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UDL…
UNIVERSAL DESIGN FOR LEARNING
Presented By:
Rhonda Sorger-CFN 211
Special Education Instructional Specialist
Jean McKeon, Network Leader-CFN 211
MAKING A DIFFERENCE
How do I create a place that dignifies the possibilities for
each student who shares in it?
A place where it’s good to be who you are, A place where it’s possible to see who you can become, A place that casts each student as a worker, a winner, a contributor, A place where there is always a journey and always support for the journey.”
Carol Anne Tomlinson ( 2006)
ACTIVITY #1
UDL SELF-ASSESSMENT/POST-
ASSESSMENT
What do you already
know about UDL?
What have you
learned about UDL?
What previous
knowledge has been
confirmed?
OUR GREATEST CHALLENGE
We have to eliminate unnecessary barriers to
learning without eliminating the necessary
challenges to learning
Principles of UDL
#1-Representation
#2-Action & Expression
#3-Engagement
UNIVERSAL DESIGN FOR LEARNING
ORIGINS IN ARCHITECTURE
Developed into…
Ramps and curb cuts
Automatic door-opening devices
Accessible toilets
Fire Alarms with lights
Closed captioning
Text messaging
UNIVERSAL DESIGN ORIGIN AND DEFINITIONS
Drawbacks of Retrofitting
Each retrofit solves only one local problem
Retrofitting can be costly
Many retrofits are UGLY!
UNIVERSAL DESIGN FOR LEARNING
Minimizing Barriers and Maximizing Opportunities
for ALL learners
Applying the idea of built-in flexibility to the
educational curriculum.
Supports access for all students to the
General Education Curriculum as required
by NCLB and IDEA
More efficient than individual solutions
Benefits more students and teachers
UNIVERSAL DESIGN FOR LEARNING
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.
UDL AND ACCESS TO THE
COMMON CORE LEARNING STANDARDS-CCLS
UDL is a framework for education that makes the
curriculum accessible for all students by providing
access to the information being taught and the
assessments that measure what has been learned.
CCSS AND UDL
REPRESENTATION
(RECOGNITION NETWORK)
Representation:
The “What” of Learning How does the task present information and
content in different ways?
How do students gather facts and categorize
what they see, hear, and read?
How are they identifying letters, words, or an
author’s style?
EXAMPLES OF UDL
REPRESENTATION
Use of charts
Word walls
Graphic organizers
Thinking maps
Smart Boards
Elmo overhead projectors
Different size writing fonts
Different text size in reading materials
Multimedia displays
Videos clips
Cartoons
CCSS AND UDL
ACTION/EXPRESSION
(STRATEGIC NETWORK)
Action and Expression:
The “How” of Learning
How does the task differentiate the ways that students
can express what they know?
How do they plan and perform tasks?
How do students organize and express their ideas?
EXAMPLES OF UDL
ACTION/EXPRESSION
Manipulatives
Assistive Technology
Written and/or Oral presentations
Poetry
Comics
Movie
Story
Sketch
Video
Graphic Organizers
Outlines
Templates
CCSS AND UDL-ENGAGEMENT
(AFFECTIVE NETWORK)
Engagement:
The “Why” of learning
How does the task stimulate interest and motivate the
student’s learning?
How do students get engaged prior to the lesson and
during the lesson?
How are they being challenged, excited or interested?
EXAMPLES OF UDL
ENGAGEMENT
Field trips
Explorations tours/trips
Real Authors
Real Scientists
Real Learning experiences
Exhibitions
Social Issues
Present a problem
Create a scenario
Choice of project
ACTIVITY #2
THREE BRAIN NETWORKS AT WORK
1) Recognition Network
2) Reflect on Recognition
3) Strategic Network
4) Reflect on Strategic
5) Affective Network
6) Reflect on Affective
7) Summarize
3 PRINCIPLES OF UDL INSTRUCTION
Principle 1: To support RECOGNITION learning, provide multiple, flexible methods of PRESENTATION.
CONTENT-Present information and content in different ways.
Principle 2: To support STRATEGIC learning, provide multiple, flexible methods of Action and EXPRESSION.
PROCESS-Differentiate ways that students can express what they know.
Principle 3: To support AFFECTIVE learning, provide multiple, flexible options for ENGAGEMENT.
VALUE-Stimulate interest and motivation for learning
ACTIVITY #3 PRINCIPLES IN PRACTICE
1. View 1st grade Math classroom:
http://www.udlcenter.org/resource_library/videos/udlcent
er/guidelines#video2
2. Jot down evidence of UDL.
3. Share out your findings with your grade & the whole
group.
ACTIVITY #3 PRINCIPLES IN PRACTICE
1. View 5th grade ELA classroom:
http://www.udlcenter.org/resource_library/videos/udlcent
er/guidelines#video2
2. Jot down evidence of UDL.
3. Share out your findings with your grade & the whole
group.
UDL-FAQ Guides
http://www.udlcenter.org/advocacy/faq_guides/ed
ucators
http://www.udlcenter.org/advocacy/faq_guides/ad
ministrators
Q & A
CONTACT INFORMATION
RHONDA SORGER
