the content/skill
BCSC, January 2013
Content standards: provide options
Skill standards: provide scaffolding
Ralabate, October 2011
How does it fit?
BCSC, January 2013
Ralabate, October 2011
Provide Scaffolding Standard:
SKILL
Ralabate, October 2011
CONTENT Standard: Provide Options
BCSC, January 2013
2 < 10
FONT COLOR
Ralabate, October 2011
3rd Question: Why is the Learning Environment a component?
How does the design of the learning environment affect access to content, expression and connection?
Take a moment to reflect on the current options available to students in your learning environment?
BCSC, November 2012
Ralabate, October 2011
Essential Question:
What prevents learners from reaching or connecting to the curriculum and/or the learning environment?
BCSC, November 2012
Ralabate, October 2011
Goal:
Create questions that foster reflection directly related to:Evaluating the Learning Environment
Embracing Learner Variability
Removing Barriers
BCSC, November 2012
Ralabate, October 2011
Evaluating Barriers & Addressing Variability
What prevents learners from reaching or connecting to the curriculum and/or the learning environment?
– Jot a few down on sticky notes:
Which are barriers in the curriculum or environment?
Which are learner variability‘s?
Divide into two categories
BCSC, November 2012
Ralabate, October 2011
Where is the focus?
BCSC, January 2013
Ralabate, October 2011
Where is the focus?
BCSC, January 2013
Intentionality:
– 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 2013
Universal Design for Learning
REPRESENTATIONInput
The “What?” of learning
Options to see, hear and perceive information:
_________________________________________________________________________________________________________________________________________________________________________________________
Options to decode language, math, symbols:
_________________________________________________________________________________________________________________________________________________________________________________________
Options to make sense and understand knowledge:
_________________________________________________________________________________________________________________________________________________________________________________________
ACTION/EXPRESSIONOutput
The “How?” of learning Options to do, move and interact: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ Options to differentiate expression of knowledge: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ Options to plan, strategize and initiate action: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________
ENGAGEMENTConnection
The “Why?” of learning Options to care, value and find relevance: ___________________________________ ___________________________________ ___________________________________ __________________________________ ___________________________________ Options to vary challenge and/or support:
______________________________________________________________________ _________________________________________________________________________________________________________ Options to set goals and self regulate: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________
Bartholomew Consolidated School Corporation 2012
GOAL: ________________________________________________________________
Evaluating Your Learning Environment
• Evaluate your learning environment as it relates to the “Recognition” network :
REPRESENTATIONInput
The “What?” of learning 1. Options to see, hear and perceive information2. Options to decode language, math, symbols3. Options to make sense and understand knowledge
Evaluating Your Learning Environment
• Evaluate your learning environment as it relates to the “Strategic” network :
ACTION/EXPRESSIONOutput
The “How?” of learning4. Options to do, move and interact:5. Options to differentiate expression of knowledge6. Options to plan, strategize and initiate action
Evaluating Your Learning Environment• Evaluate your learning environment as it relates
to the “Affective” network :ENGAGEMENT
ConnectionThe “Why?” of learning:
7. Options to care, value and find relevance 8. Options to vary challenge and/or support9. Options to set goals and self regulate
Learning Environment vs. Lesson
• What OPTIONS & 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.
Ralabate, October 2011
Summary UDL is based on what we’ve 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 & 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 2011
Resources
http://udlwheel.mdonlinegrants.org/
http://www.learningthroughlistening.org/
http://cast.org/
http://bookbuilder.cast.org/
http://udlexchange.cast.org/home
http://www.udlcenter.org/
BCSC UDL Website
BCSC, November 2012
