UDL: Addressing the Variability of All Learners

Grace Meo and Allison Posey

CAST

Goals

Understand UDL concepts,

guidelines, and alignment to

MTSS

Discuss assumptions

Apply UDL to instructional

practice

4 Workshop Elements

MTSS &UDL

Framework

UDL Guidelin

es

PAL – UDL Lesson

PlanningApplica

tion

UDL Connect: Access workshop resources

http://community.udlcenter.org/group/springfield2012

Assumptions

Students of today Goals of instruction Curriculum Learning

Getting to know you,

the UDL way

Goal: prepare for Indian meal for 4 friends

Think about the ways you would and would not like to do this

I would like to

….

Work with a chef

I would not like to …

Shop for ingredients

CAST8

How does this activity relate to your practice?

Variability matters!GO TO: http://www.youtube.com/watch?v=8WClnVjCEVM for Todd Rose’s video

Variability matters!

Think about your classes and learner variability

What is Universal Design for Learning? UDL…

• is framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. • provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.• recognizes variability as the norm.

UDL Assumptions

1. Learners in any classroom represent a

range of variability

2. The goal of instruction is to develop

"expert learners”

3. Curriculum needs to reflect the variability

of all learners

4. Learning occurs in the dynamic interaction

of the individual with the environment

UDL Assumptions

“Expert Learners”

Strategic, goal-directed learners.

Resourceful, knowledgeable learners.

Purposeful, motivated learners.

UDL Assumptions

1. Learners in any classroom represent a

range of variability

2. The goal of instruction is to develop “

expert learners”

3. Curriculum needs to reflect the variability

of all learners

4. Learning occurs in the dynamic interaction

of the individual with the environment

CAST believes that “barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.” Teaching Every Student in the Digital Age, p. vi

UDL Assumptions

Overview

Universal Design for Learning is a

conceptual shift.

It is a framework to design curriculum

that minimizes barriers and

maximizes learning for all students.

Universal Design … an example of change

Universal Design … an example of change

What is Universal Design?

Drawbacks of Retrofitting:

Each retrofit solves

only one local problem

Retrofitting can be

costly

Many retrofits are

UGLY!

UD- A Conceptual Shift

“Consider the needs of the broadest possible range of users from the beginning”

-- Architect, Ron Mace

UD Examples

Ramps

Curb Cuts

Electric Doors

Captions on Television

Easy Grip Tools…

UD Belief

… “all new environments and products, to the greatest extent possible, should be usable by everyone regardless of their age, ability, or circumstance.”

Retrieved May 6, 2011 from http://www.ncsu.edu/www/ncsu/design/sod5/cud/about_us/about_us.htm

UD Assumptions

Not one size fits all – but alternatives for everyone.

Not added on later – but designed from the beginning.

Not access for some – but access for everyone.

UD Assumptions

Are you willing to be disturbed?

Activity: Read and discuss

http://community.udlcenter.org/group/springfield2012

Recognition Networks: “the what of learning”

identify and interpret patterns of sound, light, taste, smell, and touch

UDL and the Learning Brain

UDL and the Learning Brain

Activating the Recognition Network

UDL and the Learning Brain

Recognition: What is this?

Multiple Means of Representation

Provide Multiple Means of Representation (the “what” of learning)

Perception

Tell me more: Display information in a flexible format so that the following perceptual features can be varied

Language, expressions, and symbolsTell me more: Pre-teach vocabulary, clarify unfamiliar syntax

ComprehensionTell me more: Activate background knowledge, highlight critical features

Plan, execute, and monitor actions and skills

Strategic Networks: “the how of learning”

CAST©2008

What are you looking at when you view this picture?

UDL and the Learning Brain

• Look at the picture.

•What are the material circumstances of the people?

•What are the ages of the people?

Multiple Means of Action and Expression

Physical actionVary methods of response and optimize use of assistive technology

Expression and communication

Use multiple means of communication, build fluencies with gradual levels of support

Executive functionGuide goal setting, facilitate management of information, and enhance capacity for monitoring progress

Evaluate and set priorities

Affective Networks: “the why of learning”

Multiple Means of Engagement

Recruiting interestoptimize relevance, optimize choice, and minimize threats

Sustaining effort and persistence

vary demands, foster collaboration, and increase mastery-oriented feedback

Self regulationpromote expectations and beliefs, facilitate personal coping skills, and develop self-assessment and reflection

Naïve (novice) learners

IMAGE

Verb generation task

CAST©2008

Novel learners:

IMAGE

Verb generation task

CAST©2008

Practiced learners:

IMAGE

Verb generation task

CAST©2008

UDL At A Glance

Video

http://www.youtube.com/watch?v=bDvKnY0g6e4"

Pause and reflect

List three connections you made between UDL and your work

List two new ideas or thoughts that you will share with your colleagues

Pose one question that you will add as a discussion to UDL Connect

In Summary,

UDL is framweork for diseginng cruirucla taht ebnale all ididnvuilas

to gain knlowdege, slkils, and enthsuasim for laerinng.

UDL prodives rcih sropptus for leraning and reuedcs briarers to the cruiruclum while minatanniig hgih

aihecvemnet stndarads for all.